Scholarly Teaching Academy: A Community Approach to Cultivating Teaching Excellence 1 Photo credit:...
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Scholarly Teaching Academy: Scholarly Teaching Academy: A Community Approach to A Community Approach to Cultivating Teaching Cultivating Teaching ExcellenceExcellence
1Photo credit: Seedling, Ray from LA, Flickr
Appalachian State University, Boone, North Carolina
2Photo credit: Boone NC Tilt-Shift, l.hutton, Flickr
Tracy W. Smith, Faculty & Academic Development and College of Education
Pia A. Albinsson, MarketingJamie Anderson-Parson, Finance, Banking, and InsuranceKim Becnel, Library ScienceJon C. Pope, English
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Please stand and rate your current level of confidence in facilitating sustained faculty development initiatives:
A.Very confident (your right)B.Somewhat confident (straight
ahead)C.Not confident (your left)
Kinesthetic Poll Kinesthetic Poll QuestionQuestion
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Photo credit: “Vote,” Theresa Thompson, Flickr
Why do we need sustainable professional development in higher education?
6Photo credit: Green and Sustainable, Rick Harrison, Flickr
Deep Isolation
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Most faculty Most faculty developmentdevelopment
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Short-term
Technical fixes
Photo credit: Greg Limna, Through My Eyes, Flickr
Needed faculty development
Sustained opportunities to examine and reflect on their individual beliefs, experiences, and research regarding learning.9
Scholarly Teaching Scholarly Teaching AcademyAcademy
PurposeProcessModel (Cohorts)Approach and Activities
10Photo credit: https://www.flickr.com/photos/kamaljith/
Year Year OneOne
Shared professional learning experiences Threshold Concepts Paideia Seminar (strategy) Incubation Session Learning Environments
Course in LMS – All are teachersDevelopment of Teaching Excellence
Plans
11Photo credit: Sarah Ross, Flickr, A plan implies an architect
Year Year TwoTwo
CollaborationObservation CyclesCourse DesignStudent Evaluation of Teaching
PresentationsPublicationsPortfolio
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Jamie Anderson-Parson, J.D.
Assistant Professor in Finance, Banking & Insurance
• “Newly minted graduates will be expected not just be smart and have the ability to do legal analysis, but will also be expected to have judgment in the face of risk and uncertainty and be able to function as lawyers”– Michelle Harner, Professor of Law at University of
Maryland Francis King Carey School of Law
From Then to Now• Built course like others in department• Started from the beginning of the book• Summarized material from book to
transfer to PowerPoint• Talked about issues in the news
• Took Course Re-design• Realized I didn’t have to start at
Chapter 1• Clustered chapters into Units• Ran across “Street Law” material and
enhanced for college curriculum
“Street Law”• Employment Discrimination
Skits (Unit I)• “No Vehicles in the Park”
(Unit II)• Football Contract
Negotiationor
• Employment Discrimination Negotiation to Arbitration (Unit III)
Epic Finale
https://www.youtube.com/watch?v=xRfgQU9J3-k
Goals:– Exercise judgment
in the face of risk and uncertainty– Be able to function
as business leaders
What Didn’t Work From My Plan
• Online Proctored Exams– University doesn’t have
enough large lab space to accommodate students
– Students wanted to “touch the test”
• Live Presentations with more than 20 students– I can do live presentations in
my summer course but not fall or spring semester courses
Future of My Class• Post Course Website• Collaborate on the “Epic
Finale” Research Project• Develop innovative
assessment techniques to fulfill end goals (i.e integrate “Street Law” concepts into assessments)
Pia A. Albinsson, Marketing
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• Learn about teaching and technology tools to deliver quality instruction and to foster a more active class environment. • Learn about strategies designed to make students more engaged with the material covered in class and the group projects related to the class. • Designate one section of IMC as Service-Learning for spring 2014. • Develop a sustainability-oriented Principles of Marketing course (by fall 2014). (Class later changed to Integrated Marketing Communication by chair). • Write an updated Philosophy of Teaching statement
Scholarly Teaching Scholarly Teaching Academy GoalsAcademy Goals
IMC with a Service Learning/ IMC with a Service Learning/ Sustainability focusSustainability focusRe-designed syllabus for IMC and
developed a Civic Engagement/Service Learning Orientation for class by providing detailed group project guidelines and incorporated reflection learning activities and assignments.
Incorporated three major sustainability oriented assignments.◦Story of stuff movie, two virtual
sustainability field trips.22
Text Analysis of Student Text Analysis of Student answeranswerWhat is sustainability – pre/ post
class assessment:
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Critical Reflection on Critical Reflection on LearningLearningAnecdotal findings:
◦Increased awareness and knowledge of sustainability issues.
◦Willingness to learn more◦Willingness to adopt new behaviors
(reuse, reduce, recycling)◦Increased understanding that
corporations need to take responsibility and work with nature not against nature
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Kim Becnel, Library Kim Becnel, Library ScienceScience
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Major Goals of Major Goals of Teaching Excellence Plan Teaching Excellence Plan
Investigate various pedagogies/theories to: Revamp 2 service-learning projects Draft personal teaching philosophy
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The Collection Management The Collection Management Project LIB 5010: Collection Project LIB 5010: Collection
Development and Development and Maintenance Maintenance
Students pair with working librarians to analyze library collections
Researchers studying
Diversity of perspectivesIsolation versus community Missed opportunities for maximizing
learning
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The Embedded Librarianship The Embedded Librarianship Project LIB 5020: Information Project LIB 5020: Information
Sources Sources and Services and Services
Collaborative project with English Department
Graduate MLS students are virtually embedded in Composition classes
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The Embedded Librarianship The Embedded Librarianship Project Project
LIB 5020: Information Sources LIB 5020: Information Sources and Services and Services
Revisions based on data analysis:
more structure larger groups more preparation more discussion time
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Deliverables/Deliverables/Dissemination Dissemination
Conference Presentations
Articles Tenure and Promotion Portfolio
Teaching Observations
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Jon C. Pope, Jon C. Pope, EnglishEnglish
31Photo credit: jeffrey james pacres, Writing, Flickr
The CourseThe Course
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English 2001Intro to Writing across the
Curriculum
Gen Ed requirementSophomores, Juniors, Transfer
StudentsSecond step in vertical writing
model
The ChallengeThe Challenge
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Comes late in Gen Ed sequenceStudents resist yet another
broadly conceptual classStudent engagement in the
course suffers
Major Goals from TEPMajor Goals from TEP
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Develop a comprehensive immersive role-playing game requiring extensive practice with rhetorical analysis and discipline-specific texts
Incorporate interdisciplinary collaboration into gaming scenario
Accurately assess effects on engagement
Hurdles and RoadblocksHurdles and Roadblocks
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Variety of majors means multiple epistemic frames
Existing literature focuses on upper-level, discipline-specific courses
4/4 teaching load + high course caps = an unwieldy number of students for open-ended gaming scenarios
The STA’s RoleThe STA’s Role
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Lengthened horizon for envisioning long-term project
Supportive space for innovationInterdisciplinary feedbackExposure to actual writing across
the curriculum
OutcomesOutcomes
Shared portfolioRedesigned coursesPresentationsPublicationsConference attendanceLasting interdisciplinary connections
Others?37
Next Next Steps?Steps?
38Photo credit: Ksenla Zhdanova, Path III, Flickr
Discussion/Discussion/QuestionsQuestions
39Photo credit: Marc Wathleu, Graphic Conversation, Flickr