Tag Archives: recap

Recap: SoTL Workshop II – Refining your SoTL Question & Starting your Literature Review

[Previous: Workshop I – SoTL 101]

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

Friday, February 3 in Library 25L

Workshop Goals

You will …

  1.  generate keywords to form the basis of a literature search,
  2. refine your SoTL research question by clarifying the conceptual significance of the work and identifying potential stakeholders, and
  3. identify current challenges and develop strategies for your SoTL literature search.
PREPARE …
  1. review the recap from the first workshop here.
  2. submit your SoTL research question to the survey.
  3. bring a single article related to your question.
  4. touch base with your accountability buddy.
  5. read Hutchings (2000).

Additionally, Peter Felton provided references for three articles that provide a range of methods/approaches to their SoTL questions.  I’ve linked them below for your reference.

ENGAGE …

[Review the presentation]
[Workshop2-Handout]

Activity 1: Ice-breaker Jigsaw
  1. You are setting out to find work about your problem but your searches are not fruitful. You suspect you are not finding the right words. What should you do?
  2. You submit for publication and the reviewers identify you missed a large portion of the literature. What should you do?
  3. You want to study something to publish where there are several papers in the early 70’s and nothing since. Is this something you should pursue?

A summary of research questions (included in handout)

  1. What works ..
  2. What is …
  3. Visions of the possible …
  4. New conceptual frameworks …
Activity 2: Frame your SoTL Research question

Ms. Grace Kaletski, Assistant Professor, Learning and Information Literacy Librarian joined the group to talk about the resources available for SoTL in the library, which she has collected into a handy SoTL Research Guide.

TIP of the Day: Did you know that you can add the Stetson library to google scholar?  You will be able to click through to the full text articles if they are available.

REFLECT

ACCOUNTABILITY

Ticket out the door: Reflect on how today’s work may have triggered another iteration of refinement of your research question. Once you are done, before leaving, enter the revised research question at
https://www.surveymonkey.com/r/SoTL1

Homework: “Mine” your article that you brought with you today to find three more articles. Identify the methodologies used in those articles.

Upcoming workshops

  • Feb 24, 2-5pm: Choosing your methodology (III)
  • Mar 31, 2-5pm: Resources & planning for dissemination (IV)
  • Apr 7: SoTL Roundtable at the Colloquium on Teaching & Learning Innovation
Resources
  • Hutchings, P. (2000). Approaching the scholarship of teaching and learning. In Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, CA. (download full pdf)
  • Mercer-Mapstone, L. D., & Kuchel, L. J. (2016). Integrating Communication Skills into Undergraduate Science Degrees: A Practical and Evidence-Based Approach. Teaching & Learning Inquiry: The ISSOTL Journal, 4(2), 1–14. https://doi.org/10.20343/teachlearninqu.4.2.11
  • Goldschmidt, M. (2014). Teaching Writing in the Disciplines: Student Perspectives on Learning Genre. Teaching & Learning Inquiry The ISSOTL Journal, 2(2), 25–40. https://doi.org/10.20343/teachlearninqu.2.2.25
  • Bernstein, D., & Greenhoot, A. (2014). Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses. Teaching & Learning Inquiry The ISSOTL Journal, 2(1), 39–61. https://doi.org/10.20343/teachlearninqu.2.1.39

[Next: Workshop III – Choosing your methodology]

FAR Workshop Re-cap

Faculty new to campus expressed a strong interest in receiving support in navigating the Faculty Annual Review process.  The Brown Center hosted two workshops in December.  Those workshops are re-capped in brief below

Materials
Facilitators

(these individuals are available to answer your questions)

  • Kimberly Flint-Hamilton, Professor and Chair, Department of Sociology and Anthropology, ALANA’IA
  • Andrew Larson, Professor of Music and Interim Associate Dean for School of Music
  • Carolyn Nicholson, Professor and Dennis C. McNamara, Sr. Endowed Chair of Marketing; Chair, Tenure & Promotion Committee
  • Rajni Shankar-Brown, Associate Professor and Jessie Ball duPont Chair Social Justice Education
  • Julia Metzker, Executive Director of the Brown Center for Faculty Innovation and Excellence
Goals

By the end of this session, participants will be able to…

  • describe the FAR and explain its role of the FAR in tenure-promotion and merit review process
  • interpret the FAR schedule and feedback process
  • compose an appropriate FAR narrative identify and assign appropriate artifacts as evidence to support the narrative
  • contextualize impediments honestly and
  • critically self-evaluate teaching, scholarship, and service/leadership with respect to expectations for tenure-promotion
Advice
  • The narrative is key:  Use the narrative to bring context to the work you’ve done and the choices you’ve made about professional development.
  • Write for your audience: Remember that this document will be read by professionals both in and out of your discipline.
  • Use the FAR as reflective practice:
    • Faculty new to Stetson, working with a single semester of work may wish to use the FAR as an opportunity to engage in reflective practice by writing about how what they’ve learned in their first semester has defined their plan for future.
    • Use the FAR as an opportunity to show how you are adapting, changing and growing as a scholar-teacher (in addition to a list of accomplishments and activities)
    • Think of each FAR as a chapter in a book.  What is the theme of this year’s chapter and how are you using that to plan for where you want to be in 2 years, 5 years, 10 years?
  • Get critical feedback:  Ask someone in your department and someone outside of your department to review your FAR and tell you what they see.
  • Stay accountable: Don’t wait until the last minute.  Find an accountability buddy so you can keep each other on track.
Prologue

The FAR merit rubrics applied for determining merit have been revised to more strongly align with the tenure and promotion rubrics.  These new rubrics will go into effect in the 2017-2018 academic year.

 

 

SoTL 101: Re-cap

[prezi id=”hmnfmx6agoz9″]
Prezi: Stetson SoTL Workshop Series
SoTL101 Handout (pdf)

“The Scholarship of Teaching and Learning is the systematic inquiry of student learning using appropriate methodology – informed by prior scholarship – and going public with the results.” ~ Elon Center for Engaged Learning

On January 12, 2017 the Brown Center for Faculty Innovation and Excellence hosted the first of a four-part workshop series designed to guide Stetson faculty through the process of designing and implementing a Scholarship of Teaching and Learning project.

Think-Pair-Share

What distinguishes SoTL from good teaching?  According to Principles of Good SoTL Practice (Felton, 2013), SoTL is …

  • inquiry focused on student learning
  • grounded in context
  • methodologically sound
  • conducted in partnership with students
  • appropriately public

Keynote

Dr. Peter Felten, Elon University
Assistant Provost, Executive Director of the Center for the Advancement of Teaching & Learning & Center for Engaged Learning at Elon University

After an ice-breaker (and some technological challenges), Dr. Peter Felten facilitated a discussion about Scholarship of Teaching and Learning (SoTL). He first defined SoTL and pointed to Principles of Good SoTL Practice (Felten, 2013). He then identified as a “new” field of research and framed it in the context of “new” as a historian and that a recent flurry of activity around SoTL provides great examples of disciplinary sources and interdisciplinary works in the field.

SoTL is anchored in Boyer’s model of Scholarship

Specifically mentioned ..

  • Science/Engineering: National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press.
  • History: Kelly, T. Mills. Teaching history in the digital age. University of Michigan Press, 2013.
  • Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact (Vol. 21). John Wiley & Sons.
  • International Society for the Scholarship of Teaching & Learning (ISSOTL)

SoTL at Elon University

Dr. Felten then provided a brief history of Elon University evolution and learning around SoTL. Like Stetson, Elon faculty and staff were spending a lot of time thinking about good teaching and learning. Faculty at Elon have large teaching loads but were not engaging their efforts and what they were learning about learning into scholarly endeavor. After 10 years of faculty development around SoTL, over 100 peer reviewed publications in all disciplinary areas has resulted. As a result, building community around SoTL is critically important and the Stetson participants in the workshop should identify as pioneers of this work. Peter suggested the following approaches to SoTL:

  • Capitalize and take advantage of disciplinary research skill and methodologies – as this is natural way to conduct the new SoTL work
  • Think broadly about the methodology
    • For example, 2016 Teaching & Learning Inquiry paper – Arts & Humanities Methods (Felten)
    • Frame the question to justify the methodology for smaller numbers of students or human subjects.

Where Researchers Get Stuck

Dr. Felten offered several places where scholars get stuck in the process of making their daily grind scholarly. He identified the primary locus as the “disconnect” between broad questions about student learning and evidence or opportunities/ambitions for the questions that tend to be “small”. He suggested that scholars

  • use the strategies from their professional research to make generalizations
  • focus on “what is” research versus “is the better than this or that” research where the essence of the work is the “thick description” of context to make the work “unique”.

He gave examples of work at Elon. One example was a research study on why specific student demographics were not participating in high impact practices? A total pf 75 juniors/seniors were interviewed and during the process, faculty noted that student interviewers where achieving different outcomes than they were from the interview so the modified the process to only student interviewers. Desiree Porter is a student is co-author of the resulting publication in Change Magazine.

The difference between Discipline and Disciplinary: A response to the Value of SoTL as Scholarship

In response to the general question on how SoTL is valued at different campuses, Felten offered the following questions:

  • What is possible in terms of scholarly endeavor at a university like Stetson?
  • What is important?
  • What is possible in the framing of our T&P guidelines?
  • Have serious faculty conversations occurred about what matters, what counts, and what does not count as scholarship?

Felten noted that it is the responsibility of faculty to distinguish between what is good and bad scholarship and that the conversation about what faculty value as scholarship must be contextualized to Stetson University.

Q&A

The audience submitted questions for Peter …

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Works mentioned

  • Bass, R., & Linkon, S. L. (2008). On the evidence of theory: Close reading as a disciplinary model for writing about teaching and learning. Arts and Humanities in Higher Education, 7(3), 245-261.
  • Wieman, C. E., Rieger, G. W., & Heiner, C. E. (2014). Physics exams that promote collaborative learning. The Physics Teacher, 52(1), 51-53.
  • Lovett, M. C. (2013). Make Exams Worth More Than the Grade: Using Exam Wrappers to Promote Metacognition. Using Reflection and Metacognition to Improve Student Learning, 18-52.
  • University of Rhode Island collaborative exams in anatomy and biology (citation??)
  • Bunnell, S., Felten, P., Marquis, B., Matthews, K., & Abbott, S. (2016). International student perspectives on The ethics of SoTL research. In International Society for the Scholarship of Teaching and Learning (ISSOTL).
  • Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., & Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 63-74.
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
  • Project to be published summer 2017 – asking students about ETHICS of SOTL and research interventions

Additional Notes & Advice

  • The Elon Center for Engaged Learning facilitates cross-institutional studies to study a given question across different (or similar) institutional contexts.  Multi-institutional studies tend to involve faculty of the same discipline across institutions.
  • Keep a bright line between grading and research.
  • Don’t punish or reward students for involvement in SoTL research.
  • Involve students in the work.
  • Methods span from qualitative to quantitative to mixed – they often reflect the discipline.

“SoTL is assessment the way faculty want to do it.” ~ Natasha Jankowski, NILOA Case Study

Cruz, L. (2016) Identifies four categories of SoTL in a taxonomy.

Activities

SoTL101 Handout (pdf)

  1. After reading a short scenario, small groups worked in teams to revise draft research questions.
  2. A short think-pair-share helped participants to begin to clarify SoTL questions.
  3. A 10-minute free-write was used to generate ideas for a SoTL research question.
  4. Each person spent 2-minutes pitching their question to a partner as an “elevator pitch”

Homework

  • Start working on your research question.  As you refine the question, submit it at this link: https://www.surveymonkey.com/r/SoTL1.  You can submit as many times as you like.
  • Find a single SoTL article that is related to your question
  • Reach out to your accountability buddy by Jan 27. 

Join the next workshop “Refining your Question and Literature Review” on Friday, February 3rd, 2-5 pm in Library 25L.

Upcoming workshops

  • Feb 3, 2-5pm: Refining your question & literature review (II)
  • Feb 24, 2-5pm: Choosing your methodology (III)
  • Mar 31, 2-5pm: Resources & planning for dissemination (IV)
  • Apr 7: SoTL Roundtable at the Colloquium on Teaching & Learning Innovation

Literature Resources

Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. (pdf)

Cruz, L. (2016). The Scholarship of Educational Development: A Taxonomy. To Improve the Academy, 35(2), 222-228.

Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Stylus Publishing, LLC.

Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.), The Scholarship of Teaching and Learning in and Across the Disciplines. Bloomington, IN: Indiana University Press. 135-151.

Bloch-Schulman, S. (2016). A Critique of Methods in the Scholarship of Teaching and Learning in Philosophy. Teaching & Learning Inquiry, 4(1), 1-15.

Other Resources

[Next: Workshop II – Question Refinement & Literature Review]

RECAP: Stetson Intergroup Dialogue Institute, Aug 26-28

In response to a recent call, 21 Stetson faculty and staff from diverse areas of campus spent three days in an Intergroup Dialogue Institute.  The facilitators, Dierdre Johnston and Lorna Hernandez-Jarvis, pioneered the Intergroup Dialogue program at Hope College through which numerous faculty and staff have been trained to facilitate dialogues around issues of diversity and inclusion. Intergroup dialogue is distinct from debate and discussion in that the goal of dialogue is understanding not necessarily agreement.  A successful dialogue requires significant trust among participants and engages active listening skills.

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More photos

Over the course of three days, participants were guided through five stages of intergroup dialogue:

  1. Understanding Dialogue and Developing Conversation
  2. Developing Communication Skills
  3. Exploring Identity and Relationships
  4. Embracing Conflict
  5. Building Alliances and Making Commitments

we penned some dreams

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we evaluated where our community stands …

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we made some plans …

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and we created a story by reflecting on our history, identity and culture …

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[NOTE:  The presentation files will be added to this post as soon as they are available.]

Resources for continued Learning

  • Adams, M., & Bell, L. A. (Eds.). (2016). Teaching for diversity and social justice. Routledge.
  • Stone, D., Patton, B., & Heen, S. (2010). Difficult conversations: How to discuss what matters most. Penguin.
  • The National Intergroup Dialogue Institute at the University of Michigan
  • Nagda, B. A., Gurin, P., Sorensen, N., & Zúñiga, X. (2009). Evaluating intergroup dialogue: Engaging diversity for personal and social responsibility. Diversity & Democracy, 12(1), 4-6.
  • Dear Colleague Letter, published on December 31, 2015 by the Education Secretary and Deputy Secretary, outlines the Federal Government’s position on learning environments in which students are free from discrimination and harassment based on their race, religion, or national origin.
  • Nagda, B. A., & Maxwell, K. E. (2011). Deepening the layers of understanding and connection: A critical-dialogic approach to facilitating intergroup dialogues. Facilitating intergroup dialogues: Bridging differences, catalyzing change, 1-22.
  • Wijeyesinghe, C. L., Griffin, P., & Love, B. (1997). Racism curriculum design.Teaching for diversity and social justice, 82-109.
  • The Feelings Wheel developed by Dr. Gloria Wilcox
  • Johnston, D. D., Stinski, M., & Meyers, D. (1993). Development of an alexithymia instrument to measure the diminished communication of affect. Communication Research Reports, 10(2), 149-160.
  • The Critical Mind is A Questioning Mind Learning How to Ask Powerful, Probing Questions – The Critical Thinking Community
  • Huang-Nissen, S. (1999). Dialogue groups: A practical guide to facilitate diversity conversation. Medicine Bear Publishing.
  • Linehan, M. M. (2014). DBT® skills training manual. Guilford Publications.
  • Intent versus Impact: Two Kenyon Students Offered An Incredibly Sincere And Thoughtful Apology After Accusations Of Racial Insensitivity
Funding and support

This institute was generously supported by the following  groups:

  • Campus Life and Student Success (specifically the Center for of Community Engagement,  Cross Cultural Center, and Housing and Residential Life)
  • College of Arts & Sciences
  • Brown Center for Faculty Innovation and Excellence
  • Office of Human Resources
  • University Honors Program
  • Faculty Senate, via a gift from Patrick Coggins
  • University Curriculum and Assessment Office
  • Department of Accounting
  • Department of Religious Studies
  • Department of Sociology and Anthropology
  • Department of Counselor Education
  • Department of World Languages and Cultures
  • Gender Studies Program

 

New Faculty Orientation Thank You

The 2016 new faculty orientation was a resounding success.  The Brown Center for Faculty Innovation and Excellence welcomed 16 tenure-track and 15 visiting faculty from 27 institutions as well as 12 adjunct faculty, an ALLEX Asian language scholar and two Fulbright Language Teaching  Assistants.  The orientation consisted of a diverse program designed to orient our new faculty to the policies, practice and community at Stetson.  Each participant received a Roadmap for Success with resources and information to help them in their first year.  Additional copies of the roadmap are available – please send your request to the Brown Center.

DSC_0007
2016-2017 New Faculty Cohort (click on photo for names)

A special thanks goes out to over 40 faculty and staff that provided information and facilitated workshops on topics that included inclusive excellence, career and academic advising, a syllabus bootcamp and the general education curriculum. To dig deeper into the program, visit the 2016 New Faculty Orientation Recap on the Brown Center Blog.  A big thank you to those of you that participated in the Third Annual Resource Fair.

None of this would have been possible without the work and dedication of the New Faculty Orientation committee – our hats are off to you!  If you would like to join this dynamic group of movers and shakers, please contact the Brown Center.


Warm regards,

Julia K. Metzker, Ph.D.
Executive Director,
Brown Center for Faculty Innovation and Excellence
Stetson University

The Brown Center for Faculty Innovation and Excellence at Stetson University invites you to follow our blog To get updates by email when new posts are made, simply follow the link below and type in your preferred email address.

https://blog.stetson.edu/faculty-engagement/about/subscribe/

RECAP: New Faculty Orientation Days 2 & 3

[Looking for Day 1?  Click Here!]

Days 2 & 3 of new faculty orientation provided some important resources and a time to think about your course design and syllabus. We rounded out the orientation with a faculty resource fair where campus departments shared the resources available to new faculty and the all important overview of HR benefits.

[View photos on our facebook page]

Wednesday, August 17


Information Technology – What You Need to Know

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

All Learners Welcome: Living Our Value of Inclusive Excellence

Stacy Collins, Director, Academic Success
Aaron Distler, Associate Director, Academic Success & Accessibility
Kimberly Flint-Hamilton, Professor and Chair Sociology and Anthropology

Lunch with the Center for Community Engagement

Savannah-Jane Griffin, Director of Community Engagement & Inclusive Excellence
Kevin Winchell, Associate Director of Community Engagement

Syllabus Boot Camp

Rob Berwick, University Registrar
Diane Everett, Professor of Sociology, Associate Dean of the College of Arts and Sciences
Andrew Larson, Professor of Music; Associate Dean of the School of Music
Danielle Lindner, Assistant Professor of Psychology
Julia Metzker, Executive Director, Brown Center for Faculty Innovation and Excellence
Megan O’Neill, Director, The Writing Program
Alicia Slater, Professor and Chair of Biology; Chair, Integrative Health Science; Director, Curriculum and Assessment

Useful links for teaching
Collaborative Team FSEM Design

Leigh Ann Dunning, Director of the Writing Center; Assistant Director of the Writing Program
Lua Hancock, Vice President of Campus Life and Student Success
Julia Metzker, Executive Director of Brown Center for Faculty Innovation and Excellence
Megan O’Neill, Director, The Writing Program
Maria Rickling, Assistant Professor of Accounting and FSEM Coordinator

Thursday, August 18


Campus Tour & Photos
Equality, Safety, & Awareness: Title IX at Stetson University

Matthew Kurz, Director, Student Development and Campus Vibrancy; Title IX Coordinator

Human Resources Orientation

Christopher Chellberg, Assistant Director of Total Rewards, Compensation and Benefits, Human Resources
Lori Kasbeer, Benefits Administrator, Human Resources

Third Annual Faculty Resource Fair

List of participating groups (pdf)

RECAP: New Faculty Orientation Day 1

[Looking for Days 2 & 3?  Click Here!]

Day one of the 2016 Stetson New Faculty Orientation was jam packed with information.  Luckily, most of this information is available to you electronically when you need it.

Greetings & Introduction

Noel Painter, Interim Executive Vice President and Provost
Dr. Painter welcomed the group and encouraged new faculty to develop as Teacher-Scholar Citizens and participate in the Stetson and local community.

President’s Welcome

Wendy Libby, University President
After leading the group in a round of Happy Birthday for Noel.  (Happy Birthday!!), Dr. Libby challenged the Stetson new faculty to develop courageous spaces for dialogue.

Julia led the group in a few rounds of musical quotes, using quotes from the Liz Coleman Ted Talk.

Liberal Learning and the Teacher-Scholar at Stetson University

Megan O’Neill, Director, The Writing Program
Greg Sapp, Associate Professor of Religious Studies
Alicia Slater, Professor and Chair of Biology; Chair, Integrative Health Science; Director, Curriculum and Assessment

  • Download presentation (pdf) (pptx)
  • Download the Activity (pdf)
Useful links for teaching

Policy Overview

A speed-round of 10-minute policy overviews.

Preparing for Pre-Tenure and Tenure Review
Carolyn Nicholson, Professor and Chair of Marketing;  Chair, University Tenure and Promotion Committee

  • Download presentation (pdf) (pptx)

Understanding Shared Governance
Tom Vogel, Associate Professor and Chair of Mathematics and Computer Science

FERPA, Grades and You
Rob Berwick, University Registrar
Resche Hines, Assistant Vice President of Institutional Research and Effectiveness
Registrar

Student Athletes and Academics
Elise Paulson, Assistant Director of Athletics for Compliance
Pegjohngy Moses, Associate Athletics Director for
Student Services, Academics and Compliance

  • Download presentation (pptx) (pdf)
  • Download travel letter (pdf)

Research Integrity
Rosalie Richards, Associate Provost for Faculty Development
Matthew Schrager, Associate Professor of Integrative Health Science; Chair, Institutional Review Board

  • Download presentation (pptx) (pdf)

Lunch & Photo

New faculty lunched with the chairs and associate deans in the Library and took a group photo in front of Sampson Hall.

Teaching and Learning to a “T”

Elizabeth Boggs, Director, Career and Professional Development
Zonovia Proctor, Assistant Director, Academic Advising
Tim Stiles, Executive Director, Career and Professional Development

Necessary Details: Safety and Mental Wellness on Campus

Rachel Boldman, LMHC, Director, Counseling Center
Dee Carpenter, Captain, Public Safety;
Robert Matusick, Director, Public Safety; Emergency Management Coordinator

Start Smart: Surviving the First Day and the First Year

Tod Cox, Assistant Professor of Marketing
Camille King, Professor and Department Chair of Psychology
Danielle Lindner, Assistant Professor of Psychology
Dejan Magoc, Assistant Professor of Integrative Health Science
Joyce Mundy, Assistant Professor of Education

Stetson faculty provided insights about adjusting to life at Stetson from their own perspective.

Click here for Days 2 & 3]

Engaging minds while teaching and learning innovation | Stetson Today

The Brown Center for Faculty Innovation and Excellence sponsors the annual Colloquium on Teaching & Learning Innovation. See below how Stetson faculty and staff are considering a definition of global learning that advances inclusion and academic excellence.

In her welcoming remarks at Stetson’s “Beyond EngagementColloquium on Teaching and Learning Innovation, Stetson Executive Vice President and Provost Beth Paul, said, “This is our day to celebrate learning at Stetson. It’s such a treat to gather together as a community to focus on the heart of what we do. Our goal of inspiring students to be lifelong learners is more important in this fast-paced knowledge age. In today’s society we need to ‘turbo-charge’ life-long learning! The effect of an inclusive learning community is powerful.”

Held in early April, the second annual colloquium showcased passion for all aspects of learning. It opened with an interactive workshop led by Hilary Landorf, Ph.D., and Stephanie Doscher, Ed.D. from the Office of Global Learning Initiatives at Florida International University.

Together, Landorf and Doscher presented the keynote workshop in which attendees broke into small groups. Group members were challenged to look at a serious problem through not only their perspective, but through the ‘lens’ of others. Attendees were further challenged to see the interconnectivity of individuals, noting how inclusive education and dialogue is paramount to address today’s most pressing problems.

“Global learning is the key to inclusive excellence,” said Landorf.

“But that doesn’t mean we need to necessarily leave the classroom. Integrative learning can take place anywhere. You just need to make meaningful connections,” added Doscher. “Examine how you can bring global learning and integrative learning to create meaning for your students. We need to learn what we don’t know in order to achieve Global Equity.”

The morning session continued with plenary speaker Kirsten Shippert Brown, director of Stetson University’s Community School of Music.

Brown said the best example they have of integrative and service learning in the School of Music occurs in private lessons in which a Stetson student becomes the teacher to others from the community at large.

“Now in the role of a teacher, student-teachers become aware and naturally observe themselves as they observe their students. Our students learn firsthand that the better you get at teaching, the better you get at playing.”

The colloquium’s afternoon portion consisted of round-table discussions, interactive presentations and poster sessions.

Brown Innovation Fellow Michele Randall, visiting assistant professor of English at Stetson, was an attendee as well as co-presenter of a poster session titled, “Buffy Belongs in College: What Popular Culture adds to the University Classroom.” She notes that by integrating popular culture into the material, student motivation and course interest increases.

“The more interesting you make the material for the students with pop culture stories, the more they can connect to the material. The students are increasingly invested and then we can pack everything in that approach. Students come in to class ready to learn when they are engaged and excited,” said Randall. “What I’ve learned is that if I’m passionate about teaching it, the students, in turn, become passionate about learning. I’m having a lot of fun with this style of teaching and am excited to be sharing my experience and learning from others today.”

“In addition to expanding from a half day event, the most important change I’ve observed in 2016 is engaging learners from even more institutions,” said Rosalie Richards, associate provost for Faculty Development and Colloquium Chair. “Last year, members from Daytona State College and Bethune-Cookman University joined in the discussion, and this year we hosted those institutions as well as colleagues from Saint Leo University, Georgia College and Florida International University. Next year, we envision it to be a hub for all aspects of engagement – including K – 12, not-for-profits, government and more. As a collective, we can enhance or reimagine how we work together in the service of learning by all,” she explained.

“The more opportunity we have to engage with each other, then the higher likelihood we are to have inter-disciplinary and cross-disciplinary innovations,” Richards continued. “That kind of engagement is the type of learning we must model for Stetson University students so they are equipped to address complex challenges.”

Stetson University’s annual colloquium is supported by Stetson University’s Brown Center for Faculty Innovation and Excellence, thanks to the pioneering vision of trustees and longstanding Stetson supporters Hyatt and Cici Brown.

By: Trish Wieland

This article was reprinted from Stetson Today.