Tag Archives: recap

Recap: 2018 Colloquium on Teaching and Learning

[Presenters: Please send materials to browncenter@stetson.edu]

All Learners Welcome:
Making Excellence Inclusive

April 6, 2018 – 8:45 AM – 6 PM
Stetson University, DeLand, FL
Lynn Business Center
(corner of N. Woodland Blvd and Michigan Ave [MapIt])

On Friday, April 6th, 2018 the Brown Center for Faculty Innovation and Excellence hosted the 4th annual Colloquium on Teaching and Learning Innovation.  This all-day event boasted a variety of engaging and thought-provoking sessions aligned with the theme of Making Excellence Inclusive.  Please share your feedback so we can improve your experience next year.

DOWNLOAD PROGRAM

Welcome

by
Noel Painter, Executive Vice President and Provost
Stetson University

Keynote: Inclusive Narratives:
Facilitating Student Success with Data

by
Angela Henderson, Director of Institutional Research

Resche Hines, Assistant Vice President for Institutional Research,
Julia Metzker, Executive Director for the Brown Center for Faculty Innovation and Excellence
Stetson University

Through a storytelling lens, the facilitators will present case studies drawn from actual student data. Participants will explore scenarios that impact student success. From this analysis, participants will be asked to reflect upon the roles and responsibilities of the institution in supporting individual and collective student success.  [view presentation]

Concurrent Session A (10:00-10:50)


A1 – To Flip Or Not To Flip: A Hands On Learning Approach

Leslie Connell & Christopher Leo, University of Central Florida

A2 – Using Roleplay at the undergraduate level to help students understand key economic principles.

Raymond Sanders, Embry-Riddle Aeronautical University

A3 – Student Learning Through Community Impact: Integrating Meaningful Community-Engaged Learning into Courses

Savannah-Jane Griffin & Kevin Winchell, Stetson University

A4 – Embracing Universal Design for Learning: Teaching Generation Z

Caroline Pratt Marrett & Maria Reyes, University of Central Florida


Concurrent Session B (11:00-11:50)

B1 – Radical Candor: How To Give Effective Feedback To Students

Michael Eskenazi, Robert Askew, Sarah Garcia, & Danielle Linder, Stetson University

B1 – Critical Reflective Reflexive Inclusive Pedagogy: A Pathway For Implementing Inclusive Educational Practices In Higher Education

Rohan Jowallah, University of Central Florida

B2 – Weight – What Bias?

Zach Cordell, Daytona State College

B2 – Boosting Student Academic Excellence And Providing A Link Between Content And The “Bigger Picture” Using Transparent Assignments

Jordan Ruybal & Michael Eskenazi, Stetson University

B3 – A Little Less Talk, A Lot More Action: Engaging Learners With WAC/WID Strategies

Jessica Kester & Jessica Lipsey, Daytona State College

B4 – Using Universal Design for Learning To Enhance Accessibility In Student-centered STEM Courses

Jacquelyn Chini, Bo Chen, James Cooney & Jessica Sprague, University of Central Florida

 


Panel: Why I teach in Prison

by
Pamela Cappas-Toro, Melinda Hall, Josh Eckroth,
Josh Rust & Joel Davis, Stetson University

The Community Education Project is an interdisciplinary educational program established by Stetson University professors for the purpose of providing high-quality liberal arts instruction to incarcerated people residing in Florida. Beginning in January 2015, professors and volunteers have covered a wide range of reading groups, workshops, and college-level courses at the Tomoka Correctional Institution, located in Daytona, Florida. The program recognizes that access to higher education offers incarcerated individuals with meaningful opportunities for personal growth, intellectual engagement, and leadership development, which benefits our society as a whole.

Concurrent Session C (1:00-1:50)


C1: Project- Based Active Learning Homework (PBH): Improving Student Success.

Ricardo Zaurin, University of Central Florida

C1: “Are You Serious? I Can Learn Mathematics?” – The Mathematics Inclusive Classroom

Veon Stewart & Becky Fisher, Adventist University of Health Sciences

C2: Embracing Generational Differences

Joy Lewis, Daytona State College

C3: Critical Reading – Pedagogy For All Students

Megan O’Neill, Michele Randall & Leigh Ann Dunning, Stetson University

C4: Teaching Students About Teaching And Learning: An Experiment In Pedagogy

Alan Green, Khushbu Mishra, Ranjini Thaver & Chris de Bodisco, Stetson University

Concurrent Session D (2:00-2:50)


D1: Internationalizing Your General Education Course

Rachel Core, Stetson University

D1: Responding To International Students’ Writing In The Writing Center

Leigh Ann Dunning, Vanessa Petion, Jeremy Jackman, Jeanette Jakupca & Nicholas Ikegami, Stetson University

D2: Career And Civic Connections: Addressing Social Justice Issues Through Community-based Learning In Spanish Classrooms

Pamela Cappas-Toro & Valeria C. Servigna-Villalobos, La Casa Cultural Latina at Stetson University

D2: Inclusive Pedagogical Practices In The Spanish Language Classroom

Esmeralda Duarte, University of Central Florida

D3: Exploring Arts And Revolution Across The Disciplines Through Collaborative Teaching

Mayhill Fowler, Daniil Zavlunov
& Katya Kudryavtseva, Stetson University

D4: Workshop: Design Your Inclusive Syllabus

2017 – 2018 Brown Innovation Fellows, Stetson University
Slideshow | Handouts


Global Citizenship Symposium:
Panel on Immigration

Jelena Petrovic & Paula Hentz, Stetson University

Instructions for a Home Invasion


Chaz Underriner, Madison Creech, Teresa Carmody
& Terri Witek, Stetson University

DOWNLOAD PROGRAM

Thank you to all who participated!  Be sure to  share your feedback so we can improve your experience next year.

Recap: Values Day Community Forum

Forum participants organize their ideas for Values Day.

On Friday, February 23rd, the Values Day Planning Committee held an open forum to gather input from the Stetson community for Values Day 2018.  Students, staff, administrators, alumni and community members came together to provide their ideas. The forum was highly interactive and adopted strategies from design thinking to engage those in attendance in generating ideas for themes, workshops and other activities on the day.

Check out the photo gallery!

Weren’t able to attend?  Complete our survey to add your ideas!

Workshop Agenda

  1. Brainstorm (idea-ate)
    – Aim for Quantity
    – Build on each other’s ideas
    – Encourage others
  2. How might we use Values Day to reinforce/explore our Values?
    – Write each idea on a post-it
    -Report out (see wall notes)
  3. What Dilemmas, Issues and Questions should we explore?
    – Write each idea on a post-it
    – Collect and Prioritize – identify your top 3 themes
  4. Vote on themes:

 

 

Complete our survey to vote for your favorites or add your own ideas!

 

 

 

Recap: What’s the Big Idea? ~ Course (re)Design Workshop (1 of 5)

On February 2nd, 2018 at 1:30, a small but might group of Stetson faculty met in LBC 136 for the first of a five-part workshop series, Course Design for Essential Learning.

Join us for the next workshop, Writing Learning Goals for Essential Learning, on Monday, February 9th, 1:30 – 3:00 PM in LBC 136*

[pdf-embedder url=”https://blog.stetson.edu/faculty-engagement/wp-content/uploads/2018/02/180205-CDfEL-1-DIQ.pdf”]

<<download handouts>>

Recap: After a short overview of the workshop series and the anchoring research from AAC&U, participants developed a vision for the course they want to build (or rebuild).  Through a speed-dating exercise in pairs, we experimented with using capacious Dilemmas, Issues or Questions (DIQs) to frame our courses.

Looking Forward:  In workshop 2, Writing Learning Goals for Essential Learning, we will draft learning goals that will help articulate  to students the course vision as well as provide a roadmap for constructing course activities and assessments.

*LBC 136 is a little tricky to find.  Walk through the LBC lobby out the back doors across the lobby into the annex.

Resources for Continued Learning

Fink, L. D. (2013). Creating Significant Learning Experiences, Revised and Updated. An Integrated approach to Designing college Courses. John Wiley & Sons. (available in the Brown Center Lending Library)

Palmer, P. J., Jackson, M., & Tucker, E. (2007). The courage to teach : exploring the inner landscape of a teacher’s life.

Science Education for New Civic Engagements and Responsibilities (SENCER). (n.d.). SENCER Model Courses.

Santa Clara University Office of the Provost. Pathways.

Becoming a Student-Ready College: 2018 Teaching & Learning Day with Dr. Tia McMair

On January 12, the Brown Center for Faculty Innovation hosted Dr. Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success at Association of American Colleges and Universities (AAC&U), for Stetson’s annual Teaching and Learning Day.  Dr. McNair lead an open discussion based on the recently published book she co-authored, Becoming a Student-Ready College.

Stetson faculty and staff gathered in the duPont-Ball Library to explore critical questions such as “What are colleges and universities doing to prepare for the students who are entering their institutions?” and “What must change in an institution’s policies, practices, and culture in order to be student-ready?”.

After Dr. Brown’s initial remarks, attendees worked in small groups to create drawings that represent the state of student-readiness at Stetson and brainstormed directions that we might design and implement to support success for more students.

Event Photo Gallery

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[Download photos]

You can learn more about the Brown Center for Faculty Innovation and Excellence offerings by following the Stetson Faculty blog. Please reach out to our office if we can assist you.

*A limited number of copies of Becoming a Student-Ready College are available to rent through our online library. If you are interested in participating in or leading a book circle, please express your interest by emailing us at browncenter@stetson.edu.

Innovative Course Design Workshop III: High-impact Strategies (Recap)

Facilitator: Julia K. Metzker
Date: 10 Nov 17, 2:30-4pm
Topic: High-impact Strategies: Developing inclusive assignments and activities that challenge

Workshop Goals

You will …

  • explore evidence base for high-impact practices and teaching strategies.
  • design transparent activities and/or assignments.

Participants in the third workshop in a five-part course design series, explored evidence based strategies for designing assignments and activities that have high-impact on learners.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Life in College Matters for Life After College (2014)
This Gallup-Purdue study of college graduates finds the type of school these graduates attended matters less to their work lives and current well-being than their experiences while in school.

Check-in …

We started with a round-robin check-in to gauge success and challenges faced in the course (re)design process thus far.  The list of resources below came up in that conversation.

Best practices in service-learning/community-based learning.  There are a ton of resources if you are interested in incorporating community-based learning in your course.  To get you started …
Using course portfolios to document your teaching
Reading Strategies

Learn …

Resources from workshop:

  • High-Impact Educational Practices—ways of engaging and challenging students—such as first year programs; intensive writing, collaborative assignments, undergraduate research, internships, and major projects that help students achieve essential learning outcomes
  • Visible Learning (HATTIE, 2009) – “Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching. According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. In his meta-analysis of over 800 meta- analyses, Hattie identifies the interventions with the highest rate of return for student success.
  • Transparency in Learning and Teaching in Higher Education (TILT-HIgherEd) – The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed) is a national educational development and research project that helps faculty implement a transparent teaching framework that promotes college students’ success. Transparent teaching methods help students understand how and why they are learning course content in particular ways. Housed at UNLV, the project invites participants from all institutions of higher education in the US and abroad. Any instructor may join the project by signing up online.
  • Kuh, G. D. (2009). High-Impact Educational Practices: What they are, who has access to them, and why they matter. Washington, D.C.

Practice …

Before the next workshop …

  1. describe an assignment to a colleague or friend not familiar with your course/discipline.  Ask them to identify the purpose, task and criteria for the assignment from the perspective of a novice. (see details in handouts)
  2.  Literature Jigsaw with Focused Questions (see below)

Literature Jigsaw with Focused Questions

Reading assignments (#’s assigned in email)

#1: Flaherty, C. (2017). Large-Scale Assessment Without Standardized Tests. Inside HigherEd, pp. 1–5.

#2: Pascarella, E. T., & Blaich, C. (2013). Lessons from the Wabash National Study of Liberal Arts Education. Change: The Magazine of Higher Learning, 45(2), 6–15.  (Read pages 2-9)

#3: Alby, C. J. (2012). A summary of Hattie’s Research on Learning.

#4: Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success . Peer Review, 18(1/2), 31–36.

Questions to guide your reading:
  1. Briefly summarize the work
  2. What was the main takeaway?
  3. What methods were used to collect the evidence?
  4. How confident are you in the conclusions?
  5. What does this research tell you about student learning?
  6. How might you use this information in your own teaching?

Happy Reading!

Innovative Course Design Workshop II: Essential Learning Goals (Recap)

Facilitator: Julia K. Metzker
Date: 06 Oct 17, 2:30-4pm
Topic: Essential Learning Goals – Constructing learning goals that challenge, foster critical thinking, and prepare students to be successful global citizens.

Workshop Goals

  • draw connections between your course and the essential learning outcomes
  • write SCHMI course-level outcomes

On 06 Oct 17, participants in the second workshop in a five-part course design series, used  the SCHMI model to write effective, measurable and inclusive learning outcomes for their courses.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Reflect …

We began with a modified version of the DEAL reflection technique.

*Ash, S.L. & Clayton, P.H. (2009). Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education. 1(1).

Learn …

Resources from workshop for developing learning outcomes:

I’ve attached the AAC&U Rubrics for you to look at.

SCHMI Framework (see handout for details)

  • S – Student centered
  • C – Concrete
  • H – High-order
  • M – Measurable
  • I – Inclusive

Practice …

Before the next workshop …

  1. revise (or write) learning outcomes so they meet the SCHMI framework (Handout: p11)
  2. Think through how your discipline & course contribute to essential learning. (Handout: p12-13)

Innovative Course Design Workshop I: What’s the Big Idea? (Recap)

Facilitator: Julia K. Metzker
Date: 22 Sep 17, 2:30-4pm
Topic: What’s the Big Idea? Using capacious dilemmas, issues and questions to frame your course.

Workshop Goals

  • to apply intentional design principles to your course (re)design.
  • identify a dilemma, issue or question to frame a course (re)design.

On 22 Sep 17, Stetson faculty participated in the first workshop in a five-part course design series.  This first workshop explored the idea of using open-ended or unsolved dilemmas, issues or questions (DIQs) as an organizing principle for your course design.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Learn …

After introductions, Julia reviewed the research and initiatives that undergird the workshop series.  The handout contains descriptions – below you will find links for further learning.

As a group, we reviewed some example Dilemmas, Issues and Questions (DIQs) using the following criteria:

  1. Is the D.I.Q.  broad enough to encompass the disciplinary content and skills you intend for your students to gain?
  2. Is it engaging and relatable to students?
  3. Is it appropriately complex?
  4. Is it sufficiently aligned to your course goals?

UPSHOT: Not all D.I.Q’s are made equal – you may need to consider a few before you find the one that BEST meets your needs.

After reviewing an example or two, we started to think about the big ideas that got each of us interested in our discipline …  and how we can provide a connection for students to become engaged with these ideas.

For an example of a redesigned first-semester chemistry course, visit https://chemistryandclimate.wordpress.com/content/.

Practice …

Before the next workshop, please complete the following:

  1. Identify a single course you want to design or (re)design.  You can certainly go through the series thinking about all your courses but in general you’ll be better prepared to do it again if you see the process through if you are working on a single course.
  2. Work through pages 9-11 in the handout.
  3. Complete the Teaching Goals Inventory (TGI).  The TGI will help you identify what types of outcomes for students you MOST value.  Bring your report with you to the next workshop.

Recap: New Faculty Orientation

The Brown Center was delighted to welcome over 30 new faculty to campus.  New Faculty Orientation engaged faculty in thinking deeply about their journey as teacher-scholars.  A round-up of these presentations and resources follows (as well as answers to a few questions).

<<Download Resource Guide>>

Day 1: Tuesday, August 15

8:30 – 9:45 Welcome and Introductory Remarks

Noel Painter, Executive Vice President and Provost
Wendy Libby, University President

9:45 – 10:00 The Stetson Student

Lynn Schoenberg, Dean of Students

<<Download The Stetson Student Presentation>>

10:00 – 11:30 Inclusion 101

Luisa De Guzman, Coordinator of Bonner Program and Social Justice Education
T. J. Johnson, Coordinator of Diversity and Inclusion

Resources:

11:30 – 12:45 Lunch with Department Chairs and Academic Staff

1:00 – 3:00 Student Success Case Studies

Aaron Distler, Associate Director of Academic Success & Accessibility
Cathy Downes, Executive Director and Title IX Coordinator
P.J. Moses, Associate Athletics Director for Student Services
Ray Almovodar, Public Safety Lieutenant
Stacy Collins, Director of Academic Resources
Robert Berwick, University Registrar
Natasha Ramnauth, Counselor & Outreach Coordinator

Resources

NOTE: Students in their first semester who have at least one unsatisfactory in their courses receive a letter addressed to them at their mailing address.

3:00 – 4:30 Human Resources and Benefits for your Future

Christopher Chellberg, Assistant Director, Total Rewards
Lori Kasbeer, Benefits Administrator
Drew Macan, AVP of Human Resources

Resources:

Day 2: Wednesday, August 16

9:00 – 9:45 Information Technology

Don Burrhus, Director of User Services
Lisa Sawtell, Director of Online Learning and Education Technology

Resources:

10:00 – 11:00  Learner-centered Course Design

Alan Green, Associate Professor and Chair of Economics
Alicia Slater, Professor of Biology, Chair of Biology, Interim Chair of Health Sciences, and Director of Curriculum & Assessment

Resources:

11:00 – 12:00  Dean’s Panel

1:00 – 2:30 Transparent Assignment Design

Michael Eskenazi, Assistant Professor of Psychology
Rajni Shankar-Brown, Associate Professor and
Jessie Ball duPont Chair of Social Justice Education

Resources:

2:30 – 4:00  Authentic Assessment

Julia Metzker, Executive Director of Brown Center for Faculty Innovation and Excellence
Alicia Slater, Professor of Biology, Chair of Biology, Interim Chair of Health Sciences, and Director of Curriculum & Assessment

Resources:

4:00 – 5:30   New/Newish Faculty Reunion

Art Exhibit and Talk by Madison Creech, Brown Teacher-Scholar Fellow in Creative Arts

8:30 – 10:00 Library Tour & Professional Headshots

10:00 – 12:00 School & College Meetings

12:00 – 2:00 Faculty Resource Fair, New Faculty Mixer, and Drop-in Blackboard Training

Friday, August 18th

4:00 – 6:00 Annual Welcome Back Reception at duPont Ball Library

RECAP: 2017 Colloquium on Teaching and Learning

On Friday, April 7th, the Brown Center for Faculty Innovation and Excellence hosted the 3rd annual 2017 Colloquium on Teaching and Learning in the Lynn Business Center on the Stetson University campus.

[Download Program]
[see photos from the day]

KEYNOTE


INNOVATIVE APPROACHES TO TACKLING COMPLEX CHALLENGES

keynote by Richard F. Vaz, Director, Worcester Polytechnic Institute’s Center for Project-Based Learning
 [download presentation]

Project-based learning is an effective strategy for engaging students in authentic learning experiences that can develop a wide range of transferable skills and abilities. Using Worcester Polytechnic Institute’s curriculum as a case study, Dr. Vaz will describe how project-based learning can be used in and out of the major and across all four years of an undergraduate curriculum. Participants will explore examples of projects on campus, in the local community, and around the globe. He will present results from a study looking at the long-term impacts of project work on alumni, and will share some lessons learned from four decades of project-based education at WPI.

MORNING CONCURRENT SESSIONS


Program Design for Outside Classroom Experiences

Interactive Workshop
Ryan Manning, Student Development and Campus Vibrancy

Simulations, Technology and Flipped Classes: How Best to Engage?

Sharing Session
Alan Green, Economics and David Hill, Political Science

How Much is Grade Inflation and How Much is More Effective Education?

Birds of a Feather
[download summary]

Valrie Chambers, Accounting and Business Law

Diversifying Student Leadership

Sharing Session
Kristin Gregory and Lizzie Dement, Student Development and Campus Vibrancy

Project-Based Learning using Raspberry Pi

Sharing Session
[download presentation]

Hala ElAarag, Mathematics and Computer Science

Senior Design Capstone Integrated and Collaborative Learning Approach

Sharing Session
Nabeel Yousef, School of Engineering Technology, Daytona State College

Minding the Gap: Engaging Conversations and Difficult Dialogues

Birds of a Feather
Shawnrece Campbell, Adult Degree Completion; Susan Peppers-Bates, Philosophy; Rajni Shankar-Brown, Education; and Sharmaine Jackson, Sociology, Anthropology and Public Health

Integrating the Best of Both Worlds: Problem-Based Learning in a LearnerCentered Course

Interactive Workshop
[download pre-reading]
Dejan Magoc, Health Sciences; Nicole Porther, Sociology, Anthropology and Public Health; Delphine Pinet, Chemistry; Holley Lynch, Physics; and Nadine Bascombe, Health Sciences

PLENARY WORKSHOPS


The Future Visualized: Changing Education Through Post-Graduate Success Data

Interactive Workshop
Resche Hines and Angela Henderson, Institutional Research and Effectiveness

Innovative Approaches to Complex Challenges – Keynote Breakout

Interactive Workshop
Richard F. Vaz, Paula Quinn, and Charlie Morse, Center for Project-Based Learning, Worcester Polytechnic Institute

Bust the Bubble: Collaborating with Community Partners for Dynamic Experiential Learning

Interactive Workshop
Resources:  
Continuum of 5 Models of Service LearningQuestions | Prezi |  Reflection Toolkit
Savannah-Jane Griffin and Amber Finnicum-Simmons, Center for Community Engagement
Volusia County Non-Profit Partners

AFTERNOON CONCURRENT SESSIONS


Transgressive Transformations: Explorations of Activist Education

Sharing Session
Emily Mieras, Mayhill Fowler and Andy Eisen, History
Steven Smallpage, Political Science
Melinda Hall, Philosophy
Pamela Cappas-Toro, World Languages and Cultures
Jelena Petrovic, Communication and Media Studies

Inspire Change – Intervene!

Interactive Workshop
Colleen Vanderlip, Wellness and Recreation
Erin Kelly, Wellness and Recreation

How to be a Productive Writer During the Semester

Interactive Workshop
Michael Eskenazi, Psychology
Madison Creech, Creative Arts
Vernita Glenn-White, Education
Antonio Golan, Communication and Media Studies

Being Present: Contemplative Practices to Increase Student Learning and to Keep You Sane

Interactive Workshop
Andy Dehnart, Communication and Media Studies and Lua Hancock, Campus Life and Student Success

Global Citizenship Collaboratory

Birds of a Feather
Paula Hentz and Roxanne Lewis, WORLD: The Rinker Center for International Learning
Jessica West, Finance

The Courage to Teach: Using a Faculty Learning Community to Reframe the Role of the Professor

Interactive Workshop [open prezi]

Carol Azab, Marketing
Rachel Core, Sociology, Anthropology and Public Health
Madison Creech, Creative Arts
Heather Edwards, Mathematics and Computer Science
Michael Eskenazi, Psychology
Sharmaine Jackson, Sociology, Anthropology and Public Health
Shun Kiang, English
E. Lamerial McCrae, Counselor Education
Joyce Mundy, Education
Grace Ramsey, Creative Arts
Michele Randall, English
Rajni Shankar-Brown, Education
Petros Xanthopoulos, Decision and Information Sciences

Unconference Participatory Workshop

Interactive Workshop
Julia Metzker, Brown Center for Faculty Innovation and Excellence Rosalie Richards, Office of Academic Affairs and the Provost

EXPERIMENTAL ARTS RECEPTION


PROJECT-BASED LEARNING TRACK


hosted by the Center for Project-Based Learning at Worcester Polytechnic Institute

Widely recognized as a high-impact educational practice, project-based learning (PBL) is increasingly being used to enhance student learning and skill development. The institute, delivered by Dr. Rick Vaz and colleagues from the Center for Project-Based Learning at Worcester Polytechnic Institute (WPI) explores ways to use PBL engage students with real-world, complex challenges. Participants include teams from Stetson University, Capital University, Florida Polytechnic University and  Daytona State College.

 

RECAP: SoTL Workshop III – Choosing your methodology

[Previous: Workshop II – Research Question and Literature Review]

[prezi id=”hmnfmx6agoz9″]
Prezi: Stetson SoTL Workshop Series

Friday, February 24 in Library Rinker Welcome Center, 306

Workshop Goals

You will …

  1. identify potential methodologies for examining your SoTL research question,
  2. understand what ethical issues can arise in SoTL research across varying methodologies, and
  3. be able to use MentorIRB to submit subsequent proposed SoTL research protocol for review
PREPARE …
  1. review the recap from the first workshop here.
  2. “Mine” the three articles you found to find the methodologies used.
  3. Scan Hubball (2000) – download full text
ENGAGE …

[Review the presentation]
[Workshop3-Handout]

Activity 1: Methodology Round-up

Activity 2: Methodology Free-write & Elevator Pitch

Reflect on your SoTL research question. What method/s will help you answer your research question?

Activity 3: Methodological Approaches and Considerations for SoTL
THINK | PAIR | SHARE

Review Table 1 from Hubble & Clark (2010).

  1. Who are the research subjects?
  2. What are the potential risks?
  3. What ethical issues could arise that must be addressed within the methodology protocol?
Activity 4: Participatory Research Question Gallery Walk & Vote

This slideshow requires JavaScript.

Activity 5: IRB Presentation and Q&A

[Download Presentation: Ethical Principles in Research]

ACCOUNTABILITY

  • Ticket out the Door: Enter your current refinement of your research question at:
    https://surveymonkey.com/r/SoTL1
  • Homework: Find two journals and two conferences that would be appropriate venues to disseminate your SoTL work.

Upcoming Dates

  • Mar 31, 2-5pm: Resources & planning for dissemination (IV)
  • Apr 7: SoTL Roundtable at the Colloquium on Teaching & Learning Innovation

Resources

Hubball, H., & Clarke, A. (2010). Diverse Methodological Approaches and Considerations for SoTL in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1). https://doi.org/10.5206/cjsotl-rcacea.2010.1.2