Conference Tweets from the Office of Faculty Enhancement
Proposal Development Workshop
-
- Begin: Program Development Workshop by Dr. Eric Schulenberger #PropDev9:43 AM Feb 25th via web
- Successful proposals are those that solve problems...FOR THE PROGRAM OFFICER. Find out what problems the program officer has #PropDev9:49 AM Feb 25th via web
- 3 basic grant proposal questions: 1) What is the problem, 2) Who cares and why?, 3) What will you do about it? #PropDev9:49 AM Feb 25th via web
- The Program Manager will not fund your proposal unless it makes the program manager LOOK GOOD. #PropDev9:55 AM Feb 25th via web
- BEFORE you begin, KNOW 1) the Request for Proposals, 2) then the Program Manager, 3) their Audiences, 4) your team talents #PropDev9:59 AM Feb 25th via web
- Critical Philosophy in #PropDev: Always build a dream team - make a list of talents you need, then find the best people 10:22 AM Feb 25th via web
- Make appointment with Program Manager; 1) What are your goals for the program? 2) What's missing? 3) Why do proposals fail? #PropDev10:22 AM Feb 25th via web
- Additional minor questions from PM; 1) What other PMs should I talk to? 2) Why do you suggest them? #PropDevFriday, February 25, 2011 10:23:09 AM via web
- Proposal Writing Teams need an external editor to put the language of each contributor into one voice #PropDevFriday, February 25, 2011 10:31:42 AM via web
- In doing your homework to write a proposal, mission statements and Requests for Proposals are good sources of information #PropDevFriday, February 25, 2011 10:52:16 AM via web
- Requests for Proposals (RFPs) are the roadmaps to success, it is the guideline by which your proposal will be compared #PropDevFriday, February 25, 2011 10:53:04 AM via web
- In reviewing RFPs, underline every active verb (must, shall, etc.) #PropDevFriday, February 25, 2011 10:54:34 AM via web
- In writing proposals, review the RFP and make an outline based on the details of the RFP -- don't miss a single step #PropDevFriday, February 25, 2011 11:01:56 AM via web
- In writing your proposal, you need to write at a level that will not upset the experts but at a level for those who are non-experts #PropDevFriday, February 25, 2011 8:04:34 PM via web
- Make a list of everything that is needed in the proposals, and put timelines, make a http://bit.ly/GnattChart, with dependencies #PropDevFriday, February 25, 2011 8:07:40 PM via web
- In planning grant activities, work backwards from the due date #PropDevFriday, February 25, 2011 8:08:20 PM via web
- Early proposals are a bonus, more than likely, the PM will read it; also, short proposals are desirable #PropDevFriday, February 25, 2011 8:09:09 PM via web
- Figure out (early) the internal process of grant submission at your institution -- don’t screw it up and miss the deadline #PropDevFriday, February 25, 2011 8:10:24 PM via web
- Do not pad the budget – it is obvious to everyone. List your priorities, what is essential, in the event the PM asks you to cut. #PropDevFriday, February 25, 2011 8:11:42 PM via web
- CVs need to be personalized for every single proposal, each containing information (a paragraph) of why the PI is on the proposal #PropDevFriday, February 25, 2011 8:13:14 PM via web
- "Partners – have as few as possible but all that are necessary" -- Sculenberger #PropDevFriday, February 25, 2011 8:15:16 PM via web
- Every support letter, the writer should state: Why the work is important, What assets s/he will provide, & How s/he will benefit #PropDevFriday, February 25, 2011 8:17:22 PM via web
- A PI on a grant should not even try to write subcontracts – get the people who know HOW to write them to write them #PropDevFriday, February 25, 2011 8:18:56 PM via web
- Proposals are not scientific articles, or deathless prose -- they are sales-jobs -- it is brief, tough, and clear --Sculenberger #PropDevFriday, February 25, 2011 8:20:05 PM via web
- Citations – cite only for controversial or critical points, or to support unexpected arguments #PropDevFriday, February 25, 2011 8:21:14 PM via web
- Always include an abstract, 2-5 sentences, even if the RFP does not specifically request one #PropDevFriday, February 25, 2011 8:21:49 PM via web
- Ending: Program Development Workshop by Dr. Eric Sculenberger #PropDevFriday, February 25, 2011 8:23:12 PM via web
Academic Leadership, Teamwork, and Conflict Management Workshop
-
- Start: Academic Leadership, Teamwork, and Conflict Management by Walt Gmelch, Dean & Professor, U of San Francisco #GmelchLeadFriday, February 11, 2011 9:07:25 AM via web
- In Higher Ed, the structure is setup for conflict. We do not own the conflict, but we must deal with it when it occurs. #GmelchLeadFriday, February 11, 2011 9:15:52 AM via web
- PALs - Partners in Academic Leadership = Department Chair in one college pairing up with Chairs in other colleges for dialogue #GmelchLeadFriday, February 11, 2011 9:22:03 AM via web
- Chairs have two areas of stress: 1) Administration vs. Faculty roles; 2) Professional vs. Personal lives #GmelchLeadFriday, February 11, 2011 9:23:44 AM via web
- The most important role of Chairs is to recruit, develop, and support faculty #GmelchLeadFriday, February 11, 2011 9:24:32 AM via web
- Academic Leadership Model: 3 interconnected domains, Conceptual Understanding, Skill Development, Reflective Practice #GmelchLeadFriday, February 11, 2011 9:26:27 AM via web
- In Australia, Chairs are almost twice as productive in scholarship than Chairs in the US; they empowered Office Managers #GmelchLeadFriday, February 11, 2011 9:31:06 AM via web
- Skills needed as Chair? Communication/Listening, Organization, Persistence, Patience, Decision Making, Empathy, Self-awareness #GmelchLeadFriday, February 11, 2011 9:34:55 AM via web
- Where do you find time to reflect? We need hearth time; Common Fire http://bit.ly/commonfire#GmelchLeadFriday, February 11, 2011 9:45:04 AM via web
- Chairs - do the things that really satisfy you (intrinsic motivation); ignore the first year, because it is an adjustment period #GmelchLeadFriday, February 11, 2011 9:45:24 AM via web
- Chairs need two visions: Horizontal - connected to the department/college; Vertical - connected to broader university issues #GmelchLeadFriday, February 11, 2011 9:48:20 AM via web
- Chairs do not have lots of power or control, but they do have the ability to persuade others because of their position #GmelchLeadFriday, February 11, 2011 9:50:00 AM via web
- Academic Leadership is the ability to build a community of colleagues who set direction for common goals and empower others #GmelchLeadFriday, February 11, 2011 9:52:42 AM via web
- Academic Leadership Survey; http://bit.ly/ebyvIj - used as a self assessment on three dimensions #GmelchLeadFriday, February 11, 2011 9:58:36 AM via web
- One major challenge for Chairs is fragmentation of work, brief encounters; where do we find blocks of time to do important work? #GmelchLeadFriday, February 11, 2011 10:03:15 AM via web
- Time Management Matrix: Categorize tasks as Important vs Not Important as well as Urgent vs Not Urgent http://bit.ly/eJm1nO#GmelchLeadFriday, February 11, 2011 10:07:16 AM via web
- Be realistic with your goals and help new faculty to do the same. Do we give ourselves and faculty permission to take time? #GmelchLeadFriday, February 11, 2011 10:11:05 AM via web
- What is your HiPO? Your High Pay-Off List; focus not on what is urgent but what is a high payoff for you personally #GmelchLeadFriday, February 11, 2011 10:17:40 AM via web
- Chair Roles: Faculty Development, Manager, Leader, Scholar; Manager role is the least liked and most stressful #GmelchLeadFriday, February 11, 2011 10:24:07 AM via web
- What faculty want most from Chairs is Integrity, even if it means saying no #GmelchLeadFriday, February 11, 2011 10:28:51 AM via web
- Scholarship Protection Plan: 1) Enter with research agenda, 2) build a research team (colleagues, grad students) #GmelchLeadFriday, February 11, 2011 10:47:52 AM via web
- Scholarship Protection Plan: 3) consult other faculty (find common writing times), 4) negotiate with dean (how important is it?) #GmelchLeadFriday, February 11, 2011 10:50:00 AM via web
- Scholarship Protection Plan: 5) rely on staff; 6) Find a HiPO Hideout (not in your administrative office #GmelchLeadFriday, February 11, 2011 10:50:50 AM via web
- Build a Leadership Legacy, what do you want faculty to say about you when you are no longer in position; then work backward #GmelchLeadFriday, February 11, 2011 10:52:25 AM via web
- Stress Absorbers: Participation, Job Satisfaction, Person-Environment Fit, Social Support #GmelchLeadFriday, February 11, 2011 10:54:09 AM via web
- Department Chair Stressors: Unreasonably High Expectations is the top predictor #GmelchLeadFriday, February 11, 2011 10:56:15 AM via web
- Academic Leader 4-Way Stress Test: Identify with identity? Comfort with Conflict? Focus on HiPOs? Got a life? #GmelchLeadFriday, February 11, 2011 10:57:24 AM via web
- Know Thyself - use the Johari Window model http://bit.ly/g1xkyb#GmelchLeadFriday, February 11, 2011 11:05:10 AM via web
- Chairs rarely have deadwood -- sometimes they have drift wood, and the question is how do we get them back into the flow #GmelchLeadFriday, February 11, 2011 11:11:50 AM via web
- The Credible Chair: Honest (trustworthy), Competent (effective), Inspiring (optimistic), Forward Looking (decisive) #GmelchLeadFriday, February 11, 2011 11:14:26 AM via web
- In difficult times, Chairs can inspire faculty by what faculty do well, what they contribute to the department - Larry Daniel #GmelchLeadFriday, February 11, 2011 11:16:09 AM via web
- A leader is best when...he talks little, his work is done, his aim fulfilled, when they all say "we did this ourselves" Lao Tzu #GmelchLeadFriday, February 11, 2011 11:19:53 AM via web
- Principled Negotiation Skills: 1) Don't bargain over position; 2) separate people from the problem; 3) focus on interests (whys) #GmelchLeadFriday, February 11, 2011 11:21:53 AM via web
- Principled Negotiation Skills: 4) Invent Options (mutual benefit); 5) Use Objective Criteria (yield to principle, not pressure) #GmelchLeadFriday, February 11, 2011 11:23:01 AM via web
- Conflict Management: Do we really understand people's needs? Ask more questions that help to determine someone's needs #GmelchLeadFriday, February 11, 2011 11:26:49 AM via web
- Layers of Satisfaction in Conflict Resolution: Procedural (order); Substantive (content); Psychological (feelings after) #GmelchLeadFriday, February 11, 2011 11:29:59 AM via web
- Negotiating: 1) Don't react (go to the balcony); 2) Disarm them (step to their side); 3) Change the game (re-frame) #GmelchLeadFriday, February 11, 2011 11:38:45 AM via web
- Negotiating: 4) Make it easy to say yes (build a bridge); 5) Make it hard to say no (reality check) #GmelchLeadFriday, February 11, 2011 11:39:50 AM via web
- The Chair's position often feels like the quote from Lily Tomlin, "We are all in this alone." Chairs should speak with faculty #GmelchLeadFriday, February 11, 2011 11:49:09 AM via web
- Ending: Academic Leadership by Walt Gmelch #GmelchLeadFriday, February 11, 2011 11:53:19 AM via web
What's Hot in STEM Research Funding Workshop
-
- Starting What's Hot in STEM Research Funding, and OFE and ORSP Collaboration Session #WhatsHotSTEMFriday, February 04, 2011 10:49:39 AM via web
- Conversation NSF Transforming Undergraduate Education in STEM (TUES) Program Officer, Dr. Russ Pimmel, http://bit.ly/tuesinfo#WhatsHotSTEMFriday, February 04, 2011 11:02:08 AM via web
- TUES has three types of proposals, 1: untried idea needing evaluation, 2: Finishing Product, 3: Going National, #WhatsHotSTEMFriday, February 04, 2011 11:03:53 AM via web
- The TUES program focuses on developing models/products in STEM education that can be replicated and implemented nationwide #WhatsHotSTEMFriday, February 04, 2011 11:05:59 AM via web
- The success rates for the TUES program varies, but tends to be around 1 in 5 to 1 in 7 #WhatsHotSTEMFriday, February 04, 2011 11:06:52 AM via web
- There are target areas in TUES, but the quality of the proposal tends to override the need for target areas #WhatsHotSTEMFriday, February 04, 2011 5:23:23 PM via web
- How to Improve Proposal: 1.Clear goals, student learning outcomes (observable behaivor), and detailed evaluation strategies #WhatsHotSTEMFriday, February 04, 2011 5:25:48 PM via web
- How to Improve Proposal: 2.Create a transportable project that is applicable across a specific region or across the country #WhatsHotSTEMFriday, February 04, 2011 5:27:10 PM via web
- How to Improve Proposal: 2.(cont.) Include a mix of institutional types in the proposal so that transportability is ensured #WhatsHotSTEMFriday, February 04, 2011 5:28:53 PM via web
- How to Improve Proposal: 3.Have a detailed rationale and detailed plans in language that is accessible beyond your discipline #WhatsHotSTEMFriday, February 04, 2011 5:30:10 PM via web
- How to Improve Proposal: 4.Propose engaging pedagogy, not revision of lectures; focus on active learning, with useable product #WhatsHotSTEMFriday, February 04, 2011 5:31:57 PM via web
- How to Improve Proposal: 5.Think Active Dissemination, not just a website and conference presentation; engage other faculty #WhatsHotSTEMFriday, February 04, 2011 5:33:11 PM via web
- How to Reduce Chances: not enough details, broader impact disconnected to project focus, lipservice to underrepresented groups #WhatsHotSTEMFriday, February 04, 2011 5:34:33 PM via web
- Final Thoughts: Address Broader Impact not just in the summary but address it in meaningful ways throughout the TUES proposal #WhatsHotSTEMFriday, February 04, 2011 5:36:21 PM via web
- Ending: What's Hot in STEM Research Funding Friday, February 04, 2011 5:36:57 PM via web
Professional and Organizational Development for Higher Education Conference, 2010
-
- Begin POD - Professional and Organizational Development - 2010 Conference, Nov 3-7 Friday, November 05, 2010 8:34:31 AM via web
- Begin: International/Intercultural Issues in Faculty and TA Development, Kevin Johnston, MSU Friday, November 05, 2010 8:51:44 AM via web
- Teaching is a culturally-influenced, performance-based practice; for culture to change, we need to be clear about from what to what #POD10Friday, November 05, 2010 9:08:45 AM via web
- Univ of Western Ontario has a resource addressing Communication Strategies for International Graduate Students; http://bit.ly/dC0iuo#POD10Friday, November 05, 2010 11:31:47 AM via web
- Support new international faculty with video testimonials of previous international faculty, how to dealt with challenges, transition #POD10Friday, November 05, 2010 11:34:14 AM via web
- Grading standards and expectations about student work can vary widely across cultures; should be addressed with international faculty #POD10Friday, November 05, 2010 11:36:22 AM via web
- Understanding group work and dealing with plagiarism varies across cultures, these should be addressed with international students #POD10Friday, November 05, 2010 11:37:20 AM via web
- Cultural Bump; http://bit.ly/culturebump -an individually-focused seminar can help faculty and students unpack differences in culture #POD10Friday, November 05, 2010 11:40:20 AM via web
- Univ of Minnesota has a number of resources for internationalizing your curriculum http://bit.ly/uminternational#POD10Friday, November 05, 2010 11:55:00 AM via web
- Ending: Begin: International/Intercultural Issues in Faculty and TA Development Friday, November 05, 2010 11:56:27 AM via web
- Begin: Dispelling Faculty Preconceptions of Their Students Celia Popovic& David Green Friday, November 05, 2010 11:59:10 AM via web
- Popovic & Green interviewed 38 faculty and their 2,400 students, compared faculty expectations, student actions, and grades #POD10Friday, November 05, 2010 12:06:22 PM via web
- How to deal with faculty/student preconceptions? First, help them identify their own preconceptions, then show the disconnect. #POD10Friday, November 05, 2010 12:08:21 PM via web
- How to deal with faculty negative preconceptions? Focus on positive aspects of students (eg. millennials are action driven, agentic). #POD10Friday, November 05, 2010 12:10:00 PM via web
- How to deal with preconceptions? Develop learning agreements at the beginning of the term outlining faculty and student expectations #POD10Friday, November 05, 2010 12:11:31 PM via web
- Ending: Dispelling Faculty Preconceptions of Their Students Friday, November 05, 2010 12:12:14 PM via web
- Begin: Enhancing Teaching and Learning: Faculty Values, Pedagogy, and Development Activity; Sylvia Hurtado, UCLA Friday, November 05, 2010 12:13:09 PM via web
- Hurtado invites faculty to participate in a survey about student engagement, sponsored by HERI-UCLA, http://bit.ly/heriuclaedu#POD10Friday, November 05, 2010 12:16:25 PM via web
- Hurtado-Faculty focused on external rewards are less likely to engage in civic-minded practice; minority faculty are more likely #POD10Friday, November 05, 2010 12:17:14 PM via web
- Hurtado-Women faculty members are more likely to engage in civic-engaged teaching practices, how to get men involved? empathy links? #POD10Friday, November 05, 2010 12:19:37 PM via web
- Ending: Enhancing Teaching and Learning: Faculty Values, Pedagogy, and Development Activity Friday, November 05, 2010 12:39:01 PM via web
- Begin: Organizing Faculty Development Programming Using Communities of Practice; Milt Cox, Miami University Friday, November 05, 2010 4:37:53 PM via web
- Communities of Practice are groups of people who share a common concern, who deepen their expertise by ongoing interaction #POD10Friday, November 05, 2010 4:39:28 PM via web
- Faculty Learning Communities (FLCs) are multidisciplinary communities of practice who agree to meet regularly over 1 year #POD10Friday, November 05, 2010 4:40:42 PM via web
- Skilled facilitators who organize meetings, help find resources, and move the group through storming stages are essential for FLCs #POD10Friday, November 05, 2010 4:43:40 PM via web
- Deliverables at the end of the year, perhaps as part of a teaching symposium, can be helpful to motivate and focus the FLC #POD10Friday, November 05, 2010 4:45:00 PM via web
- Online meetings only for FLCs have not been well-tested, it can be difficult to develop a sense of community, response is important #POD10Friday, November 05, 2010 4:46:25 PM via web
- The Center for TL can provide budget templates to help the FLCs plan and organize their budget, the group reviews at the 2nd meeting #POD10Friday, November 05, 2010 4:48:25 PM via web
- First meeting of FLCs should be used for community building, each person discuss interests, project, and strengths in the topic #POD10Friday, November 05, 2010 4:52:46 PM via web
- Ending: Organizing Faculty Development Programming Using Communities of Practice Friday, November 05, 2010 4:54:01 PM via web
- Begin: Providing Early-career Faculty with Multiple Gateways to Professional Development; Lamonica & Zold, Illinois State University Friday, November 05, 2010 4:56:08 PM via web
- Lamonica - Early Career Faculty Development Philosophy: Catch 'em young...evidently by feeding 'em often #POD10Friday, November 05, 2010 5:00:06 PM via web
- Early career programming started with a one-day orientation in Aug; now, multiple gateways for faculty development over one year #POD10Friday, November 05, 2010 5:21:36 PM via web
- Zold - sends cards during first semester with 7 Principles of Good Practice in Higher Ed by Chickering & Gamson http://bit.ly/cTC2nw#POD10Friday, November 05, 2010 5:39:13 PM via web
- Consider connecting Early Career Faculty Development with the 3rd year promotion and tenure review process #POD10Friday, November 05, 2010 5:40:02 PM via web
- Instead of having the parade of campus centers, have each center give an example of how they have helped a faculty member in the past #POD10Friday, November 05, 2010 5:41:04 PM via web
- In Early Career Fac Dev, consider what you are doing TO, FOR, WITH, new faculty, and what you are helping them do ALONE #POD10Friday, November 05, 2010 5:43:00 PM via web
- Consider a Student Panel with questions from the audience (with moderator) for New Faculty Orientation #POD10Friday, November 05, 2010 5:44:47 PM via web
- Lamonica - created eMentor online learning modules based on questions new faculty wish they had answers to in their first year #POD10Friday, November 05, 2010 5:49:21 PM via web
- During follow-up meetings with early career faculty, provide readings for the session, but provide an executive summary as well #POD10Friday, November 05, 2010 5:51:18 PM via web
- For new faculty orientation sessions lasting all day, consider offering door prizes to encourage attendance of late sessions #POD10Friday, November 05, 2010 5:54:33 PM via web
- Ending: Providing Early-career Faculty with Multiple Gateways to Professional Development Friday, November 05, 2010 6:00:42 PM via web
-
- Begin: Gateway to the Workings of the Learner's Mind by Linda Nilson, Clemson University Saturday, November 06, 2010 11:29:17 AM via web
- Gateways of Student Learning: emotional intensity, personal relevance, deliberate practice, and (sometimes) feedback #POD10Saturday, November 06, 2010 11:30:49 AM via web
- Nilson - using emotional intensity to improve learning is like promoting better learning through chemistry (neurotransmitters) #POD10Saturday, November 06, 2010 11:32:36 AM via web
- Emotional intensity improves learning by creating new synaptic connections and by strengthening synaptic connections in the brain #POD10Saturday, November 06, 2010 11:34:46 AM via web
- Nilson - emotion is involved when we have students commit to a choice, because they sense the division between the options #POD10Saturday, November 06, 2010 11:36:13 AM via web
- Nilson - Learning emotions include: wonder, fascination, intrigue, suspense, surprise, humor, challenge, righteous anger, compassion #POD10Saturday, November 06, 2010 11:37:23 AM via web
- Learning Objects (LO) can be quite useful in evoking emotion in learning; consider this directory of LOs http://bit.ly/LODeposit#POD10Saturday, November 06, 2010 11:43:20 AM via web
- MERLOT also has a wonderful repository of learning objects http://bit.ly/merlotorg#POD10Saturday, November 06, 2010 11:46:42 AM via web
- Nilson - We always must remember that the students we teach, though they have varieties of abilities, are all homo sapiens #POD10Saturday, November 06, 2010 11:50:34 AM via web
- Learning most likely will not occur without attention; switching between tasks (multi-tasking) reduces performance, increases errors #POD10Saturday, November 06, 2010 11:53:56 AM via web
- Glenn recently published an article in the Chronicle about the impact of multi-tasking on attention http://bit.ly/aXHpAp#POD10Saturday, November 06, 2010 12:16:52 PM via web
- An audience member suggested assigning students to bring to class an example of how the reading material relates to them personally #POD10Saturday, November 06, 2010 12:22:24 PM via web
- Deliberate practice - students actively monitor their learning, seek & use feedback about their progress #POD10Saturday, November 06, 2010 12:24:51 PM via web
- Roediger & Karpicke demonstrated that quizzing on information is much more effective in retention and learning than studying alone #POD10Saturday, November 06, 2010 12:27:10 PM via web
- Nilson - Studying must do more than eye exercises on the material; have students test themselves and learn what they don't know yet #POD10Saturday, November 06, 2010 12:28:55 PM via web
- Feedback works ONLY IF students understand, is capable of meeting, agrees with, and evaluates performance in relation to standards #POD10Saturday, November 06, 2010 12:30:51 PM via web
- For an online quiz to test your focus and ability to multi-task, see a New York Times article on the topic http://nyti.ms/bILWXm#POD10Saturday, November 06, 2010 12:34:29 PM via web
- Ending: Gateway to the Workings of the Learner's Mind Saturday, November 06, 2010 12:37:03 PM via web
- Begin: Using Metacognition to Foster Students’ Disciplinary Thinking and Writing Skills Kaplan & Meizlish, University of Michigan Saturday, November 06, 2010 2:34:08 PM via web
- "Illusion of understanding" -Shulman, 2000- how to bridge the gap between students and faculty understandings of disciplinary writing #POD10Saturday, November 06, 2010 2:38:49 PM via web
- Kaplan - Making the implicit explicit, having students explain what they are plugging and why they are chugging #POD10Saturday, November 06, 2010 2:40:29 PM via web
- Metacognition = thinking about thinking, monitoring/controlling thought, understanding how a task is performed #POD10Saturday, November 06, 2010 2:41:41 PM via web
- Lovett 2008 discuss "wrapping" an assignment, putting things before and after assignments to help frame the assignment for students #POD10Saturday, November 06, 2010 2:44:46 PM via web
- Metacognition in writing: survey during planning stage, MSWord comments to monitor during writing, evaluation survey after writing #POD10Saturday, November 06, 2010 2:47:52 PM via web
- e.g. metacognition in pre-assignment survey: how will this writing assignment help you think like a psychologist (a historian, etc.) #POD10Saturday, November 06, 2010 2:50:38 PM via web
- Monitoring comments from students to students and from instructors was viewed positively by the students as helping their writing #POD10Saturday, November 06, 2010 2:55:06 PM via web
- Students indicated that monitoring comments helped students have conversations with faculty and other students with their writing #POD10Saturday, November 06, 2010 2:55:54 PM via web
- Why is it that we still seem to struggle as educators with having multiple goals and different types of goals for the same assignment #POD10Saturday, November 06, 2010 3:28:59 PM via web
- 64% of metacognitive reflective comments were focused on professional rhetoric (e.g., should an abstract be this long) #POD10Saturday, November 06, 2010 3:34:45 PM via web
- About 10% of the metacognitive reflective comments on writing assignments were students providing "just checking in" comments #POD10Saturday, November 06, 2010 3:38:01 PM via web
- metacognitive reflection in writing assignments seems similar in process to think-aloud in the STEM fields http://bit.ly/agvJOG#POD10Saturday, November 06, 2010 3:48:03 PM via web
-
- Ending: Using Metacognition to Foster Students’ Disciplinary Thinking Sunday, November 07, 2010 11:09:22 AM via web
- Begin: Beyond Our Gates: Preparing for Emerging Trends in Higher Education Sunday, November 07, 2010 11:15:52 AM via web
- The Association of American Colleges & Universities (AAC&U) supports called LEAP Liberal Education & America's Promise http://bit.ly/aa5XzwSunday, November 07, 2010 11:19:51 AM via web
- LEAP provides 4 categories of essential learning outcomes ( http://bit.ly/9sTcay ) including critical thinking and civic engagement Sunday, November 07, 2010 11:23:05 AM via web
- AAC&U supports Valid Assessment of Learning in Undergraduate Education (VALUE) http://bit.ly/bkVgiT , a rubric assessment approach #POD10Sunday, November 07, 2010 11:25:51 AM via web
- AAC&U's VALUE Rubrics http://bit.ly/gTmss are tied to essential learning outcomes and include definitions and explanations #POD10Sunday, November 07, 2010 11:29:02 AM via web
- One can find teaching resources associated with the VALUE Rubrics at Open Ed Practices Website http://bit.ly/bP2iho#POD10Sunday, November 07, 2010 11:32:32 AM via web
- National Association of System Heads and the Education Trust supports the Access to Success (A2S) Project http://bit.ly/dv1nwV#POD10Sunday, November 07, 2010 11:36:47 AM via web
- a Baseline Report by the Access to Success program addresses graduation rates and disparities among minorities http://bit.ly/aDcCqG#POD10Sunday, November 07, 2010 11:42:43 AM via web
- The European Higher Education Area supports the Bologna Process to standardize practices across Europe http://bit.ly/bolognaprocess#POD10Sunday, November 07, 2010 11:48:53 AM via web
- Ending: Beyond Our Gates: Preparing for Emerging Trends in Higher Education Sunday, November 07, 2010 11:49:51 AM via web
- Ending: POD Network Conference - Thanks for a great conference! Sunday, November 07, 2010 5:10:12 PM via web
-
International Association for Research on Service Learning and Community Engagement Conference 2010
-
- Begin International Association for Research on Service Learning and Community Engagement - 2010 Conference, Oct 28-30, #IARSLCEThursday, October 28, 2010 8:48:55 AM via web
- The mission of #IARSLCE is to promote development and dissemination of research on service learning and community engagement Thursday, October 28, 2010 8:52:11 AM via web
- The theme for the 2010 #IARSLCE Conference is: International Perspectives: Crossing Boundaries through Research Thursday, October 28, 2010 8:52:54 AM via web
- Start: From Evaluation to Research: Using Course and Program Evaluations as Data for Scholarly Research - Furco, Dostilio & Moely #IARSLCEThursday, October 28, 2010 9:39:53 AM via web
- What is the difference between Evaluation and Research? Largely it is the purpose and the intention behind the activity #IARSLCEThursday, October 28, 2010 9:40:44 AM via web
- Evaluation and Research also differ in scope, in audience, and what counts for Promotion and Tenure #IARSLCEThursday, October 28, 2010 9:41:28 AM via web
- Barbara Moely - The most important aspect of institutionalizing Service Learning was the engagement and support of faculty #IARSLCEThursday, October 28, 2010 9:46:34 AM via web
- Worked with 200 faculty (in small groups) from multiple institutions to help faculty develop syllabi for service-learning courses #IARSLCEThursday, October 28, 2010 9:49:59 AM via web
- Conducted an evaluation of Faculty Learning Communities on the development of faculty capacity for service-learning #IARSLCEThursday, October 28, 2010 9:51:59 AM via web
- Evaluation is systematic collection of information about a program to inform decision-making -- Patton, 1997 #IARSLCEThursday, October 28, 2010 9:57:10 AM via web
- The questions and purposes in Evaluation on Service Learning are more often to include input and language from community partners #IARSLCEThursday, October 28, 2010 1:14:03 PM via web
- What is evidence? Multiple dimensions – Comparisons, Random Assignment, Consistent Treatment, Multiple Sites, Replication, Controls #IARSLCEThursday, October 28, 2010 1:16:00 PM via web
- Definition of Rigorous Evidence by US Dept of Ed, http://bit.ly/diu53K#IARSLCEThursday, October 28, 2010 1:23:00 PM via web
- The ideal of rigorous evidence often is not achieved in service-learning research; here are some ideas to deal with this problem. #IARSLCEThursday, October 28, 2010 1:24:16 PM via web
- pre-post testing can go a long way in helping deal with the problem of no control group #IARSLCEThursday, October 28, 2010 1:25:46 PM via web
- Cross-campus collaborations can be helpful in evaluating comparison groups using different treatment strategies #IARSLCEThursday, October 28, 2010 1:26:50 PM via web
- Look for change over time, as this can help with making comparisons across treatment approaches #IARSLCEThursday, October 28, 2010 1:36:16 PM via web
- Asking partners and stakeholders what they view as evidence is helpful in developing measures that connect with your audience #IARSLCEThursday, October 28, 2010 1:39:56 PM via web
- In the written work, explaining the reasons for the limitations in controls can be helpful to reviewers to appreciate the work #IARSLCEThursday, October 28, 2010 1:41:37 PM via web
- End: From Evaluation to Research #IARSLCEThursday, October 28, 2010 2:04:12 PM via web
- Start: Recognition of Engaged Scholarship: Pathways to Success - Gelmon & Blanchard Thursday, October 28, 2010 2:05:28 PM via web
- What is Community-engagement? Solving challenges facing communities through collaboration with communities #IARSLCEThursday, October 28, 2010 2:07:25 PM via web
- What is Scholarship? it is public, peer reviewed, accessible to others, innovative, has impact, requires expertise #IARSLCEThursday, October 28, 2010 2:08:18 PM via web
- Model of Community Engaged Scholarship by Glassik, Scholarship Assessed; http://bit.ly/scholarshipassessed#IARSLCEThursday, October 28, 2010 2:16:54 PM via web
- More explanation of scholarship related to Diamond & Adams' Recognizing Faculty Work http://bit.ly/caVqkP#IARSLCEThursday, October 28, 2010 2:31:46 PM via web
- Community-Engaged scholarship is “adding to” traditional scholarship (impacting discipline AND commty; which has a higher standard? #IARSLCEThursday, October 28, 2010 4:58:59 PM via web
-
-
- Categories of Competencies: Clear Goals, Adequate Preparation, Methodological Rigor, Impact, Presentation, Reflection, Ethics #IARSLCESaturday, October 30, 2010 9:49:36 AM via web
- Faculty can self-evaluate and create a faculty development plan based on ratings for each dimension #IARSLCESaturday, October 30, 2010 9:51:09 AM via web
- Advice for P&T Planning: Do what matters most within the context of your university’s mission #IARSLCESaturday, October 30, 2010 10:55:27 AM via web
- Advice for P&T Planning: find mentors (even outside your discipline); also start working and planning early #IARSLCESaturday, October 30, 2010 10:57:40 AM via web
- In preparing the dossier, know the guidelines, seek strong letters of support, remember-packaging is everything #IARSLCESaturday, October 30, 2010 10:59:48 AM via web
- Seek multiple reviewers to write letters of support for different aspects of your work, depending on the expertise of the reviewer #IARSLCESaturday, October 30, 2010 11:07:34 AM via web
- CCPH provides a database of faculty mentors and reviewers for community-based work at www.facultydatabase.info #IARSLCESaturday, October 30, 2010 11:09:25 AM via web
- For impact of your scholarship, consider increased funding for community partners, capacity of people to advocate for themselves... #IARSLCESaturday, October 30, 2010 11:17:40 AM via web
- For measuring the impact of your scholarship, consider placement of trainees into positions of leadership #IARSLCESaturday, October 30, 2010 11:18:38 AM via web
- Ending: Recognition of Engaged Scholarship: Pathways to Success Saturday, October 30, 2010 11:24:00 AM via web
- Begin: Improving (Quality and) Rigor in Service-Learning Research -Keynote by Michael Patton Saturday, October 30, 2010 11:34:55 AM via web
- Dr. Patton described the research process initiated by SOFA, a group investigating fatal railway switching incidents #IARSLCESaturday, October 30, 2010 11:41:27 AM via web
- More information about the SOFA group can be found here http://bit.ly/cVGzjf#IARSLCESaturday, October 30, 2010 11:43:57 AM via web
- What made SOFA research rigorous? – they moved beyond their initial biases and looked carefully at qualitative & quantitative data #IARSLCESaturday, October 30, 2010 11:45:16 AM via web
- The SOFA were committed to a culture of quality & rigor in their practice of research, carefully collecting data for each question #IARSLCESaturday, October 30, 2010 11:49:10 AM via web
- Patton - "Our critiques of research are too focused on methodology than on critical thinking, examining alternative explanations #IARSLCESaturday, October 30, 2010 11:50:35 AM via web
- The scientific “method” is less about method than about critical thinking, doing “one’s damndest with one’s mind, no holds barred.” #IARSLCESaturday, October 30, 2010 11:51:43 AM via web
- Patton proposed 5-Star knowledge rating, based upon recognizing the fallibility of any single source of knowledge; triangulation #IARSLCESaturday, October 30, 2010 11:53:39 AM via web
- 5-start knowledge, one star for each single source of data; research, evaluation findings, practitioners, experience, theory #IARSLCESaturday, October 30, 2010 11:54:55 AM via web
- Advanced levels of understanding typically use the case method -there are no rules, one must look at the facts and deal with them #IARSLCESaturday, October 30, 2010 11:56:06 AM via web
- The complexity of the world challenges our linear and compartmentalized notions of knowledge and research findings #IARSLCESaturday, October 30, 2010 11:57:28 AM via web
- To move forward in research and deal with the complexity of the world, we need a systems approach to discovery #IARSLCESaturday, October 30, 2010 11:57:59 AM via web
-
SOTL Commons Conference
-
- Beginning SoTL Commons Conference, March 10-13, 2010, Statesboro, GA, Conference Tag - #SoTLCom2010 2:03 PM Mar 10th via web
- Begin - Data Collection in Reflective Course Design, Karen Swanson, Mercer Univ, Mary Keller, George Mason Univ #SoTLCom2010 2:09 PM Mar 10th via web
- What ways do students influence instruction and pedagogy? Initial skills and learning styles, responding to students needs #SoTLCom2010 2:12 PM Mar 10th via web
- Approach: Student Development Model + Content Rigor, where are students, create bridge to goals, negotiating voice and power #SoTLCom2010 2:15 PM Mar 10th via web
- Results: Students determined content, topics, with approval from faculty leaders; also, the first trial cut content in HALF! #SoTLCom2010 2:16 PM Mar 10th via web
- Instructors took several years to perfect the course, with students teaching some topics, instructors bringing their expertise #SoTLCom2010 2:19 PM Mar 10th via web
- Book on Developmental Model of teaching and learning, Edited by Baxter-Magolda & King #SoTLCom2010 http://bit.ly/Learning_Partners 2:31 PM Mar 10th via bit.ly
- Students grow Intrapersonally (know the self), Interpersonally (know how to work with others), and Epistemologically (know how one learns) 2:33 PM Mar 10th via web
- Move away from learning content (quantitative change) to learning HOW to BE a biologist, an artist, etc (a qualitative change) #SoTLCom2010 2:36 PM Mar 10th via web
- Found the Brookfield Critical Incident Questionnaire (1995) useful in this approach #SoTLCom2010 http://bit.ly/Brookfield_CIQ 2:41 PM Mar 10th via web
- Ending: Data Collection in Reflective Course Design #SoTLCom2010 2:42 PM Mar 10th via web
- Begin: Teaching and learning solutions ... in large first year classes O’Sullivan, Univ College of Dublin #SoTLCom2010 2:50 PM Mar 10th via web
- Large first-year classes are a fact of life, at UCDublin, large classes are 400+, small classes are 60-150 #SoTLCom2010 2:51 PM Mar 10th via web
- Problems with large classes: 35% students failed, readings not level appropriate, attendance was poor (40% never attending) #SoTLCom2010 2:56 PM Mar 10th via web
- Survey of Students indicates that 32% had difficulty connecting with others, 36% considered withdrawing, #SoTLCom2010 3:07 PM Mar 10th via web
- Students report inadequate resources to help them adjust, a desire for smaller break-out sessions and for more group work #SoTLCom2010 3:11 PM Mar 10th via web
- Re-formatted sessions: appropriate readings, projects that relate to student practical life, group discussions to find patterns #SoTLCom2010 3:24 PM Mar 10th via web
- Results: decrease in failure rate from 35% in 2006 to 15% in 2010; 30% not attending break-out sessions reduced to 10% in 2009 #SoTLCom2010 3:28 PM Mar 10th via web
- Some students (about 40%) were not satisfied with the break-out sessions, because they viewed them as "required" #SoTLCom2010 3:30 PM Mar 10th via web
- Ending: Teaching and learning solutions ... in large first year classes 3:31 PM Mar 10th via web
- Begin: Teaching and Learning about Alcohol in the First-Year Seminar, Dyer & Frazier, Kennesaw St Univ #SoTLCom2010 3:59 PM Mar 10th via web
- 25% of college students report that alcohol problems affect their academic performance #SoTLCom2010 4:07 PM Mar 10th via web
- 1700 students between 18-24 die each year from alcohol related injuries #SoTLCom2010 4:09 PM Mar 10th via web
- College campuses with high alcohol rates also have high sexual assault rates #SoTLCom2010 4:09 PM Mar 10th via web
- Student success can be defined as Academic, Personal, and Social #SoTLCom2010 4:12 PM Mar 10th via web
- Aims: assess student perception about learning about alcohol, and faculty who are teaching about alcohol #SoTLCom2010 4:15 PM Mar 10thvia web
- Method: 11 faculty teaching first-year seminars; students and faculty completed surveys #SoTLCom2010 4:16 PM Mar 10th via web
- Results: 41% of students were more interested in learning about alcohol from peer edicators, 18% want to learn from faculty #SoTLCom2010 4:18 PM Mar 10th via web
- Only 39% of students support "complete abstinence" education for those who have abused alcohol #SoTLCom2010 4:19 PM Mar 10th via web
- Faculty were more accurate in estimating the prevalence of college drinking, but overestimated its affects on academics 4:30 PM Mar 10th via web
- Alcohol Education Resource online for Faculty and Students, http://bit.ly/mystudentbody #SoTLCom2010 4:36 PM Mar 10th via web
- Many students obtain fake IDs for alcohol purchases within the first 14 days of attending college #SoTLCom2010 4:37 PM Mar 10th via web
- The lull between the first day of class and the first exam is critical, students need to reflect on their behavior early #SoTLCom2010 4:39 PM Mar 10th via web
- Ending: Teaching and Learning about Alcohol in the First-Year Seminar #SoTLCom2010 4:46 PM Mar 10th via web
- Begin: Bogus & Beneficial Pedagogical Concepts, Peter Doolittle, Virginia Tech #SoTLCom2010 6:03 PM Mar 10th via web
- Anderson, Reder, & Simon, 1998, “science of human learning has never had a large influence on the practice of education” -p 227 #SoTLCom2010 6:10 PM Mar 10th via web
- Active Learning is, Meaningful, encourages Elaboration, uses Imagery, Self-Generation, Self-Reference & Encoding Specificy #SoTLCom2010 6:12 PM Mar 10th via web
- Encoding Specificity means that the test is similar in form and process to the way that the information was learned #SoTLCom2010 6:13 PM Mar 10th via web
- Cooperative Learning works well across many settings when groups are interdependent & individuals are accountable #SoTLCom2010 6:16 PM Mar 10th via web
- Reference: Synthesis of research on cooperative learning, RE Slavin, Educational Leadership, 1991 #SoTLCom2010 6:21 PM Mar 10th via web
- Dale’s Cone of Experience (1946) described abstractness of media forms, not levels of learning, most depictions are bogus #SoTLCom2010 6:24 PM Mar 10th via web
- See a recent article that explains the problem with the use of the Dale Cone http://bit.ly/Dale_Cone_Misuse 6:37 PM Mar 10th via web
- A recent review article questions the validity of the "learning styles" model http://bit.ly/Learning_Styles_Review #SoTLCom2010 6:44 PM Mar 10th via web
- Ending: Bogus & Beneficial Pedagogical Concepts #SoTLCom2010 6:44 PM Mar 10th via web
-
- Begin: Building a Culture of Academic Engagement and Community Across Campus, Panel from Jacksonville Univ #SoTLCom2010 3:03 PM Mar 11thvia web
- Director of the Center for Teaching and Learning focused on large-scale initiatives rather than on workshops #SoTLCom2010 3:05 PM Mar 11thvia web
- Continuium, one end, Fewer Requirements with more regular meetings vs. More Requirements with less meetings #SoTLCom2010 3:08 PM Mar 11thvia web
- Three programs on this continuium; Book Club, Pre-tenured Faculty Learning Community, SoTL Scholars #SoTLCom2010 3:10 PM Mar 11thvia web
- Partners in SoTL research arranged on their own to meet weekely, which helped keep up with the requirements #SoTLCom2010 3:16 PM Mar 11thvia web
- Need a defintion of the Faculty Learning Communities, to help faculty know what to expect from their time participating in FLCs #SoTLCom2010 3:18 PM Mar 11thvia web
- Pre-tenured Faculty Learning Communities (FLCs) meet regularly, about once per month #SoTLCom2010 3:32 PM Mar 11thvia web
- Book Club read Doyle's Learning Centered Teaching, http://bit.ly/Doyle_Learning_Centered , discussed on Friday afternoons #SoTLCom2010 3:45 PM Mar 11thvia web
- Center provided refreshments, club first meets in small groups, then in a large group (~20 people), discuss major book themes #SoTLCom2010 3:49 PM Mar 11thvia web
- Intimate conversations in Book Club small groups were very helpful in making connections across disciplines #SoTLCom2010 3:50 PM Mar 11thvia web
- Several Book Club members discussed the welcoming atmosphere, with comfortable chairs, and attractive surroundings, wine, etc. #SoTLCom2010 3:57 PM Mar 11thvia web
- These FLCs do develop "cheerleaders" who are connected across campus; depth of involvement may be more successful than breadth #SoTLCom2010 4:06 PM Mar 11thvia web
-
- Begin: Using Facebook as a course management tool, Jean French, Coastal Carolina University #SoTLCom2010 8:09 AM Mar 12th via web
- Not all features in Facebook are suitable for courses, best to create a group #SoTLCom2010 8:11 AM Mar 12th via web
- Group type, Open is public, Closed requires approval by group creator (teacher), and Secret makes posts and membership private #SoTLCom2010 8:12 AM Mar 12th via web
- To be in the same group, you do not need to be "Friends", so students do not need to see your personal posts on Facebook #SoTLCom2010 8:18 AM Mar 12th via web
- Review Privacy Settings, set personal information to only friends, friends of friends, networks, or specific people, as needed #SoTLCom2010 8:27 AM Mar 12th via web
- Neither Teachers nor Students cannot post assignment papers, etc, but they can link to content on other webpages #SoTLCom2010 8:28 AM Mar 12th via web
- You could have a different account specifically for course work separate from your individual account #SoTLCom2010 8:34 AM Mar 12th via web
- Consider carefully FERPA guidelines and culture at your institution, feedback must be sent to individuals on a secure site #SoTLCom2010 8:37 AM Mar 12th via web
- Facebook is used more as a course communication rather than course management tool, #SoTLCom2010 8:39 AM Mar 12th via web
- Not all features in Facebook are suitable for courses, best to create a group #SoTLCom2010 8:11 AM Mar 12th via web
- Ending: Facebook as a Course Management Tools 8:39 AM Mar 12th via web
- Begin: Incentive-based Reading Programs, Trent Mauer, Ga Southern Univ 9:02 AM Mar 12th via web
- Assigning readings is especially problematic for lower-division courses, more importantly, do students understand the reading #SoTLCom2010 9:05 AM Mar 12th via web
- 2000 study found that about 20% of students comply with reading assignments #SoTLCom2010 9:06 AM Mar 12th via web
- Prior research has not quantified the level of motivation for student reading as it relates to the incentives for reading #SoTLCom2010 9:10 AM Mar 12th via web
- Method: gave small, basic quizzes at the beginning of class for each of 20 reading assignments, scoring 0%, 50%, or 100% #SoTLCom2010 9:12 AM Mar 12th via web
- Control Section (N=22) received 1 point for each quiz, Experimental Section (N=21) received 10 points for each quiz -out of 700 #SoTLCom2010 9:13 AM Mar 12th via web
- Results: increase in points did not affect quiz scores, nor overall course grade, not attendance #SoTLCom2010 9:18 AM Mar 12th via web
- Students thought that having the quizzes increased their course grade and improved their attendance, but this was not true #SoTLCom2010 9:18 AM Mar 12th via web
- Could it be that students are doing the readings, but they are not understanding the readings? They might need more structure #SoTLCom2010 9:30 AM Mar 12th via web
- Students seemed more stressed out by the quizzes, and course evaluation scores were noticeably lower #SoTLCom2010 9:43 AM Mar 12th via web
- Ending: Incentive-based Reading Programs #SoTLCom2010 9:44 AM Mar 12th via web
- Begin: How our teaching may affect student attitudes, Casey Welch, Flagler College #SoTLCom2010 10:13 AM Mar 12th via web
- The effect that teachers have on student political attitudes can be viewed from two perspectives, Advocacy vs Analysis Pedagogy #SoTLCom2010 10:15 AM Mar 12th via web
- The goal of Advocacy Pedagogy is to change students' political positions from one view to another specific view, inculcation #SoTLCom2010 10:18 AM Mar 12th via web
- The goal of Analysis Pedagogy is to encourage students to evaluate their own positions in light of logic and information #SoTLCom2010 10:19 AM Mar 12th via web
- This study investigated three different effects on attitudes- Instruction, Relevancy, & Knowledge acquisition #SoTLCom2010 10:21 AM Mar 12th via web
- Instruction effects are changes in attitudes based on the information given during instruction about that topic #SoTLCom2010 10:22 AM Mar 12th via web
- Relevancy effects change attitudes on topics related to other attitudes discussed, though not directly discussed in class #SoTLCom2010 10:26 AM Mar 12th via web
- Example of Relevancy Efffect: Students change their attitude about renewable energy when mountain-top strip mining is discussed #SoTLCom2010 10:28 AM Mar 12th via web
- Results: Instructional Effect was significant, students change policy positions when exposed to the instructional method #SoTLCom2010 10:29 AM Mar 12th via web
- Relevancy Effect was significant, students changed attitudes on intelligent design & immigration though not directly discussed #SoTLCom2010 10:30 AM Mar 12th via web
- Knowledge Acquisition Effect? – yes, students’ knowledge increased in the treatment group compared to the control, #SoTLCom2010 10:31 AM Mar 12th via web
- There was not an ideological shift, they did not become more liberal or conservative, but they did shift their opinions #SoTLCom2010 10:32 AM Mar 12th via web.
- For religious people, increases in knowledge did not affect their policy positions #SoTLCom2010 10:34 AM Mar 12th via web.
- Begin: Reflection Strategies: Putting Theory to Practice, Lynn Keane & Karen Patton, Univ of S Carolina #SoTLCom2010 10:40 AM Mar 12th via web.
- Reflection leads to synthesis of old and new knowledge, including new ways of understanding and solving problems – Dewey, 1897 #SoTLCom2010 10:42 AM Mar 12th via web
- Reflection Theory: Convile & Weintraub, 2002 and Kolb 1984 #SoTLCom2010 10:55 AM Mar 12th via web.
- Reflection Strategies: Blog postings, Training Observation Reports Weekly Status Reports for Projects, Portfolio Reports #SoTLCom2010 10:57 AM Mar 12th via web.
- Make sure the assignments are perceived by the students as relevant, or they do not take the reflection seriously #SoTLCom2010 10:58 AM Mar 12th via web.
- Ending: Reflection Strategies: Putting Theory to Practice 10:58 AM Mar 12th via web.
- Ending: Reflection Strategies: Putting Theory to Practice #SoTLCom2010 11:00 AM Mar 12th via web.
- Begin: Assessing and Comparing Student & Faculty Perceptions ... in First-Year Seminars, Braden & Larsen, Kennesaw State Univ #SoTLCom2010 11:01 AM Mar 12th via web.
- Students want faculty to deal with cheating, to be concerned, to grade fairly, to interact, & to avoid being degrading #SoTLCom2010 11:07 AM Mar 12th via web.
- Students dislike monotone, disorganized, opinionated teachers #SoTLCom2010 11:09 AM Mar 12th via web.
- Faculty burnout can lead to resentment, verbal and grade abuse, seeing students as enemies (Wilson 2008) #SoTLCom2010 11:11 AM Mar 12th via web.
- 34% of students reported being kinesthetic learners, but teachers report that their students' learning styles are mainly visual #SoTLCom2010 11:24 AM Mar 12th via web.
- Students reorted that faculty teaching styles were more auditory (lecture) but teachers reported their teaching style as visual #SoTLCom2010 11:26 AM Mar 12th via web.
- Students thought they learned more from class discussions rather than lecture or group work #SoTLCom2010 11:28 AM Mar 12th via web.
- Women students report spending more time studying (about 11 hrs per week) than do men (about 4-6 hrs per week) #SoTLCom2010 11:33 AM Mar 12th via web.
- Although students are informed that studying in groups is more effective for learning, over 70% of students study alone #SoTLCom2010 11:40 AM Mar 12th via web.
- 65% of students agreed that the First-Year Seminars were important to their academic success #SoTLCom2010 11:41 AM Mar 12th via web.
Community-Engaged Research Conference
-
- Begin: Community-Engaged Research: Program Evaluation in Community Settings with Dr. Cheryl Fontain and Dr. Jeff Will, #OFE-CES 1:10 PM Jan 28th via web
- Florida Institute of Education, Dr. Fontain, Director, focused on School Readiness, Improve Pre-K outcomes, Evaluation Questions #OFE-CES 1:24 PM Jan 28th via web
- Center for Community Initiatives, Dr. Will, Director, 41 community partners, quality research at community prices, Infant Mortality #OFE-CES1:26 PM Jan 28th via web
- What procedures are necessary to work with community partners around outcomes? #OFE-CES 1:28 PM Jan 28th via web
- Usually, the evaluator/researcher comes into the project after the project has already begun #OFE-CES 1:28 PM Jan 28th via web
- Many partners believe that evaluations and evaluators spring out of boxes - that they are an easy add on to what they are doing #OFE-CES 1:30 PM Jan 28th via web
- Listen to community partners about what they REALLY want to know, encourage them to avoid jargon, organize questions in categories #OFE-CES 1:32 PM Jan 28th via web
- Once questions are identified, prioritize questions for "this year" which helps to focus the partner on continuous evaluation #OFE-CES 1:34 PM Jan 28th via web
- NSF has information about Logic Models, but avoid the jargon for the partner, draw pictures to communicate the process effectively #OFE-CES 1:39 PM Jan 28th via web
- How does an evaluator use existing data, or help the partner change data collection, and protect the integrity of the data? #OFE-CES 1:42 PM Jan 28th via web
- Maintain integrity of the data by keeping tabs on what is happening, regular visits, maintaining consistency in data collection #OFE-CES 1:45 PM Jan 28th via web
- One common problem is having data from appropriate comparison groups, sometimes, the groups are not willing to share data #OFE-CES 1:47 PM Jan 28th via web
- What are the public and political dimensions of program evaluation? #OFE-CES 1:49 PM Jan 28th via web
- The political climate may impact the research design and evaluation process, reporters and board members need help understanding #OFE-CES 1:53 PM Jan 28th via web
- Evaluators and Partners can communicate the same message to help others (reporters, community) interpret the results of evaluation #OFE-CES 1:55 PM Jan 28th via web
- To be a community advocate, you must pay attention to the data, politics plays a role, but you can focus the agency on improvements #OFE-CES 1:59 PM Jan 28th via web
- Focus on what the data tell you and what the data do not tell you - the advocacy role is not threatened by the data #OFE-CES 2:00 PM Jan 28th via web
- What are some of the issues associated with Institutional Review Boards and Granting Agencies? 2:05 PM Jan 28th via web
- Budget considerations are important for community partners, especially when considering overhead issues #OFE-CES 2:07 PM Jan 28th via web
- Agencies sometimes do not want to devote the time or energy to navigate the university system of grant management #OFE-CES 2:10 PM Jan 28th via web
- Why do Community-engaged Research? #OFE-CES 2:18 PM Jan 28th via web
- Because the community programs improve, individuals in the community receive the benefits, and because students learn more #OFE-CES 2:19 PM Jan 28th via web
- It is a remarkable thing to change a life. - Dr. Fontain #OFE-CES 2:22 PM Jan 28thvia web
- Continuous Improvement Models may be helpful in conducting evaluation and having an impact #OFE-CES 2:24 PM Jan 28thvia web
- A process improvement focus may be better for making recommendations rather than an outcome evaluation process - #OFE-CES 2:25 PM Jan 28th via web
- Secure computer files or secure servers can be effective in securing the data - #OFE-CES 2:29 PM Jan 28thvia web
- Ending Community-Engaged Research #OFE-CES 2:30 PM Jan 28th via web
International Conference on Community Engagement and Service Learning
-
- Community-Engaged Scholarship can be viewed as a combination of Research, Teaching, and Service, so it can count in multiple areas in P&T Friday, October 09, 2009 1:16:03 PM via web
- Community-Engaged Scholarship is scholarship that involves the faculty member in a mutually beneficial partnership with the community. Friday, October 09, 2009 1:17:14 PM via web
- not TO the community, but WITH the community - mutuallity is key Friday, October 09, 2009 1:17:50 PM via web
- A University's values are MOST CLEARLY described by its P&T policy - Conrad Weiser et. al. 2000 Friday, October 09, 2009 1:19:29 PM via web
- Challenges of P&T for CES: 1) Lack of understanding of CES by review committees 2) Lack of understanding by faculty members doing CES Friday, October 09, 2009 1:22:53 PM via web
- Traditions of the University System can impeed change in dealing with recognition of Community-Engaged Scholarship (CES) Friday, October 09, 2009 1:24:47 PM via web
- Because P&T focuses on the faculty member, teasing out the contribution of community partners can be difficulty to deal with Friday, October 09, 2009 1:27:27 PM via web
- Not all Service Learning is Scholarship; and not all Service Learning is JUST SERVICE in the P&T review Friday, October 09, 2009 1:28:54 PM via web
- Resource for Evaluating CES Community-Engaged Scholarship Toolkit http://www.communityengagedscholarship.info/Friday, October 09, 2009 1:30:33 PM via web
- Successful P&T Dossiers 1) Narrative integrates service and scholarship 2) maintains distinction between the two 3) showsquality scholarship Friday, October 09, 2009 1:34:32 PM via web
- Discussion? Will your dossier suffer if you highlight your community-engaged work? - You can demonstrate that your work has "broader impact" Friday, October 09, 2009 1:44:44 PM via web
- Foundation funding might be an important source of supporting for CES Friday, October 09, 2009 2:42:41 PM via web
- Faculty help themselves by speaking about their CES during annual reviews and during conversations with colleagues, to get your message out Friday, October 09, 2009 1:47:10 PM via web
- The Characteristics of Quality that apply to traditional forms of scholarship must also apply to CES; CES is NOT scholarship-light Friday, October 09, 2009 1:56:29 PM via web
- Montana State has an Annual Review that connects research, teaching, and service assignments and resources to faculty member goals for CES Friday, October 09, 2009 2:33:21 PM via web
- Small grants can be useful in promoting CES, they should not be difficult to obtain, though Friday, October 09, 2009 2:43:51 PM via web
- Univ of Calgary had a kick-off event with local schools performing and the Dalai Lama speaking - about 15,000 in attendance Friday, October 09, 2009 2:53:55 PM via web
- No matter the size of the university, the most important factors in increasing participation in CES is "focused and sustained leadership" Friday, October 09, 2009 3:01:31 PM via web
- Differences between CES and non-CES in P&T are similar to differences betwen disciplines, differences that are not insurmountable Friday, October 09, 2009 3:04:34 PM via web
- Those doing CES should consider the multiple products that can be distributed and recognized from the same large-scale project Friday, October 09, 2009 3:07:27 PM via web
- Multidisciplinary & cross-disciplinary work and collaboration can lead to multiple publications Friday, October 09, 2009 3:09:00 PM via web
- The P&T structure that exists now likely will not be the P&T structure that exists in the future, as CES becomes infused throughout - C.Rudd Friday, October 09, 2009 3:16:09 PM via web
- One way to support CES is to have searchable databases that can be accessed over the web Friday, October 09, 2009 3:18:45 PM via web
- To increase participation in CES, faculty can focus on the governance structures (policies) that are responsible for meeting community needs Friday, October 09, 2009 3:23:59 PM via web
- Measure the impact of CES through spatial mapping and stakeholder analysis, including schools, business, and clinical placements Friday, October 09, 2009 3:25:52 PM via web
- There are many misperceptions of Service Learning and community-engagement within professional schools -definitions are important Friday, October 09, 2009 3:34:47 PM via web
- We need more dialogue at multiple levels, across disciplines and perspectives on community-engagement and how each participant fits in. Friday, October 09, 2009 3:47:44 PM via web
- Ending - Recognition and Rewards for Community-Engagement Scholarship Friday, October 09, 2009 3:53:14 PM via web
-
- Begin - President's Reception: In the Service of Thinking: Between Education Policy and a Hard Place - Joel Westheimer, U of Ottawa Saturday, October 10, 2009 8:27:12 AM via web
- Dr. Joel Westheimer is co-founder and director of Democratic Dialogue democraticdialogue.com - http://bit.ly/12eWQaSaturday, October 10, 2009 8:31:03 AM via web
- What are the differences between education in democratic nations and totalitarian ones? Some lessons (math) would be the same but not others Saturday, October 10, 2009 8:42:05 AM via web
- What makes service learning different in a democratic nation vs. a totalitarian nation? Teaching Kids How to Think for Themselves Saturday, October 10, 2009 8:49:14 AM via web
- Democratic Thinking has been challenged by school policies and programs that reduce student outcomes to results on tests Saturday, October 10, 2009 8:50:49 AM via web
- Supporters of Service Learning are NOT against student learning math - they want both Saturday, October 10, 2009 8:52:09 AM via web
- in 2006, Florida banned Historical Interpretation and critical thinking in the classroom - "history is fact, not constructed" - J.Westheimer Saturday, October 10, 2009 8:58:39 AM via web
- These efforts serve to restrict education to one voice, where testing is designed to produce a single outcome, not to encourage reflection Saturday, October 10, 2009 9:02:34 AM via web
- Why do we have schools? not for the money, but to reach children and make a difference in their lives Saturday, October 10, 2009 9:09:46 AM via web
- what are you going to do with your one wild and precious life? Saturday, October 10, 2009 9:10:57 AM via web
- Ending - President's Reception: In the Service of Thinking Saturday, October 10, 2009 9:15:06 AM via web
- Begin - Evidence of Learning: A Performance-based Approach A.Feldman, D.Chin, T.Moss, Univ of Illinois @ Chicago Saturday, October 10, 2009 9:34:18 AM via web
- Economy of Knowledge (Hoskin, 1993) vs. Active Learning and Problem Solving (Barr & Tagg, 1999) Saturday, October 10, 2009 9:37:36 AM via web
- Situated Learning and Situated Writing, there is negotiated meanings, mutual accountability, and shared histories, practices, ambiguities Saturday, October 10, 2009 9:39:29 AM via web
- Writing Program containing a capstone "Rhetoric and Public Life" with community-based component, then students are eligiable for internships Saturday, October 10, 2009 9:46:36 AM via web
- Key to successful Engagement programs have collaboration with the community partners and reciprocal benefit Saturday, October 10, 2009 9:47:13 AM via web
- Program used Assessment Matrices, which become pivot points of future action Saturday, October 10, 2009 9:48:35 AM via web
- The matrix includes 4 parts: Concepts, Learning Outcomes, Indicators (how will you know), and Methods (how you will measure) Saturday, October 10, 2009 9:49:49 AM via web
- Matrices are prepared for Students, Teachers, and Community Partners Saturday, October 10, 2009 9:50:12 AM via web
- Examples of Measurements - Student/Community partner focus groups; student projects Saturday, October 10, 2009 9:51:38 AM via web
- The project is not the point, the point is to build the student's capacity for future action, to be active participating citizens Saturday, October 10, 2009 9:53:25 AM via web
- When project is finished, the students write a reflective analysis on their projects Saturday, October 10, 2009 9:58:16 AM via web
- At the beginning of the semester, they hold a Community-Partner Fair where partners can meet with students and partners select students Saturday, October 10, 2009 10:01:00 AM via web
- Ending - Evidence of Learning: A Performance-based Approach Saturday, October 10, 2009 10:17:43 AM via web
- Begin - Quantitative and Qualitative Measurement of Civic-Minded Graduates K.Steinberg, J.Hatcher, IUPUI Saturday, October 10, 2009 10:18:09 AM via web
- The Center for Service Learning uses the concept, Educationally-Meaningful Service, but what does this mean? Saturday, October 10, 2009 10:21:44 AM via web
- Resource: Work and Integrity by W.Sullivan, 1998, 2005 Saturday, October 10, 2009 10:22:35 AM via web
- civic-minded graduate? 1) formally educated, 2) capacity & orientation to work with others, 3) in a democratic way, 3) to improve community Saturday, October 10, 2009 10:25:38 AM via web
- civic-minded graduate? - Ven Diagram, Self-Identity + Civic Attitudes/Action + Academics/Professional Knowledge & Skills Saturday, October 10, 2009 10:27:02 AM via web
- Use Civic-Minded Graduate Survey; 30 Likert-type items on knowledge, skills, dispositions, and behaviors; adaptable to the situation Saturday, October 10, 2009 10:30:14 AM via web
- Faculty participated in a faculty learning community, received feedback from the assessment and worked on revising syllabi and assignments Saturday, October 10, 2009 10:31:25 AM via web
- Faculty incorporated more reflective assignments and improved assessment techniques to assess service learning Saturday, October 10, 2009 10:31:58 AM via web
- Working on Validation: Narrative assessment, Rubric Development, Interviews, and the Implicit Association Test - http://bit.ly/3AsyB9Saturday, October 10, 2009 10:34:23 AM via web
- Gave students a tornado scenario, and they found that students gave "apple pie" response, they wrote what they thought the teacher expected Saturday, October 10, 2009 10:37:51 AM via web
- Differences in narratives come from nuance, strong vs. weak responses come from details Saturday, October 10, 2009 10:39:46 AM via web
- Rubric Dimensions: civic identity, understand how social issues are addressed, active participation in society, collaboration, and benefit Saturday, October 10, 2009 10:43:37 AM via web
- Interrater Reliability for Narrative Rubric Ratings was high (.86) and internal consistency reliability of survey was high (..96) Saturday, October 10, 2009 10:49:01 AM via web
- High scores on Survey were associated with the greater number of service learning courses the students had taken Saturday, October 10, 2009 10:50:27 AM via web
- Future programs will work with departments to develop curriculum mapping and connecting educational experiences with student outcomes in SL Saturday, October 10, 2009 10:52:57 AM via web
- Ending - Quantitative and Qualitative Measurement of Civic-Minded Graduates Saturday, October 10, 2009 11:01:52 AM via web
- Begin -Poster Session: Transforming Lives: Local and International Service-Learning; -- 1) H. Laperriere; 2) G. Laflamme -- Univ of Ottawa Saturday, October 10, 2009 11:15:44 AM via web
- Community Medicine project for first-year students in Brazil, a neighborhood that was built over a garbage dump Saturday, October 10, 2009 11:25:47 AM via web
- Used Liberation Pedagogy as a method; was very promising in the beginning, but more doubtful after the project was complete Saturday, October 10, 2009 11:29:17 AM via web
- Needed to understand the social historical roots of the situation, not just the immediate history, but long-term history Saturday, October 10, 2009 11:30:32 AM via web
- Safety was a concern, as there were murders outside the center where the students were working Saturday, October 10, 2009 11:32:49 AM via web
- Another project: Ethical Marketing Projects in an Executive MBA program; students solicited non-for-profit organizations for partnerships Saturday, October 10, 2009 11:37:09 AM via web
- Students helped "Reporters without Boarders" develop a marketing/business strategy, so successful that it was used by the European chapter Saturday, October 10, 2009 11:39:59 AM via web
- Undergraduate students developped "Making Niger Our Business," with several service learning projects, leading to ethical responsibility Saturday, October 10, 2009 11:46:47 AM via web
- The results are that students do thesis projects on non-for-profit issues; about 15-20 have started their own NGO Saturday, October 10, 2009 11:47:45 AM via web
- Ending - Transforming Lives: Local and International Service-Learning Saturday, October 10, 2009 11:51:07 AM via web
- Begin - President's Reception Guest Speaker, Stephen Lewis, Professor of Global Health, Co-Director of AIDS-Free World in US Saturday, October 10, 2009 7:54:32 PM via web
- Mr. Lewis told numerous stories of his travels to Africa, working with children who have lost both of their parents to AIDS Saturday, October 10, 2009 7:56:41 PM via web
- He encouraged students to pursue global citizenship and social justice, and he priased Univ of Ottawa for its initiative in this area Saturday, October 10, 2009 7:58:17 PM via web
- Young people want to be engaged; they only need to know where and how to get involved Saturday, October 10, 2009 7:58:55 PM via web
- The Univ. of Ottawa will provide the equation to connect student interests with community needs so that students can make a difference Saturday, October 10, 2009 8:00:15 PM via web
- The equation in part is developing a comprehensive data source that will match student interests with community needs locally and globally. Saturday, October 10, 2009 8:01:53 PM via web
- Ending - President's Reception Guest Speaker Stephen Lewis Saturday, October 10, 2009 8:02:19 PM via web
-
- College of Ed required service learning for 10 years before TamKang Univ. focused its students on service learning Sunday, October 11, 2009 9:21:53 AM via web
- 3 different approaches of SL program design: Professional (subject knowledge required), Activity-based (service focus), Campus-based service Sunday, October 11, 2009 9:25:38 AM via web
- Used Student self-report questionnaire (35 items; 6 dimensions); Stratified sample of 950; response rate of 79% (N=667) Sunday, October 11, 2009 9:28:18 AM via web
- 6 Dimensions: Self-knowledge, Interpersonal Skills, Slef-efficacy, Responsibility and Value, Academic Knowledge, Civic Engagement Sunday, October 11, 2009 9:30:16 AM via web
- Interpersonal skills and Responsibility and Value were rated highest among student self-reported learning; Academic knowledge was lowest Sunday, October 11, 2009 9:32:59 AM via web
- Even for students involved in Professional SL only, Academic Knowledge was rated by students lowest among the learning outcomes Sunday, October 11, 2009 9:38:33 AM via web
- Students overall reported that they gained most in personal growth and interpersonal skills more than academic outcomes and civic engagement Sunday, October 11, 2009 9:40:16 AM via web
- Factors influencing the amount of learning outcomes: 1) Reflection, 2) past service experience, 3) selected better than required, 4) hours Sunday, October 11, 2009 9:42:00 AM via web
- A Study of Learning Outcomes of Different Types of Service-Learning of College Students in Taiwan H.Kao, Y.Chou Sunday, October 11, 2009 9:17:46 AM via web
- One of the major obstacles is student attitudes about improving their academic preparation vs. service to the community Sunday, October 11, 2009 9:47:59 AM via web
- Another obstacle is the view of the faculty, whether they connect their academic work with service learning objectives Sunday, October 11, 2009 9:48:48 AM via web
- One question is whether top-down (required) strategies are helpful or hurtful to more bottom-up (selected, developed from within) strategies Sunday, October 11, 2009 9:57:58 AM via web
- Ending - A Study of Learning Outcomes of Different Types of Service-Learning of College Students in Taiwan Sunday, October 11, 2009 9:59:45 AM via web
- Begin - Transforming Lives through International Community Service-Learning: A Case Study, D. Peacock Sunday, October 11, 2009 10:00:32 AM via web
- Community Service Learning model - "Engaging Social Change and Global Solidarity" Sunday, October 11, 2009 10:04:40 AM via web
- Students spend 3 months with a host family abroad and submit academic journal entries to the professor still in Canada Sunday, October 11, 2009 10:06:11 AM via web
- Research Question: Do these students experience transformative learning across domains Sunday, October 11, 2009 10:07:49 AM via web
- There is a connection between intercultural competence and transformative learning, but there is a need for more research in this area Sunday, October 11, 2009 10:09:35 AM via web
- Builds on Mezirow's and Kiely's transformitive learning models; with contextual boarder crossing and extremen dissonance in various domains Sunday, October 11, 2009 10:11:59 AM via web
- Used Qualitative Interpretative - Hermeneutical approach; used frameworks, then developed thematic coding, matching with field notes Sunday, October 11, 2009 10:14:16 AM via web
- Coding process occurred deductively (based on Kiely's dimensions) and inductively (based on particulars of program and experiences) Sunday, October 11, 2009 10:16:00 AM via web
- 8 students visited Ecuador, Ukraine, Ghana, or Nicaragua; 3-month stay working alongside marginalized populations Sunday, October 11, 2009 10:18:06 AM via web
- Results, 6 of 8 experienced a transformative experience, some along multiple domains, some in only a few domains-e.g., moral, cultural, etc Sunday, October 11, 2009 10:19:24 AM via web
- Coding based on narratives and final interviews with students Sunday, October 11, 2009 10:21:10 AM via web
- How did transformative learning occur? dissonance related to poverty/suffering felt personally and host family develops emotional connection Sunday, October 11, 2009 10:23:58 AM via web
- What hindered TL? students did not always connect therotical models with local realities & critical reflection was not as often or deep Sunday, October 11, 2009 10:31:36 AM via web
- One important issue that emerged from this project was the vulnerability of the students, as they develop new social and power relationships Sunday, October 11, 2009 10:32:58 AM via web
- Another challenge: the discovery of persisting differences prevented students from fully entering the new world, eg. rich student Sunday, October 11, 2009 10:35:54 AM via web
- Question: what levels of dissonance are optimal for transformational learning? Can there be too much perparation for students? Sunday, October 11, 2009 10:46:45 AM via web
- There seemed to be sex differenes, females experienced more transformation than males - is it experience vs. articulation of experience? Sunday, October 11, 2009 10:49:52 AM via web
- Ending - Transforming Lives through International Community Service-Learning Sunday, October 11, 2009 10:51:38 AM via web
- Begin - Participatory Action Research to Enhance Community-University Partnerships, M. Morton Sunday, October 11, 2009 11:42:54 AM via web
- Participatory Action Research naturally brings questions related to community-based learning, issues of power, ownership, and collaboration Sunday, October 11, 2009 11:51:10 AM via web
- One benefit of connecting PAR with community-based learning is - ACTION, knowledge mobilization Sunday, October 11, 2009 11:53:29 AM via web
- PAR and community-based learning both encourage nogitiation of the process and the outcomes of the research-defining questions & methodology Sunday, October 11, 2009 11:54:48 AM via web
- IRB processes can be limiting to Participatory Action Research, the responsibilities of the investigators can be difficult to disentangle Sunday, October 11, 2009 12:04:28 PM via web
- PAR may be a sub-category within the broader category of Community-Engaged Research that is targeted at positive social change Sunday, October 11, 2009 12:12:15 PM via web
- Ending - Participatory Action Research to Enhance Community-University Partnerships Sunday, October 11, 2009 12:14:59 PM via web
- Begin - The Impact of Community-Based Experiential Educational Programs on Student Learning and Career Readiness, P.Green Sunday, October 11, 2009 1:46:51 PM via web
- Experiential Learning, 4 types: Service Learning, Internships, Community-based Federal Work Study, Undergraduate Research Sunday, October 11, 2009 1:54:53 PM via web
- Academic Internships are about 60% at non-profit organizations and 40% in for-profit organization, some required for major but not all Sunday, October 11, 2009 2:01:10 PM via web
- We don't learn from experience, but from processing that experience -- John Dewey Sunday, October 11, 2009 2:11:36 PM via web
- Assessment Initiative included program evaluation along with core curriculum competencies, and core values/leadership Sunday, October 11, 2009 2:25:34 PM via web
- Methodology: pre-post web-based survey of students and community partners Sunday, October 11, 2009 2:27:14 PM via web
- Outcomes = Core Curriculum - Communication, Critical Thinking, Ethics, Information Literacy, Analysis and Research Methods, Technology Sunday, October 11, 2009 2:28:48 PM via web
- Values Outcomes = Diversity, Justice, Spirituality, Civic Engagement/Leadership Sunday, October 11, 2009 2:29:56 PM via web
- Sample Size: over 300 pre-post for Service Learning; over 150 pre-post for Internships; 110 for Work Study; 100 employers and partners Sunday, October 11, 2009 2:33:11 PM via web
- Internships seemed to be more important in career readiness than service learning and work study experiences Sunday, October 11, 2009 2:36:09 PM via web
- Internships involve about 100 hours per semester whereas service learning involves about 20-25 hours per semester, is this the difference? Sunday, October 11, 2009 2:38:05 PM via web
- Employers are looking for experiential learning experiences in students and use them as a basis for hiring; employers want more students Sunday, October 11, 2009 2:39:30 PM via web
- Suggestions: Preparation in advance; Communicate expectations; Integrate reflection (students rated these highest); provide staff support Sunday, October 11, 2009 2:41:07 PM via web
- Experiential Learning may be a pathway for transformational learning through career exploration and increased value-based competencies Sunday, October 11, 2009 2:43:47 PM via web
- More research is needed on the vocational impact of community-based learning Sunday, October 11, 2009 2:49:47 PM via web
- One key seems to be multiple points of reflection, to help them construct meaning of their experience - asking guiding questions Sunday, October 11, 2009 2:51:44 PM via web
- Ending - The Impact of Community-Based Experiential Educational Programs on Student Learning and Career Readiness Sunday, October 11, 2009 3:36:34 PM via web
- Begin - Quality Matters: Findings on the Relationship Between Program Quality and Participant Outcomes, A.Melchior Sunday, October 11, 2009 3:37:56 PM via web
- Service Learning (SL) has been treated as a "black box" with very little consideration of the nature of the service experience Sunday, October 11, 2009 3:39:33 PM via web
- Data from two projects: New England Learn and Serve & Earth Force Sunday, October 11, 2009 3:44:19 PM via web
- 40-50 schools, 3 years of data-collection, pre-post and comparison group design Sunday, October 11, 2009 3:45:37 PM via web
- Outcome Domains: Civic Development (knowledge & efficacy), Social (empowerment, caring), and Academic Development (educational aspirations) Sunday, October 11, 2009 3:55:21 PM via web
- Program Experience Measures: Meaningful Service, Link to Curriculum, Reflection, Diversity, Youth Voice, Partnerships, Monitoring, Intensity Sunday, October 11, 2009 3:58:45 PM via web
- Overall positive results, increase in pre-post gain scores, in most domains, some negative impact on school engagement Sunday, October 11, 2009 4:05:06 PM via web
- On Civic Outcomes, students in high-quality programs, across the board, showed greater and positive gains than those in low-quality programs Sunday, October 11, 2009 4:06:58 PM via web
- on Social Outcomes, students in high-quality programs showed modest increases, students in low-quality showed across-the-board declines Sunday, October 11, 2009 4:09:07 PM via web
- Clear Message: high-quality programs show dramatically better results than do low-quality programs; measure program quality! Sunday, October 11, 2009 4:11:01 PM via web
- Student measures showed significant impacts, but the teacher measures did not; consider the experience of the students Sunday, October 11, 2009 4:13:46 PM via web
- Ending - Quality Matters Sunday, October 11, 2009 4:36:13 PM via web
-
- George Mehaffy and American Democracy Project have forwarded Civic Engagement, and he was continuously asked about Civic Outcomes Monday, October 12, 2009 9:02:42 AM via web
- Accountability for Civic Outcomes derives from several sources: Re-Accreditation, Carnegie Classification, Spellings Commision, AAC&U Monday, October 12, 2009 9:10:22 AM via web
- Work related to the VALUE Rubrics provided by the AAC&U initiative to measure Student Outcomes from General Education - http://bit.ly/gTmssMonday, October 12, 2009 9:26:05 AM via web
- Research at Univ of Notre Dame has some longitudinal data connecting service learning and volunteerism with life satisfaction 15 years later Monday, October 12, 2009 9:40:17 AM via web
- There are several items on the National Survey of Student Engagement (NSSE) relate to Civic Engagement; http://bit.ly/1OmwOMMonday, October 12, 2009 9:50:06 AM via web
- Commonalities in Measures; Connection and interaction with the Community; Understanding Diverse Perspectives; Leadership and Action Monday, October 12, 2009 10:14:38 AM via web
- Attitudes seemed to be missing Monday, October 12, 2009 10:15:34 AM via web
- Consider the definition on the AACU Rubric http://bit.ly/BGPgx It seems to be missing Diversity of Perspectives Monday, October 12, 2009 10:25:08 AM via web
- Ending - Assessment of Student Civic Outcomes: Current Research and Future Implications Monday, October 12, 2009 10:26:30 AM via web
- Ending - IARSLCE Conference Monday, October 12, 2009 10:26:44 AM via web
Professional and Organizational Development in Higher Education Conference
-
- Tweets from the Professional and Organizational Development Network in Higher Education Conference 2009 http://bit.ly/POD_Conference_2009Thursday, October 29, 2009 9:10:33 AM via web
- Begin, Maximizing Learning with Student Debates: A Synthesis of Best Practices: Jim Eison & Yenni Djajalaksana, Univ of South Florida Thursday, October 29, 2009 4:04:52 PM via web
- To receive benefits of debate, have students prepare and do indepth research on their position and the other positions Thursday, October 29, 2009 4:10:38 PM via web
- Other benefits of debates: planning skills, presentation skills, and listening to and refuting arguments Thursday, October 29, 2009 4:13:39 PM via web
- Consider some research on using debates and changing students' perspectives http://bit.ly/2VjhTe#POD2009Thursday, October 29, 2009 4:22:36 PM via web
- Stages of debates: opening statement by the facilitator, opening statements by each side, rebuttal period, closing remarks by facilitator Thursday, October 29, 2009 4:26:45 PM via web
- Students listening to the debate should take notes about the arguments and the evidence the presenters use to support arguments Thursday, October 29, 2009 4:29:38 PM via web
- You should not assume that students have any prior knowledge of or experience with debate - provide structure for students Thursday, October 29, 2009 4:49:22 PM via web
- If your debate will require students doing deep "research," involve the campus librarian who can help students with their debate Thursday, October 29, 2009 4:51:19 PM via web
- Before the debate, prepare students by giving information on how to construct sound arguments and sound rebuttals Thursday, October 29, 2009 4:55:01 PM via web
- Ending, Maximizing Learning with Student Debates Thursday, October 29, 2009 5:03:04 PM via web
-
- Begin: Assessing Impact: Adapting Models to Affirm Program Effectiveness M. Cohen & S. Frey Saturday, October 31, 2009 10:59:22 PM via web
- Assessment of CTLs is similar to all other assessment - begin with Mission and Goals, determine if goals can be specifically measured #pod09Saturday, October 31, 2009 11:08:04 PM via web
- When setting goals for CTLs, make sure the goals allign with Institutional Strategic Plans #pod09Saturday, October 31, 2009 11:09:08 PM via web
- When assessing CTLs' impact, measure the "in between" steps to the final objectives #pod09Saturday, October 31, 2009 11:12:29 PM via web
- Student reactions to faculty innovation can be assessed through an online form, see Univ of Minn's form http://bit.ly/Thank_A_Prof#pod09Saturday, October 31, 2009 11:18:12 PM via web
- Student focus groups can be useful ways to assess the impact of faculty development #pod09Saturday, October 31, 2009 11:21:16 PM via web
- To plan assessment of CTL impact, consider using a logic model, developed by the Kellogg foundation http://bit.ly/2wrfTLm (1.3 MB) #pod09Saturday, October 31, 2009 11:38:01 PM via web
- Thinking about assessing impact is not an overnight affair; it is a long-term project (think 3.5 years) - P. Cohen #pod09Saturday, October 31, 2009 11:42:03 PM via web
- To conduct meaningful assessment of CTLs, start with a dream, then design backward - P. Cohen #pod09Saturday, October 31, 2009 11:45:09 PM via web
- Outcome Assessment of CTLs must be focused on big patterns; it cannot connect entirely to the traditional social research model #pod09Saturday, October 31, 2009 11:49:02 PM via web
- To measure intermediate steps to CTL goals, measure the number of applications submitted and the quality of submitted applications #pod09Saturday, October 31, 2009 11:50:27 PM via web
- Measure impacts of CTL programs by asking faculty to report “how long will it take you to make this change,” then have them report back then Saturday, October 31, 2009 11:56:34 PM via web
- Begin, Uncertain about Uncertainty: Building Critical Reflection... N. Ruggeri, Univ of Wisconsin-Madison Saturday, October 31, 2009 11:58:53 PM via web
- Science instruction traditionally has been focused on the WHAT, not the HOW – teaching uncertainty comes closer to the HOW of science Sunday, November 01, 2009 12:01:29 AM via web
-
- Uncertainty Course: Ways of Knowing in the Sciences; 4 topics – Planetary Motion, Plate tectonics, Evolution, and Global Warming Sunday, November 01, 2009 12:07:56 AM via web
- Three patterns from analysis: 1) A cult of uncertainty, 2) Dichotomizing scientists and non-scientists, 3) Emerging of relativistic views Sunday, November 01, 2009 12:09:19 AM via web
- Teaching uncertainty produces a cycle of teaching uncertainty? leading to relativism, leading to teaching more certainty, how to break it? Sunday, November 01, 2009 12:13:55 AM via web
- Ending, Begin, Uncertain about Uncertainty Sunday, November 01, 2009 12:16:00 AM via web
