Diversity & Collaboration: Reading in the Disciplines Jason S. Todd, Ph.D. Xavier University of...
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Transcript of Diversity & Collaboration: Reading in the Disciplines Jason S. Todd, Ph.D. Xavier University of...
Diversity & Collaboration:Reading in the
Disciplines
Jason S. Todd, Ph.D.Xavier University of Louisiana
CRLA 45th Annual ConferenceNovember 8, 2012
Hyatt Regency HotelHouston, Texas
Session Objectives
• Become familiar with our reading-focused quality enhancement plan
• Understand framework for discipline-specific active reading program
• Learn about the different approaches being taken within different disciplines
• Learn about the faculty development activities designed to assist this project
• Explore ways in which such a program might be introduced at other institutions
Read Today, Lead Tomorrow
• Fall 2010-Spring 2015• Active reading• Comprehension• Interpretation• Analysis
• Engaged reading• Interaction• Appreciation
Reading in the Disciplines
• Mandate: All academic units• Entry-level courses, Fall 2011• Upper-level courses, Fall 2012
• Implementation: At department level• Outcome(s)• Method(s)• Measure(s)
• Assessment: 80% of students at proficiency
Reading in the Disciplines
Textbook reading• Biology• Pharmacy• Physics• Psychology
Primary source interpretation• English• History• Philosophy• Languages• Theology
Reading in the Disciplines
Concept application• Art• Business• Chemistry• Communications
Studies• Education• Music• Political Science• Speech Pathology
Word problem interpretation• Computer Science• Mathematics
Case study: Philosophy
• First-year results• Completeness of textual exposition
• 36% at proficiency• Accuracy of textual exposition
• 38% at proficiency• Response to data• Sharing techniques/methods• Re-evaluating rubric
Case study: Education
• First-year results• Synthesis of secondary
sources• 100% at proficiency• 83% at mastery
• Response to data• Continue to monitor
Upper-level Courses
• Being implemented now• Major focus on scholarly texts• Smaller, less common classes• Less non-major impact
Faculty Development
• Seminars => Theory• Workshops => Methods• Mini-grants => Innovation• Course Portfolio WG => Course redesign• FaCTS fellowships => Course
redesign
Successes
• Faculty buy-in• Reconsideration of
faculty expectations• Almost 100%
implementation• Diversity of approaches• Cross-pollination• Assessment training
Roadblocks
• "Don't tell me how to run my classroom"
• Departmental leadership• Departmental conflicts• Data collection
How would this work at your school?
Resources
Burrows, V., McNeil, B., Hubele, N., & Bellamy, L. (2001). Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing. Journal of Engineering Education, 90(4), 661-667.
Cerbin, W. (1994). The course portfolio as a tool for continuous improvement in teaching and learning. Journal on Excellence in College Teaching, 5(1), 95-105.
Cunningham, A. & Stanovich, K. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.
Horning, A. (2007). Reading Across the Curriculum as the Key to Student Success. Across the Disciplines, 4. Retrieved from http://wac.colostate.edu/atd/articles/horning2007.cfm
Maaka, M. J., & Ward, S. M. (2000). Content area reading in community college classrooms. Community College Journal of Research and Practice, 24, 107-125.
New, R. J., Clawson, J. G., & Hoyle, J. B. (2008). How course portfolios can advance the scholarship and practice of management teaching. Journal of Management Education, 32(1), 8-22.
Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess and document learning. Sterling, VA: Stylus Publishing.
Sidell, N. (2003). The course portfolio: A valuable teaching tool. Journal of Teaching in Social Work, 23, 91-106.
Shanahan, T., & Shanahan, C. (2008, Spring). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
Tobia, S., & Howard, J. (1990). How to strengthen a faculty development program: Before, during, and after. Paper presented at the annual meeting of the International Reading Association, Atlanta, GA, May 6-11, 1990. (ERIC Document Reproduction Service No. ED 322 488)