Friday, September 14, 2018 IMU - FRANGIPANI | 11:30 AM – 1:30 PM

SoTL Showcase HOSTED BY THE IUB SOTL PROGRAM

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Schedule

11:30 am

Opening Remarks Shannon Sipes, Director, SoTL Program Ignite Talks

1. Diversity in Statistics Education and Associated Pedagogical Guidance (Julie Lorah)

2. Evaluation of Community Partner – Student Relationships in the Service Learning Context (Cassie Coble)

3. Assessing the Cognitive Level of Multiple Choice Questions in a Large -Enrollment Course (Cody Kirkpatrick)

4. Using Educational Data Mining to Model Student Learning Progressions in Online Problem-Based Learning (Michael Stucker)

12:00 pm

Posters

I Don’t Have Time To Teach Metacognitive Skills Too! Can’t They Do It Online Or Something? (Polly Husmann)

Applying Principles in an Animal Behavior and Neuroscience Class (Laura Hurley)

Development and Implementation of the Inaugural Anatomy Education Research Institute (Valerie O'Loughlin)

Neural Basis of Spatial Ability and Anatomical Concepts: An fMRI pilot study (Theodore C. Smith)

Using Peer Discussion Groups to Build News Media Literacy (Susan Siena) Social and Economic Rewards for Faculty Involvement: Your Money or

Your Life (Carol Hostetter) Orff-Schulwerk and Critical Pedagogy for Pre-Service Education Majors

(Ian Cicco) Using student wikis to demystify the research process (Ann Bunger) Using a Self- and Peer-Evaluation Tool to Assess and Develop Teamwork,

Communication, and Leadership Competencies in an Undergraduate Business Program (Dawn Kutza)

A New Curricular Schema for Allopathic Medical Schools in the United States (Melissa Taylor)

Developing Historical Thinking in PBL Classrooms Supported with Synergistic Scaffolding (Kalani Craig)

First-year Indiana University medical student study strategy interviews provide an overwhelmed and over-reliant attitude (Amberly Reynolds)

The Effect of Formal Training on Undergraduate Teaching Assistants’ Performance and Views Towards Teaching (Charity Upson-Taboas)

Teaching artist training in educational institutions and professional companies (Kimberly S Carballo)

A Project to Evaluate the Cognitive Level of Multiple-Choice Exam Questions (Cody Kirkpatrick)

Assessing Student Experiences in Food Security Service-Learning Course (Olga Kalentzidou)

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Connecting Listening to Music Theory Skills Using Just-in-Time Assignments (Gretchen Horlacher)

Expansive Framing for Productive Online Engagement and Learning (Daniel T. Hickey)

Making a Strong Class Better: Employing Current Students to Update Course Content (Deb Getz & Jaime Valent)

Expanding a SoTL community of practice via librarian and faculty development collaboration to create a dynamic SoTL database (Amy Minix)

Resource Tables FACET - Michael Morrone, Director, FACET IUPress - Jennifer Meta Robinson, Whitney M. Schlegel & Mary Taylor Huber, editors Human Subjects & Institutional Review Board - Adam Mills, Research Compliance Associate Social Science Research Commons - Emily Meanwell, Director Teaching & Learning Libraries - Meg Meiman, Head Learning Analytics & Assessment & Research - George Rehrey & Linda Shepard, Directors

1:00 pm

Ignite Talks

5. Students as Teachers: Understanding the Impact of Peer Leadership Experience on At-Risk Populations (Andrew Koke & Molly Burke)

6. Student Perceptions of Framing in Face-to-Face and Online Courses (Dan Hickey)

7. Assessing the Development of Self-Directed Learning Skills during Undergraduate Medical Education at IU (Polly Husmann)

1:30pm

Closing Remarks Shannon Sipes, Director, SoTL Program

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Ignite Talks by 2017-2018 SoTL Grant Awardees

Diversity in Statistics Education and Associated Pedagogical Guidance

Julie Lorah & Montserrat Valdivia (Phase I)

Statistics classes are required for postsecondary students in a variety of majors, in addition to students who are statistics majors themselves. Although many students will experience statistics class during college, there is very little research examining the state of diversity within these classes and within statistics programs. The proposed study will use nationally representative data collected from National Center for Education Statistics (NCES) through the Integrated Postsecondary Education Data System (IPEDS) and local data from Indiana University enrollments to examine the status of diversity within postsecondary statistics education. Further, the present study proposes to conduct a literature review to synthesize proposed pedagogical guidance from related fields, such as science, technology, education, and math (STEM) education, that is sensitive to issues of diversity and representation as ascertained from the proposed data analysis. The authors hope to share these findings with a national or international audience through educational conference presentation; manuscript submission to a statistics education journal; and locally through SOTL events and talks.

Evaluation of Community Partner –Student Relationships in the Service Learning Context Cassie Coble, Rachel Ryder, Eric Knee, & Hope Grame-Zeller (Phase I)

Service learning programs are course-based experiential learning opportunities that aim to address an identified community need (Bringle & Hatcher, 1996). Service learning courses have been shown to positively benefit students (ex. Bruening et al., 2015; Conway, Amel, & Gerwin, 2009; Kendrick, 1996). Despite the positive benefits to students, there is a lack of understanding of the strategies that lead to these outcomes and a dearth of research regarding the community partner contribution to the service learning experience (Walsh, 2006). The proposed study will explore the closeness, equity, and integrity (Bringle, Clayton, & Price, 2009) of the relationship between the community partner and student to better understand how service learning community partners and students engage with each other and manage relationship building opportunities. The study will employ qualitative methods, interviewing approximately 15 community partners and students enrolled in two service learning courses. Additionally, the instructor will engage in conversations with the researchers and reflective practices to better understand the service learning course and program.

The instructor of the courses will use the data gathered in this project to adjust the service learning course and work with the community partner to enhance relationships between the community partner and student. Additionally, this work will reach a larger audience through presentations and publications as the management of relationships within the service learning context is essential to understand by all involved. By exploring how relationships are built (or fail to develop), practitioners at Indiana University and beyond can design opportunities for engagement between service learning students and community partners, better enhancing the student experience and addressing the community partner and resident need.

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Assessing the Cognitive Level of Multiple Choice Questions in a Large-Enrollment Course

Cody Kirkpatrick (Phase I)

During his teaching at IU, the instructor has used over 400 unique multiple choice questions on exams in an introductory, large-enrollment natural science course. A frequent outcome of courses with multiple choice assessments is that the courses overemphasize low-level cognitive tasks such as rote memorization of facts and details, with numerous reports of this phenomenon in the literature. The instructor has never before conducted a systematic study of his own exams, and this research will assess what proportion of past questions have targeted low-level cognitive tasks (remember, understand) and what proportion targeted higher-order thinking. Independent reviewers will use Bloom’s Taxonomy, revised, to rate questions and determine the cognitive level of each question. Individual questions will be rated by multiple reviewers so that inter-rater reliability can be analyzed. Items that are found to test higher-order thinking will be highlighted, and hypotheses will be made about the scaffolding needed for students to be successful on these questions. The results will be shared with the campus and university communities, and also more broadly at a national teaching conference.

Using Educational Data Mining to Model Student Learning Progressions in Online Problem-Based Learning

Michael Stucker, Jamie Tagg, Chris Georgen, & Alejandro Andrade (Phase II)

The purpose of this investigation is to explore the use of Educational Data Mining (EDM) to provide instructors with a view of the learning process as groups of students work through collaborative, problem-based projects. This process was first tested as part of a 2015 SOTL investigation "Student interaction with instructional activities: Comparing successful and unsuccessful students." Data from the course “A111: Electronics I” was used in that research and will continue to be the data source in this phase. As part of the previous investigation, student answers to targeted questions during an online collaborative project were compared to expert answers. This initial test demonstrated that this comparison can be used as a method for enhancing an instructors "view" of the learning process. In this send phase investigation, we will continue to add to the dataset created in 2015 and work to create an EDM model with the aim of generating a learning progression that reliably assesses student current performance and predicts trajectories for future performance. We will draw specifically on a text-mining approach that will quickly and automatically refine large volumes of text into numerical representations that can be used to assess, compare, and predict student success. We see this as beneficial to teachers as it will not only save time in parsing large amounts of textual data, but will also provide evidence for students’ current understanding and predict potential growth that can be triangulated with other measures to assess learning.

Students as Teachers: Understanding the Impact of Peer Leadership Experience on At-Risk Populations

Molly Burke Leon & Andrew Koke (Phase III)

The Student Academic Center (SAC) proposes to study two high-risk student populations and the peer leaders who work with them. The SAC has two classes that enroll high-risk student populations: X156 (a course for students who request a personal academic coach) and X158 (a

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course for University Division students placed on academic probation). Both courses use undergraduate peer leaders as an integral part of the curriculum, and both are unique among peer institutions. We propose a multimodal and longitudinal study of these courses and their peer leadership teams. We will track the impact of the courses on enrolled students from 2009 to present, identifying how the courses influence retention and graduation. Further, we will interview peer leaders in both programs, identifying best practices in terms of professional development and positive peer experiences. We will use the results of our study to improve our programming, encourage undergraduate research, and disseminate our findings more broadly to the student success community at IUB and beyond.

Student Perceptions of Framing in Face-to-Face and Online Courses

Dan Hickey, Simon Brassell, & Dubravka Svetina (Phase II)

This project will yield a survey of students’ perceptions of the ways their course activities are framed (i.e., contextualized). This survey will be based on expansive framing, a new instructional framework that positions students as contributors to larger conversations that extend across time, place, participants, topics, and roles. Dozens of studies of face-to-face (FTF) courses have shown that expansive framing can support generative learning that transfers readily to other educational, personal, and achievement settings. Investigator Hickey has been leading efforts to extend expansive framing into online contexts.

The proposed survey is a crucial next step. This new survey will be studied and promoted as an alternative to the Community of Inquiry (CoI) survey, which has been used in over 1500 studies and is widely used to evaluate online courses. Based on older constructivist theories of learning, CoI focuses on three aspects of presence (social, cognitive, and teaching). Unfortunately, the COI framework and survey appear to encourage bounded framing (specific to activities or courses), and encourage private student-instructor interactions and unnecessary group activities that can overwhelm online students and instructors.

We will first revise an existing framing survey and administer it to a purposeful convenience sample of undergraduates and graduates recruited from within online course. Investigator Svetina will supervise exploratory factor analyses of the hypothesized latent variables and identify redundant or problematic items. The refined framing survey will be administered along with the CoI survey to students at least five undergraduate and graduate online courses, including those taught or supervised by Investigators Brassell and Hickey. Their courses are good examples of expansive framing and have already been studied extensively. This data will allow us to test the hypothesis that expansive framing and presence are negatively correlated, and explore the relationship of framing vs. presence on exams and other course outcomes.

Assessing the Development of Self-Directed Learning Skills during Undergraduate Medical Education at IU

Polly Husman, Leslie A. Hoffman, & Audra F. Schaefer (Phase II)

Once their formal training is complete, physicians have a responsibility to remain up-to-date on current research that impacts clinical practice. Thus, self-directed learning skills must be developed during undergraduate medical education. To determine how well these skills are being developed at IU, we endeavor to evaluate students’ self-directed learning skills at multiple times throughout medical school. The study will use the Self-Directed Learning Inventory, which has been previously validated with nursing students to assess self-directed learning skills. Using a cross-sectional study design, we will administer the Self-Directed Learning Inventory to medical students

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in all four years of medical school at key times during their education, such as medical school matriculation, the transition between pre-clinical and clinical years, and the end of medical school.

These assessments will allow us to determine how and when self-directed learning skills are currently evolving and when additional interventions may be beneficial. We will also look to validate this instrument for use with medical students and, as part of a larger, longitudinal study, to compare the development of self-directed learning skills in students who completed our previous, traditional curriculum with those who participated in our new, integrated curriculum. This information may then be used at IU, as well as other medical schools, to develop evidence-based recommendations to improve students’ self-directed learning skills and better prepare them for their future careers as clinicians.

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SoTL Research Posters

I Don’t Have Time To Teach Metacognitive Skills Too! Can’t They Do It Online Or Something?

Polly Husmann (Medical Sciences)

Metacognition is important for student success, but how can students develop these skills? This study examines the development of metacognitive skills in undergraduate anatomy students via online modules that include questions about anatomy content, but also ask students to rate how confident they are in their answer. These ratings then allow us to determine a metacognitive score for each student. Metacognitive scores are then correlated with the number of module questions the student completed as well as their exam scores. Thus, online modules may be one way to help our students better calibrate their metacognitive skills, particularly in large classes.

* Previously presented at Human Anatomy & Physiology annual meeting (5/27/2018)

Applying Principles in an Animal Behavior and Neuroscience Class

Laura Hurley (Biology)

Biology students are good at memorizing details presented to them, but struggle to apply frameworks and principles to new examples. Using Decoding the Disciplines, the instructor realized her students needed to go meta on the details of the new examples to evaluate which organizing principle may be at play. In an animal behavior class students were asked to organize the various sexual behaviors of male and female mice, forming various systems for categorization and making some generalizations based on the categories they formed. While exam results were not remarkably different pre- and post, the students came up with novel groupings.

Development and Implementation of the Inaugural Anatomy Education Research Institute

Valerie O'Loughlin (Medical Sciences)

The authors received American Association of Anatomists’ funding for the inaugural Anatomy Education Research Institute (AERI). AERI was modeled after the American Physiological Society’s Institute for Teaching and Learning (ITL), and focused on partnering anatomy educational research leaders with anatomists interested in expanding their educational research skill sets. In this presentation, we describe the development and implementation of AERI and its immediate effects. The intensive face-to-face format of AERI allowed the 62 participants and invited speakers to immerse themselves in teaching assessments, educational research, and the Scholarship of Teaching and Learning (SOTL). Based on the initial survey data and social media analytics, AERI2017 had a powerful impact on both face-to-face attendees and virtual participants on social media.

* Previously presented at Experimental Biology meeting (April 2018)

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Neural Basis of Spatial Ability and Anatomical Concepts: An fMRI pilot study

Theodore C. Smith (Medical Sciences)

Functional magnetic resonance imaging (fMRI) can bypass students’ lack of metacognition and examine anatomy students' neural organization of anatomical knowledge and their neural basis of spatial ability. In this project, a group of undergraduate anatomy students (n= 53) completed cognitive tasks that were analyzed with a simple linear regression to predict final course grade. A second cohort of undergraduate students (n=2) and graduate students (n=2) completed a Shepard-Metzler (1971) Mental Rotation task and an anatomical concepts task under fMRI. The undergraduate and graduate cohorts' cortical activation during the tasks were analyzed using statistical parametric mapping (SPM). This work builds a neural foundation for understanding how anatomy learners organize anatomical concepts.

* Previously presented at American Association of Anatomists (April 2018)

Using Peer Discussion Groups to Build News Media Literacy

Susan Siena (SPEA)

Given the widespread use of social media as a source of information, political science instructors face a pedagogical challenge – helping students learn how to access and evaluate the quality and potential bias of policy news in a rapidly shifting media landscape. A first step in developing these skills is increasing students’ interest in following the policy news in the first place. While active learning is known to increase student engagement, large enrollment classes are the means through which political science instructors reach their largest audience, and some active learning techniques may be difficult to implement in these circumstances. Using survey methods and time-tracking we demonstrate that short, guided small group discussions of current events are a feasible and effective means of building media literacy, even with larger class sizes. Our results show that this instructional approach increased levels of interest, particularly among students with initially low levels of interest in policy news. Furthermore, qualitative results show increased awareness of the quality and potential bias of news sources. We conclude that guided peer discussion of current events is an effective means of promoting news media literacy in large enrollment classes.

Social and Economic Rewards for Faculty Involvement: Your Money or Your Life

Carol Hostetter (Social Work)

The present study was designed to examine faculty perceptions of what they value more from programs on enhancing teaching. Two specific research questions were addressed: 1) Does participation in faculty development programs increase reported efforts to improve teaching? 2) Do faculty value economic rewards or social rewards more, in support of their efforts to improve teaching? Data from a survey of 108 faculty who had participated in various CITL teaching enhancement programs show that faculty value programs that develop a sense of community more than those that provide only stipends. Results were statistically significant.

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Orff-Schulwerk and Critical Pedagogy for Pre-Service Education Majors

Ian Cicco (Music Education)

This research-based curriculum design focuses on how Orff-Schulwerk and critical pedagogy share commonalities that allow for pre-service educators to expand awareness about how music can be integrated in their envisioned teaching contexts. Beyond the implementation of this curriculum with pre-service elementary education majors, I plan to continue developing this curriculum for pre-service music education students as a future professor of general music methods. The Orff-Schulwerk teaching process manifests itself in ways that values all individuals in different developmental stages, as they immerse themselves in musical opportunities that meet their varying needs and interests. Radocy (2003) articulated the importance of creating an environment conducive to the development of musical behavior when emphasizing that, “A supportive and nurturing environment must interact with any natural aspects of musical behavior in order for someone to develop to the fullest extent musically” (p. 406). Herein, for students to develop to their fullest musical extent, they will critically examine and reflect upon pedagogical practices and how they might influence their future teaching choices. I will enact a curriculum that employs tenets of critical pedagogy, which will encourage students to make teaching choices influenced by psychological, philosophical, and sociological factors. The thorough exploration of course content will lead students towards a greater awareness of pedagogical practices that will enable them to be successful educators if they secure a job in music education. In addition, through my own teaching, I will encourage pre-service educators to adopt practices that will empower them to teach in transformative ways.

Using student wikis to demystify the research process

Ann Bunger (Linguistics)

Students are often intimidated by capstone assignments that involve independent research. To help demystify the research process, we designed a web-based tool that provides an interactive space in which students can work on each stage of the process, instructors can provide feedback, and both students and instructors can monitor progress toward the final product. This tool was used by students writing research papers in a cross-campus, cross-disciplinary study. Student reflections demonstrate that, for students at all levels, the tool increased the visibility of stages of the research process as well as students’ confidence in their ability to complete the assignment.

Using a Self- and Peer-Evaluation Tool to Assess and Develop Teamwork, Communication, and Leadership Competencies in an Undergraduate Business Program

Dawn Kutza (CPSC – Kelley)

This study will evaluate the effectiveness of a Self- and Peer-Evaluation Tool used in Business Communications Classes at the Indiana University Kelley School of Business. The tool was created by faculty to gather and provide meaningful feedback to students regarding perceptions of their own and their peers’ contributions and competencies in the areas of Teamwork, Communication, and Leadership. Although receiving self- and peer-feedback has the potential to inform individuals of areas for improvement and increase self-reflection, ultimately, stakeholders in the department desire to know whether the results from the Qualtrics project are actionable by both instructors and students in terms of improving student learning outcomes. Exploring changes in student ratings and feedback from year-to-year, observing individuals’ discrepancies between self- and

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peer-evaluations, and discovering relationships between specific behaviors and peers’ desire to work with a student on a team in the future will help inform curricular design of all Business Communications courses, the larger Kelley curricula, as well as contribute to the scholarship of teaching and learning more broadly.

A New Curricular Schema for Allopathic Medical Schools in the United States

Melissa Taylor (Medical Sciences)

Medical education in the United States has been changing dramatically in the last few decades. Medical schools are moving away from a traditional, didactic, and discipline-based curriculum, to a more integrative, active, and student-centered curriculum. Medical schools have revised their curricula for many reasons, and one of the more common reasons is to meet current Liaison Committee on Medical Education (LCME) standards. Additionally, medical schools have integrated their curricula for the same, as well as other, reasons. There is no one singular way that a medical school can revise and integrate its curriculum. This study examines the types of curricula offered at the 150 allopathic medical schools in the United States.

*Previously presented at Experimental Biology meeting (April 2018)

Developing Historical Thinking in PBL Classrooms Supported with Synergistic Scaffolding

Haesol Bae & Kalani Craig (History)

Although Problem-based Learning (PBL) has been studied in a variety of contexts, PBL in large active learning classrooms has been less well studied. Timely and contingent instructor support is a crucial scaffolding element for PBL, but this is generally only possible in classrooms with a small instructor-to-student ratio. We investigated the role of visual representations in allowing quick instructor access to the current state of students’ inquiry process to understand: a.) how PBL supported historical thinking skills; and b.) how multiple forms of scaffolding function in a synergistic and contingent way to make PBL achievable in a large classroom.

*Previously presented at International Conference of the Learning Sciences (June 21-25, 2018)

First-year Indiana University medical student study strategy interviews provide an overwhelmed and over-reliant attitude

Amberly Reynolds (Anatomy and Cell Biology/Medical Sciences)

First-year medical students are inundated with resources for their courses, often including slides and/or notes provided by professors. With a multitude of sources, students are expected to define their study habits to find success but how do they go about that and what are their attitudes toward the expectations? First-year medical students across Indiana University School of Medicine campuses were interviewed (n=26) regarding their study habits within their Gross Human Anatomy course. Semi-structured interviews were completed and recorded over the phone during the summer following the first year of medical school and generally lasted between twenty and sixty minutes. Interview questions focused on how students studied for both the lecture and lab components of the class and what influenced their study strategy decisions. Thematic analysis of transcribed interviews pinpointed patterns in the data regarding content resources, study habits and student attitudes. These were developed into themes of overwhelmed and over-reliant student

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attitudes important to the qualitative understanding of student study habits. This study focused on students’ overwhelmed attitude with the number of resources provided but a lack of how to use said resources and the over-reliance and expectations of professor presentation slides. Pertinent to Anatomy educators is the forethought to instruct students how to choose and use the multitude of resources and to ensure that students do not believe that instructor slideshows contain the only important course content. Medical education faces many curricular changes as we work to provide our future physicians with the proper content but also important is our ability to teach them the necessary skills of how best to use the vast content resources.

*Previously presented at Experimental Biology meeting (April 22nd, 2018)

The Effect of Formal Training on Undergraduate Teaching Assistants’ Performance and Views Towards Teaching

Charity Upson-Taboas (Medical Sciences)

Undergraduate teaching assistants (UTAs) play an important role in the undergraduate anatomy laboratory, but do not receive formal training. This project examines the effect of training on UTAs’ performance and attitudes towards teaching. UTAs (n=14) completed a training session covering pedagogical techniques and completed pre-/post-training and end-of-semester surveys. Results regarding the trainees’ perspective on their UTA or graduate instructors’ knowledge, contribution to their success, and their role in applying as a UTA were significant (knowledge: t(13)=-2.88, p = .013); contribution: t(13)=-4.66, p < .001); applying: t(13)=-2.19, p = .047). This work demonstrates a need for undergraduate teaching assistant training.

* Previously presented at Experimental Biology meeting (April 22nd, 2018)

Teaching artist training in educational institutions and professional companies

Kimberly S Carballo (Opera and Collaborative Piano)

Ultimately, we want to systematize teachable skills of community engagement by creating a comprehensive pedagogy for teaching-artists. Through a national survey and other research tools, we are assimilating best practices surrounding training for community engagement and sharing that information with the broader performing arts community. The national survey results have created a comprehensive database of such organizations, and categorized the ways in which community engagement is conducted and how performers are being trained (or not). The poster illustrates the correlation between training and longevity of a teaching-artist program, and explores best practices for pedagogy of community engagement in performing arts.

A Project to Evaluate the Cognitive Level of Multiple-Choice Exam Questions

Cody Kirkpatrick (Earth and Atmospheric Sciences)

In this presentation, I will describe an ongoing SoTL project in which independent reviewers are using Bloom's Taxonomy to determine the cognitive level of multiple choice questions used in large lecture, introductory atmospheric science courses at IU. This work allows the instructor to determine the degree to which higher-order thinking is being tested on exams. Example items for different levels of the taxonomy will be presented, as well as examples of the scaffolding needed for students to be successful on those questions.

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Assessing Student Experiences in Food Security Service-Learning Course

Olga Kalentzidou (Geography)

Student participation in experiential courses is associated with enhanced civic engagement, deeper understanding of social issues, and increased cross-cultural awareness and empathy. In service-learning courses, assessment evaluates not only the effectiveness of course learning outcomes, but most importantly attitudinal changes in the level of student community involvement. Analysis of student reflections, journals and final evaluations in my Food Security course over a four-year period reveals important changes in student learning and provides indicators for sustaining engagement.

Connecting Listening to Music Theory Skills Using Just-in-Time Assignments

Gretchen Horlacher (Jacobs School of Music Dept. of Music Theory)

How can music students come to class ready to discuss the structure of twentieth-century music? Students don’t know this music well and believe they don’t like it. To understand and perform it better they can connect ideas about a piece’s key features with an initial listening experience before they come to class. But even close listening is an acquired skill. In this poster I describe “Just-in-Time” listening activities which become more sophisticated as the term progresses, form easy points of departure for class discussion, and point to the necessity of learning about the piece’s materials and compositional methods.

Expansive Framing for Productive Online Engagement and Learning

Daniel T. Hickey (Learning Sciences)

This presentation introduces a comprehensive framework for online instruction and assessment. Expansive framing helps students make connections to people, places, topics, and activities beyond the assignment and the course. Unique “public” (to the class) assignments and reflections transform students into authors who hold themselves and each other accountable for participating in disciplinary conversations. “Private” formative self-assessments let students check and extend their understanding of key concepts. “Discrete” time-limited multiple-choice exams help motivate prior engagement and provide valid evidence of achievement. Examples from several expansively framed online courses will be presented, along with results from a new coding scheme and survey.

Making a Strong Class Better: Employing Current Students to Update Course Content

Deb Getz & Jaime Valent (Applied Health Science)

After years of regular review and update of a Leadership Course utilizing standard student comments, review of student work, and external consultation I took a different approach. With the assistance of a CITL Active Learning Grant, I turned my regular process of course updating upside-down by identifying a student interested in leadership development to provide their assistance. This student, Mr. Daniel Valent had no connection to the course, explained the course goals, and theoretical framework, and then asked him to assist in updating the course. This poster provides a summary of key lessons learned, the impact on the student, and new perspectives I have gained as a result of the process. Mr. Valent will be joining to assist in the presentation of the poster.

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Expanding a SoTL community of practice via librarian and faculty development collaboration to create a dynamic SoTL database

Amy Minix (Science Library) & Shannon Sipes (CITL)

This poster shares a novel implementation of communities of practice (CoP) theory in the form of a dynamic database created via a collaboration between faculty developers and librarians. The database functions much like other library databases, allowing users to search for SoTL work by their colleagues. In addition, the database provides open access to the materials when available. The goal of this database is to facilitate visibility of and access to SoTL work on campus. It is our hope that through this database we can create new connections across campus, expanding the SoTL CoP, and facilitating new collaborations.