We found 521 results that contain "information literacy"
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
MSU Learning Communities are Spaces to Explore Ideas in Education, Teaching, and Learning
"Being a part of the Learning Communities at MSU has been a wonderful experience. Within our community we have had the opportunity to share ideas, brainstorm solutions to challenges commonly faced, and expand our thinking with individuals from a wide variety of departments. I have deeply appreciated being a part of this new campus-wide community and having a space to connect with faculty and academic staff in similar positions to my own. Seeing what the other Learning Communities are doing has helped with inspiration for our own progress," said Mary-Anne Reid co-facilitator of the Sharing Process Improvement Tools in Undergraduate Internships and Experiential Education Learning Community.
Learning Communities are self-organized, safe, and supportive spaces for faculty and academic staff to address complicated questions of curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network in collaboration with the Hub for Innovation in Learning and Technology.
See what Learning Communities are available
Different Aims, Different Practices
Dr. Michael Lockett, the program Director, is quick to point out that the word “safe” is crucial to that statement of purpose, as it conveys the agency members and facilitators of Learning Communities enjoy.
“Once a community is funded, our interventions in their work only take place at the most basic administrative level,” says Lockett. “It’s a space we designed to maximize autonomy and academic freedom.”
Learning Communities at MSU are free to propose their own topics and determine the structures that best support their interests. Accordingly, communities tend to vary greatly in their practices and topics. All communities, however, share three things in common: they meet at least eight times across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.
“We have approximately thirty communities running. That means approximately three hundred faculty members are contributing to and benefitting from the program. Given that scale, there’s tremendous diversity in terms of topics and methods,” says Lockett. “Broadly defined, the conversations all connect back to ideas of education, teaching, and learning, but not necessarily in a formalized curricular context. We don’t limit their purview to credit-bearing courses at MSU and some communities are invested in educational topics that transcend this campus, or this country, or even this era.”
Dialogues Characterized by Freedom and Safety
Although many Learning Communities do not discuss fraught topics, some do. “Because some groups explore topics related to critical pedagogy, they may require particular community structures,” says Lockett. “Which is to say the community is not closed but carefully defined. All communities are inclusive. But the facilitators (those members responsible for the administration and protocol within the Community) determine the structure and it’s fair for them to ask their membership to commit to certain protocols.”
Some Communities only meet the required eight times during the academic year and encourage members to drop in or out at their discretion. Other Communities are working on highly complex questions of critical pedagogy, and require regular attendance, as the associated dialogues must be sustained and reflected upon. Ultimately, the facilitators decide the protocols for each Community.
The conversations held in the Learning Communities might also involve very personal pedagogical experiences; those kinds of conversations require time, trust, and a sense of open inquiry to make the dialogue supportive and generative. The AAN strives to provide that atmosphere by respecting the autonomy of the facilitators and working diligently behind the scenes to design flexible administrative structures that can support diverse methods. Lockett says, “although it’s not necessarily their primary role, Learning Communities can be therapeutic spaces. There’s an emotional dimension to teaching, particularly in high-pressure contexts. These communities can become a place where people find support, where they can share and hopefully resolve some of the challenges they’re encountering, teacher-to-teacher.”
Why Learning Communities?
Variations on the Learning Communities program exist on many campuses. “Questions of curriculum and pedagogy are always complicated and often best addressed face-to-face,” says Lockett. “You can do a lot of important work through dialogue. When colleagues get together to discuss curriculum and pedagogy, their conversations become nuanced and empathetic and situated in a way they can’t through other discursive forms. They can also be highly creative and generative places where good ideas disseminate swiftly.”
Getting Involved
The Learning Communities at MSU grew over 150% last year, from 12 to 30 groups. Lockett credits the passion of the facilitators and the leadership of Drs. Grabill and Austin (Associate Provost for Teaching, Learning, and Technology, and Interim Associate Provost for Academic Staff Development, respectively). He also applauds the work of his predecessor, Dr. Patricia Stewart, who advocated for the program’s continued existence and provided a vision of success. “We wouldn’t be seeing this level of engagement and success without Patti’s leadership and dedication to the program,” he says.
A full list of Learning Communities and the contact information of their facilitators is available below and on the Academic Advancement Network website, in addition to information on proposing new communities.
"As a co-facilitator of the ANS TLC the past few years, I have been impressed with our cohort’s desire to continue to become better educators. Our learning community focuses on presenting and supplying tools to our members that address their reported concerns of education, including but limited to instruction, assessment, and student engagement. Since the pandemic has rendered our instruction to be “survival mode”, the ANS TLC has reached out to provide tips and tricks to its members for better classroom experiences, in whatever platform is being used. We look forward to hosting monthly “Chitter-chatter What’s the Matter” discussions alongside our continual scaffolding of the ANS curriculum for the Fall 2020 semester." said Tasia Taxis, co-facilitator of the Department of Animal Science Teaching and Learning Community (ANS TLC) Learning Community.
Learning Communities are self-organized, safe, and supportive spaces for faculty and academic staff to address complicated questions of curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network in collaboration with the Hub for Innovation in Learning and Technology.
See what Learning Communities are available
Different Aims, Different Practices
Dr. Michael Lockett, the program Director, is quick to point out that the word “safe” is crucial to that statement of purpose, as it conveys the agency members and facilitators of Learning Communities enjoy.
“Once a community is funded, our interventions in their work only take place at the most basic administrative level,” says Lockett. “It’s a space we designed to maximize autonomy and academic freedom.”
Learning Communities at MSU are free to propose their own topics and determine the structures that best support their interests. Accordingly, communities tend to vary greatly in their practices and topics. All communities, however, share three things in common: they meet at least eight times across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.
“We have approximately thirty communities running. That means approximately three hundred faculty members are contributing to and benefitting from the program. Given that scale, there’s tremendous diversity in terms of topics and methods,” says Lockett. “Broadly defined, the conversations all connect back to ideas of education, teaching, and learning, but not necessarily in a formalized curricular context. We don’t limit their purview to credit-bearing courses at MSU and some communities are invested in educational topics that transcend this campus, or this country, or even this era.”
Dialogues Characterized by Freedom and Safety
Although many Learning Communities do not discuss fraught topics, some do. “Because some groups explore topics related to critical pedagogy, they may require particular community structures,” says Lockett. “Which is to say the community is not closed but carefully defined. All communities are inclusive. But the facilitators (those members responsible for the administration and protocol within the Community) determine the structure and it’s fair for them to ask their membership to commit to certain protocols.”
Some Communities only meet the required eight times during the academic year and encourage members to drop in or out at their discretion. Other Communities are working on highly complex questions of critical pedagogy, and require regular attendance, as the associated dialogues must be sustained and reflected upon. Ultimately, the facilitators decide the protocols for each Community.
The conversations held in the Learning Communities might also involve very personal pedagogical experiences; those kinds of conversations require time, trust, and a sense of open inquiry to make the dialogue supportive and generative. The AAN strives to provide that atmosphere by respecting the autonomy of the facilitators and working diligently behind the scenes to design flexible administrative structures that can support diverse methods. Lockett says, “although it’s not necessarily their primary role, Learning Communities can be therapeutic spaces. There’s an emotional dimension to teaching, particularly in high-pressure contexts. These communities can become a place where people find support, where they can share and hopefully resolve some of the challenges they’re encountering, teacher-to-teacher.”
Why Learning Communities?
Variations on the Learning Communities program exist on many campuses. “Questions of curriculum and pedagogy are always complicated and often best addressed face-to-face,” says Lockett. “You can do a lot of important work through dialogue. When colleagues get together to discuss curriculum and pedagogy, their conversations become nuanced and empathetic and situated in a way they can’t through other discursive forms. They can also be highly creative and generative places where good ideas disseminate swiftly.”
Getting Involved
The Learning Communities at MSU grew over 150% last year, from 12 to 30 groups. Lockett credits the passion of the facilitators and the leadership of Drs. Grabill and Austin (Associate Provost for Teaching, Learning, and Technology, and Interim Associate Provost for Academic Staff Development, respectively). He also applauds the work of his predecessor, Dr. Patricia Stewart, who advocated for the program’s continued existence and provided a vision of success. “We wouldn’t be seeing this level of engagement and success without Patti’s leadership and dedication to the program,” he says.
A full list of Learning Communities and the contact information of their facilitators is available below and on the Academic Advancement Network website, in addition to information on proposing new communities.
"As a co-facilitator of the ANS TLC the past few years, I have been impressed with our cohort’s desire to continue to become better educators. Our learning community focuses on presenting and supplying tools to our members that address their reported concerns of education, including but limited to instruction, assessment, and student engagement. Since the pandemic has rendered our instruction to be “survival mode”, the ANS TLC has reached out to provide tips and tricks to its members for better classroom experiences, in whatever platform is being used. We look forward to hosting monthly “Chitter-chatter What’s the Matter” discussions alongside our continual scaffolding of the ANS curriculum for the Fall 2020 semester." said Tasia Taxis, co-facilitator of the Department of Animal Science Teaching and Learning Community (ANS TLC) Learning Community.
Authored by:
Gregory Teachout
Posted on: #iteachmsu
MSU Learning Communities are Spaces to Explore Ideas in Education, Teaching, and Learning
"Being a part of the Learning Communities at MSU has been a wonderf...
Authored by:
PEDAGOGICAL DESIGN
Friday, Aug 20, 2021
Posted on: Spring Conference on Teaching & Learning
Teaching Knowledge Workers of the 21st century
Title: Teaching Knowledge Workers of the 21st centuryPresenter: Michael H. Bachmann (Dept. of Microbiology and Molecular Genetics)Format: WorkshopDescription:We are living in a time of exploding amounts of information, yet students are rarely, if ever taught how to deal with this deluge. To effectively deal with this, we all need knowledge work strategies with which to efficiently find information of interest, sift and sort the wheat from the chaff, and, last but not least, store it so that the now value-added knowledge is not only easily retrievable, but also supports creativity. Niklas Luhmann’s ‘Zettelkasten’ is such a system par extraordinaire in a physical format. Recently developed software enables an integrated digital workflow from gathering to storing to retrieving of information. I will share one such knowledge work strategy in the hopes that it will help and inspire you and your students and prepare us to meet the challenges of the 21st century.Click here to view on MediaSpace
Authored by:
Michael H. Bachmann
Posted on: #iteachmsu
DISCIPLINARY CONTENT
MSU AT&T Awards Recognize Innovative Educators
AT&T, the nationwide telecommunication giant, continues its generous support of Michigan State University faculty and staff with the 2020 AT&T Awards.Established as grants in 2005, AT&T Awards recognize faculty and staff who have utilized technology in exciting new ways to improve their classrooms. With courses ranging from computer science to business, all fields of study at MSU are eligible. Each year, educators are asked to present how they use technology to enhance the learning experiences they deliver to their students. The AT&T Awards are an excellent opportunity to recognize innovation in instructional technology, as well as the educators and staff responsible for utilizing them.
This year, the AT&T Awards will recognize winners in three different categories: Online, Hybrid and Best Technology-Enabled Innovation. The Online category is open to instructors who use technology to enhance effective teaching practices in an online course. The Hybrid category is for instructors who replace 50% seat time with online experiences in hybrid classes. The third and final category, Best Technology-Enabled Innovation, is for those who enhance in-person courses with technology or "flip" their courses. Flipped courses are those in which much of the lecture and content work is done by the students outside of the classroom, leaving more time for active instruction.
All submissions will be collected by Feb. 24 and winners will be announced in March.
In April, MSU IT will host an awards luncheon featuring special guest speakers to recognize the first-place winners and honorable mentions from each of the categories. Previous winners have utilized a variety of concepts, including digital syllabi, hands-on learning for newcomers, hardware and programming and using video conference calls that help improve classroom engagement.
MSU IT is proud to partner with AT&T to help support MSU faculty and teaching staff. We thank all of our educators for their continued dedication to academic excellence. Their commitment and innovative spirit help build a generation of global, future-ready Spartans.
For more information, be sure to check out https://att-awards.msu.edu/
This year, the AT&T Awards will recognize winners in three different categories: Online, Hybrid and Best Technology-Enabled Innovation. The Online category is open to instructors who use technology to enhance effective teaching practices in an online course. The Hybrid category is for instructors who replace 50% seat time with online experiences in hybrid classes. The third and final category, Best Technology-Enabled Innovation, is for those who enhance in-person courses with technology or "flip" their courses. Flipped courses are those in which much of the lecture and content work is done by the students outside of the classroom, leaving more time for active instruction.
All submissions will be collected by Feb. 24 and winners will be announced in March.
In April, MSU IT will host an awards luncheon featuring special guest speakers to recognize the first-place winners and honorable mentions from each of the categories. Previous winners have utilized a variety of concepts, including digital syllabi, hands-on learning for newcomers, hardware and programming and using video conference calls that help improve classroom engagement.
MSU IT is proud to partner with AT&T to help support MSU faculty and teaching staff. We thank all of our educators for their continued dedication to academic excellence. Their commitment and innovative spirit help build a generation of global, future-ready Spartans.
For more information, be sure to check out https://att-awards.msu.edu/
Authored by:
Erik Heckel
Posted on: #iteachmsu
MSU AT&T Awards Recognize Innovative Educators
AT&T, the nationwide telecommunication giant, continues its gen...
Authored by:
DISCIPLINARY CONTENT
Friday, Feb 14, 2020
Posted on: #iteachmsu
NAVIGATING CONTEXT
Instructor Systems & Resources
Instructors linked to a course will have access to:
Academic dishonesty report
Academic progress reports
Grade submission and changes
Grade upload feature
Class list information including “email the class” and “exam cover sheet” functionality
Textbook and course material entry
Even if you are not assigning any materials, please go into the system and indicate that there are no assigned materials.
To submit textbook information, go to the Instructor Systems menu on the Office of the Registrar website, and select ‘Textbook and Material Entry/Update.’ If you do not see your class(es) listed, please contact the department offering the course.
Other Resources are also available at the Registrar's Office:
Enrollment reports and other data
Academic Programs Catalog
Academic calendars and final exam schedules
University Curriculum and Catalog
Photo by Erol Ahmed on Unsplash
Academic dishonesty report
Academic progress reports
Grade submission and changes
Grade upload feature
Class list information including “email the class” and “exam cover sheet” functionality
Textbook and course material entry
Even if you are not assigning any materials, please go into the system and indicate that there are no assigned materials.
To submit textbook information, go to the Instructor Systems menu on the Office of the Registrar website, and select ‘Textbook and Material Entry/Update.’ If you do not see your class(es) listed, please contact the department offering the course.
Other Resources are also available at the Registrar's Office:
Enrollment reports and other data
Academic Programs Catalog
Academic calendars and final exam schedules
University Curriculum and Catalog
Photo by Erol Ahmed on Unsplash
Posted by:
Makena Neal
Posted on: #iteachmsu
Instructor Systems & Resources
Instructors linked to a course will have access to:
Academic disho...
Academic disho...
Posted by:
NAVIGATING CONTEXT
Thursday, Aug 19, 2021
Posted on: Instructional Design
MSU IT - Educational Technology - Upcoming Learning and Development Opportunities
2024 Educational Technology Development Opportunities
Instructional Technology and Development at the Educator Seminar
Save the dates! Instructional Technology and Development is participating once again in the annual Fall Educator Seminar. ITD will be hosting five virtual sessions from August 22 to 23, 2024.
The Educator Seminar is a virtual event that features a variety of no-cost trainings and webinars to help MSU educators and staff prepare for the fall semester and beyond. The seminars will focus on ways to enhance student success and connect to an array of resources.
The Fall Educator Seminars are developed by MSU IT’s Educational Technology department, MSU IT Training, MSU Libraries, the Enhanced Digital Learning Initiative (EDLI), and the Center for Teaching and Learning Innovation (CTLI).
Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities August 22, 2024, 8:30 – 9:30 a.m., Virtual
Presented by Rhonda Kessling and Sarah Freye, Instructional Technology and Development, MSU IT
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.
D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content
August 22, 2024, 10:30 a.m. - 11:30 a.m., Virtual
Presented by Dr. Lindsay Tigue and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently.
Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
August 22, 2024, 12:30 – 1:30 p.m., Virtual
Presented by Kevin Henley and Sam Abele, Instructional Technology and Development, MSU IT
D2L Brightspace is a powerful learning management system, however, the wide range of content types and user activities can produce accessibility roadblocks for some users. We'll cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving course usability and accessibility.
Setting up your Gradebook in D2L Brightspace
August 23, 2024, 1:30 p.m. - 2:30 p.m., Virtual
Presented by Dr. Cui Cheng and Dr. Jennifer Wagner, Instructional Technology and Development, MSU IT
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments, such as discussions, assignments and quizzes, to the gradebook. By the end of the session, participants will be able to:
Achieving your Course Goals with Backward Design
August 23, 2024, 3:30 – 4:30 p.m., Virtual
Presented by Rhonda Kessling and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.
Instructional Technology and Development at the Educator Seminar
Save the dates! Instructional Technology and Development is participating once again in the annual Fall Educator Seminar. ITD will be hosting five virtual sessions from August 22 to 23, 2024.
The Educator Seminar is a virtual event that features a variety of no-cost trainings and webinars to help MSU educators and staff prepare for the fall semester and beyond. The seminars will focus on ways to enhance student success and connect to an array of resources.
The Fall Educator Seminars are developed by MSU IT’s Educational Technology department, MSU IT Training, MSU Libraries, the Enhanced Digital Learning Initiative (EDLI), and the Center for Teaching and Learning Innovation (CTLI).
Classroom Technology Overview: Maximizing Student Learning and Engagement Across Modalities August 22, 2024, 8:30 – 9:30 a.m., Virtual
Presented by Rhonda Kessling and Sarah Freye, Instructional Technology and Development, MSU IT
This session explores the diverse range of classroom technologies, from traditional to high-tech, empowering you to make the most of your learning environment. You'll be able to confidently identify the technologies available in classrooms, distinguish between different classroom types, and engage in informed discussions on the most suitable modalities in a variety of situations.
D2L Brightspace Essentials: Navigation, Gradebook Creation, and Structuring Accessible Content
August 22, 2024, 10:30 a.m. - 11:30 a.m., Virtual
Presented by Dr. Lindsay Tigue and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT
This informational webinar will cover the basics of setting up your course in D2L Brightspace. See an overview of the interface and learn how to set up tools for assessment and engagement, including the gradebook, assignments and assignment collection, quizzes, discussions, syllabus, digital document distribution, announcements and more. Examples will also be shown for uploading and organizing content with links to activities, so that learners can navigate the course efficiently.
Removing Barriers to Learning: Improve D2L Course Usability and Accessibility with Ally
August 22, 2024, 12:30 – 1:30 p.m., Virtual
Presented by Kevin Henley and Sam Abele, Instructional Technology and Development, MSU IT
D2L Brightspace is a powerful learning management system, however, the wide range of content types and user activities can produce accessibility roadblocks for some users. We'll cover how to identify and remediate accessibility issues associated with your course content using Ally, an automated accessibility tool integrated into D2L. We will also demonstrate other accessibility features included with D2L and discuss overall best practices for improving course usability and accessibility.
Setting up your Gradebook in D2L Brightspace
August 23, 2024, 1:30 p.m. - 2:30 p.m., Virtual
Presented by Dr. Cui Cheng and Dr. Jennifer Wagner, Instructional Technology and Development, MSU IT
Access to accurate and up-to-date grades is very important to students. The D2L online gradebook gives private views to students and a spreadsheet view to instructors. This training will lead you through how to set up a points-based or percentage-based (weighted) gradebook. We will also cover how to connect existing activities or assessments, such as discussions, assignments and quizzes, to the gradebook. By the end of the session, participants will be able to:
Achieving your Course Goals with Backward Design
August 23, 2024, 3:30 – 4:30 p.m., Virtual
Presented by Rhonda Kessling and Kareem Downer Shojgreen, Instructional Technology and Development, MSU IT
The backward design process begins with the final learning outcomes and works backward from there. When we ask ourselves precisely what the student should know or do, then we have a starting point for building the course, the lesson or the program. We will work together to create learning outcomes and to align them with assessments. This design process will help you become more intentional with your activities and assessments and make them more meaningful to your students.
Authored by:
Lindsay Tigue
Posted on: #iteachmsu
ASSESSING LEARNING
Preparing students for course mid-semester feedback
So you've built a mid-semester feedback instrument for your course. What's next?
Explain to students why you are collecting anonymous feedback in the middle of the semester.
Provide an overview of the process, including when it will take place, how you plan to use the feedback, and when you will share results with the class.
Share advice on how students can give constructive feedback, such as describe, evaluate, and suggest (the instrument itself enables all three).You can share the survey in the body of a message to students (via e-mail, d2l, or other previously determined mode of course communication).
Here is some sample language you could include in a message (feel free to copy/paste or adapt):
In an effort to make sure our class is providing a valuable learning experience for you and your classmates, I’ll be sending out a “mid-semester feedback” survey. This is your opportunity to anonymously share your thoughts on what is working in class and what could be better. No identifying information is collected as a part of the survey and the results are shared with me as a single dataset. I will not be able to identify individual student identities. Your feedback will help me to design and facilitate this course in a way that is meaningful for you. If there are things I could change to make the course more effective I want to know. I’ll use this feedback to inform the remainder of the semester. Thank you in advance for your participation.
You could also choose to build in 10 minutes of time at the start of one of your synchronous course sessions (if applicable) for students to complete the survey. Tip: build this time in at the start of class to avoid feedback being based solely on that day’s activities.
Always be sure to thank your students for participating in the process of improving the class and remember course feedback should always be anonymous!
Explain to students why you are collecting anonymous feedback in the middle of the semester.
Provide an overview of the process, including when it will take place, how you plan to use the feedback, and when you will share results with the class.
Share advice on how students can give constructive feedback, such as describe, evaluate, and suggest (the instrument itself enables all three).You can share the survey in the body of a message to students (via e-mail, d2l, or other previously determined mode of course communication).
Here is some sample language you could include in a message (feel free to copy/paste or adapt):
In an effort to make sure our class is providing a valuable learning experience for you and your classmates, I’ll be sending out a “mid-semester feedback” survey. This is your opportunity to anonymously share your thoughts on what is working in class and what could be better. No identifying information is collected as a part of the survey and the results are shared with me as a single dataset. I will not be able to identify individual student identities. Your feedback will help me to design and facilitate this course in a way that is meaningful for you. If there are things I could change to make the course more effective I want to know. I’ll use this feedback to inform the remainder of the semester. Thank you in advance for your participation.
You could also choose to build in 10 minutes of time at the start of one of your synchronous course sessions (if applicable) for students to complete the survey. Tip: build this time in at the start of class to avoid feedback being based solely on that day’s activities.
Always be sure to thank your students for participating in the process of improving the class and remember course feedback should always be anonymous!
Posted by:
Makena Neal
Posted on: #iteachmsu
Preparing students for course mid-semester feedback
So you've built a mid-semester feedback instrument for your course....
Posted by:
ASSESSING LEARNING
Tuesday, Oct 18, 2022
Posted on: GenAI & Education
November 2023 Update - MSU's generative a.i. statements and guidance
In the higher ed community, generative A.I. is driving a large amount of discussion, and participation in A.I. sessions at conferences and on campuses is high. We are hearing directly from business and professional communities that there's a growing expectation that college graduates will be informed about and have facility with A.I. tools. Generative A.I. is a complex topic, and a moving target, but MSU has worked to have timely student- and educator-facing guidance concerning these tools. We are trying to be intentional about encouraging MSU educators to incorporate instruction about and use of A.I. tools into their courses where appropriate. Here is where things that speak directly or tangentially to teaching and learning stand currently (as of November 2023) at MSU:
The faculty-facing guidance
The student-facing guidance
University-wide guidance on data security and generative a.i.
Educator-facing generative a.i. FAQ
Academic integrity and generative a.i.
Community-facing generative a.i. guidance at a glance
Syllabus Language for generative a.i.
It is likely that the guidance statements above will evolve over time, which is reflective of the rapidly changing nature of these technologies and the university's responses to them. We have a number of ongoing initiatives in this area, including a robust learning community, an A.I. ethics initiative, and numerous college-level supports. Additionally the MSU a.i. club , which is a student-run initiative. It is quite active and is one of the fastest-growing clubs at MSU. Generative A.I. represents a significant change in society. As educators we are going to need to be informed about it, and nimble in our responses to it. The Center for Teaching and Learning Innovation will continue to be active in this area, and will strive to stay abreast of develoments that affect MSU's teaching and learning communty.
The faculty-facing guidance
The student-facing guidance
University-wide guidance on data security and generative a.i.
Educator-facing generative a.i. FAQ
Academic integrity and generative a.i.
Community-facing generative a.i. guidance at a glance
Syllabus Language for generative a.i.
It is likely that the guidance statements above will evolve over time, which is reflective of the rapidly changing nature of these technologies and the university's responses to them. We have a number of ongoing initiatives in this area, including a robust learning community, an A.I. ethics initiative, and numerous college-level supports. Additionally the MSU a.i. club , which is a student-run initiative. It is quite active and is one of the fastest-growing clubs at MSU. Generative A.I. represents a significant change in society. As educators we are going to need to be informed about it, and nimble in our responses to it. The Center for Teaching and Learning Innovation will continue to be active in this area, and will strive to stay abreast of develoments that affect MSU's teaching and learning communty.
Authored by:
Jeremy Van Hof
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Spartan Studios Playkit: Appendix
AppendixThis is the ninth and final article in our iTeach.MSU playlist for the Spartan Studios Playkit.This appendix includes categories related to different elements of interdisciplinary, experiential teaching and course design, and includes what we hope are useful annotations.
Research from the Spartan Studios project
Heinrich, W. F., Louson, E., Blommel, C., & Green, A. R. (2021). Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning. Innov High Educ 46, 357–375. https://doi.org/10.1007/s10755-020-09537-3
This paper is an overview of the Spartan Studios project and our results for students and faculty who ran prototype courses. It outlines the GORP model as well as the benefits and challenges of this approach to teaching and course planning.
Heinrich, W. F., Lauren, B., & Logan, S. (2020). Interdisciplinary teaching, learning and power in an experiential classroom. Submitted to Experiential Learning & Teaching in Higher Education.
This paper [under review] describes the first iteration of what became the Studios pattern at MSU and introduces the GORP framework.
Research from the James Madison University X-Labs, our colleagues in Virginia working in a similar course model
McCarthy, S., Barnes, A., Briggs, F., Giovanetti, K., Ludwig, P., Robinson, K., & Swayne, N. (Fall 2016). Undergraduate Social Entrepreneurship Education and Communication Design. SIGDOC 2015 Conference Proceedings. https://doi.org/10.1145/2987592.2987625
This report describes some communication strategies within the X-Labs’ drones course, how students documented and presented their works and how faculty plan to iterate the course.
Ludwig, P. M., Lewis, E. J., Nagel, J. K. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering and biology undergraduate students. International Journal of STEM Education, 4(33) https://doi.org/10.1186/s40594-017-0095-y
Describes an X-Labs multidisciplinary course on medical innovations and its assessment using qualitative content analysis about students’ attitudes and perceptions of different occupations.
McCarthy, S., Barnes, A., Holland, S. K., Lewis, E., Ludwig, P., & Swayne, N. (2018). Making It: Institutionalizing Collaborative Innovation in Public Higher Education. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18) 1,549–1,557. http://dx.doi.org/10.4995/HEAD18.2018.8560
A descriptive case study of the academic maker space in the JMU X-Labs, both describing specific courses and how X-Labs is administered. Offers this model as applicable elsewhere in higher ed.
Kishbaugh, A. (2018). An Exploratory Case Study of Cross-Disciplinary Project-Based (i.e. Maker) Curricula as a Catalyst for Entrepreneurship. International Symposium on Academic Makerspaces. https://jmuxlabs.org/app/uploads/2018/10/ISAM_2018_akish_v6.pdf
Describes cross-disciplinary courses as promoting entrepreneurship and innovation, by looking at startups coming from these courses. Offers a framework based on multidisciplinary problem-solving, Design Thinking approaches, and a lean startup methodology.
Selznick, B. S., Mayhew, M. J., & Swayne, N. (2018, November 20). Stop Blaming Innovation. (Correspondence from Chronicle readers). The Chronicle of Higher Education. https://www.chronicle.com/blogs/letters/stop-blaming-innovation/
A rebuttal to an argument that higher ed’s emphasis on innovation is misguided. Argues that innovation has positive student outcomes, is different from entrepreneurship, and that their interventions are effective.
Swayne, N., McCarthy, S., Selznick, B. S., & Fisher, K. A. (2019). Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning. Innovation and Entrepreneurship Theory and Practice. https://doi.org/10.24251/HICSS.2019.651
Describes the X-Labs as evidence for uncoupling entrepreneurship and innovation, and argues that conceptually they are separate; teaching innovation needs to precede teaching entrepreneurship
Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75-79. https://doi.org/10.1016/j.nedt.2019.01.011
Describes gains to ethical reasoning after the Medical Innovations X-Labs course.
El-Tawab, S., Sprague, N. & Stewart, M. (2020). Teaching Innovation in Higher Education: A Multidisciplinary Class. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 8-13). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215725/.
Describes a case of the X-Labs autonomous vehicles course, its support of students’ technical and soft skills, and its reproducibility.
McMurtrie, B. (2019) No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs? Chronicle of Higher Education 10 Feb. https://www.chronicle.com/article/no-textbooks-no-lectures-and-no-right-answers-is-this-what-higher-education-needs/
Chronicle of Higher Education story about the JMU X-Labs course model.
Interdisciplinarity
Harden, R. M. (2000) The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34(7), 551–557. https://doi.org/10.1046/j.1365-2923.2000.00697.x
Offers a framework for thinking about different disciplinary connections, from disciplines being isolated/siloed from each other through transdisciplinarity.
Carmicheal, T. & LaPierre, Y. (2014). Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community. Issues in Interdisciplinary Studies, 32(3), 53–78. http://hdl.handle.net/10323/6647
Evidence-based assessment of student learning outcomes and academic growth metrics as a result of participation in a first-year integrative learning community. The author outlines the interdisciplinary learning goals and processes of the program, and shows that students that participated in the program consistently outperformed students outside of the program in both short term and long term learning and academic growth benchmarks.
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27, 95–111. https://doi.org/10.1023/A:1021105309984
A review of expected benefits, learning outcomes, and processes (and potential roadblocks) of interdisciplinary education. Review applied to an interdisciplinary discussion based course. The authors claim that interdisciplinary learning can significantly contribute to intellectual maturity and cognitive development of students, and provide a framework of milestones that students may hit in the process of cognitive development through interdisciplinary ed.
Kezar, A. & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine of Higher Learning, 44(1), 16–25, https://doi.org/10.1080/00091383.2012.635999
This magazine article argues for the benefits of interdisciplinary education for both students and institutions, and provides ways to encourage interdisciplinary education on a systemic level. The authors give key strategies and tips for facilitating interdisciplinary learning and creating student experiences. The barriers to interdisciplinary learning/education are recognized (specifically institutional) and potential solutions are given as well.
Stentoft D. (2017) From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1). 51–61. https://doi.org/10.1177/1469787417693510
Author argues that PBL is an effective strategy to facilitate interdisciplinary learning and vice versa. The author also acknowledges three barriers to effective interdisciplinary education: curriculum organization, student competencies to navigate interdisciplinary problems, and instructor competency - and proposes how to address these barriers.
Imafuku, R., Kataoka, R., Mayahara, M., Suzuki, H., & Saiki, T. (2014). Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1388
Kruck, S. E. and Teer, Faye P. (2009). Interdisciplinary Student Teams Projects: A Case Study. Journal of Information Systems Education, 20(3), 325–330. https://aisel.aisnet.org/jise/vol20/iss3/7
Problem-Based Learning/Project-Based Learning
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005
While focused on problem based learning at the K-12 level, this paper covers topics relevant to higher education instruction, including implementation challenges, creating collaborative classroom culture, teachers adjusting to changing roles, scaffolding student learning, initiating student inquiry, maintaining student engagement, aiding conceptual integration, and promoting reflective thinking
Fukuzawa, S., Boyd, C., & Cahn, J. (2017). Student motivation in response to problem-based learning. Collected Essays on Learning and Teaching, 10, 175-188. https://doi.org/10.22329/celt.v10i0.4748
Study of student perceptions of problem-based learning in an anthropology course found that students with more subject matter experience didn’t necessarily have greater intrinsic motivation about the course. Also includes strategies for transitioning students to PBL when they are used to traditional lectures.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
A review of literature around project based learning that includes 76 papers. Topics covered in the review include cognitive outcomes of PjBL including knowledge and cognitive strategies, affective outcomes including perceptions of the benefits of PjBL and perceptions of the experience of PBL, and behavior outcomes including skills and engagement
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426
Study of instructors who implemented PjBL that focused around their challenges and successes with community partnerships, student engagement, and assessment
Moro, C., & McLean, M. (2017). Supporting students’ transition to university and problem-based learning. Medical Science Educator, 27(2), 353-361. https://doi.org/10.1007/s40670-017-0384-6
15 strategies for scaffolding learning and supporting students in PBL programs includes using a phased approach to PBL, getting student feedback in the first few weeks of the program, and develop learner’s reflective skills before self-assessment
Pepper C. (2010). ‘There’s a lot of learning going on but NOT much teaching!’: Student perceptions of problem‐based learning in science. Higher Education Research & Development, 29(6), 693-707. https://doi.org/10.1080/07294360.2010.501073
Overview of student responses to problem based learning at an Australian university. Developed a continuum of how students react to problem based learning that includes missing the point, working in groups, splitting the workload, completing the task, assessing the task, learning new information, sharing ideas, and being self directed learners
Perrault, E. K., & Albert, C. A. (2018). Utilizing project-based learning to increase sustainability attitudes among students. Applied Environmental Education & Communication, 17(2), 96-105. https://doi.org/10.1080/1533015X.2017.1366882
While PjBL is often concerned with knowledge gain, this study suggests that PBL can also shift student attitudes around the topic. For this study, students designed a communications campaign for an office of sustainability. The students themselves were found to have more favorable views around sustainability by the end of the course
Boston University Center for Teaching & Learning. (n.d.). Project-based learning: teaching guide. http://www.bu.edu/ctl/guides/project-based-learning/
Brief overview of what project based learning is and four key steps to implementing it (defining the problem, generating ideas, prototyping solutions, and testing)
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046
Combines the results of many meta-analyses around PBL over the last few decades to compare PBL to traditional classroom learning. The study finds that PBL results in more satisfaction among students and faculty, leads to better long term retention of knowledge (traditional was better for short-term), and better skill development
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46(3), 457-488. https://doi.org/10.1007/s11251-017-9438-9
Two-year study of an interdisciplinary problem based learning task and student outcomes. Study used student feedback during each year to understand how students were feeling about the course. The instructors learned that students felt the instructors had inconsistent and unclear expectations and hence, experienced anxiety about grades. The instructors took this to mean that they needed to do a better job of articulating the learning outcomes and end of course goal. The instructors also learned that students often do not know how to collaborate interdisciplinary and decided to add scaffolding to the course
Learning Objectives and Bloom’s Taxonomy
Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Overview of the original 6 levels of Bloom’s Taxonomy and the 6 levels of the Revised Taxonomy: remember, understand, apply, analyze, evaluate, and create. Includes the four types of knowledge: factual, conceptual, procedural, and metacognitive.
Carnegie Mellon University Eberly Center. (n.d.). Design & Teach a Course. https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Strategies and tips for articulating and writing learning objectives including that learning objectives should be student-centered, break down the task and focus on specific cognitive processes, use action verbs, and be measurable.
Ferguson, C. (2002). Using the revised taxonomy to plan and deliver team-taught, integrated, thematic units. Theory Into Practice, 41(4), 238-243. https://doi.org/10.1207/s15430421tip4104_6
Example of an interdisciplinary high school course (English & social studies) where the two instructors used a taxonomy table to map their learning objectives onto the 6 levels of the Revised Taxonomy and 4 types of knowledge. Such a table may be useful for thinking about the learning objectives in your course
Kidwell, L. A., Fisher, D. G., Braun, R. L., & Swanson, D. L. (2013). Developing learning objectives for accounting ethics using Bloom's taxonomy. Accounting Education, 22(1), 44-65. https://doi.org/10.1080/09639284.2012.698478
An example of using Bloom’s Taxonomy in accounting ethics to create learning objectives. For each larger course theme, the authors list examples how learning objectives could be created from each level of the Taxonomy.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. https://doi.org/10.1207/s15430421tip4104_4
Includes 19 processes/action verbs, how they map to the 6 levels of the Revised Taxonomy, and simple examples of what a task for students to do might look like. Examples of included verbs are “compare,” “implement,” “organize,” “critique,” and “generate”
Tyran, C. K. (2010). Designing the spreadsheet-based decision support systems course: an application of Bloom's taxonomy. Journal of Business Research, 63(2), 207-216. https://doi.org/10.1016/j.jbusres.2009.03.009
An example of using Bloom’s taxonomy to map course activities to ensure students have the prerequisite knowledge to complete the assignments
Reflection; Reflection as Assessment
Ash, S. L., & Clayton, P. H. (2009). Learning through critical reflection: A tutorial for service-learning students. Ash, Clayton & Moses.
Introduces characteristics of critical reflection and the DEAL model.
Eyler, J., Eyler, J., Giles, D. E., & Schmeide, A. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Vanderbilt University.
Argues that successful reflection is continuous, challenging, connected, and contextualized.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning (2nd edition). Corwin Press.
Especially chapter 10, Using Assessment for Reflection and Self-Regulation
Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60. http://hdl.handle.net/2027/spo.3239521.0011.204
Sees coupled reflection and assessment as mutually informing and reinforcing for students in service learning. Describes tools to guide reflective writing processes. Focus on both individual student learning and reflection as part of program-wide approaches to reflection.
Assessment of Experiential Education & Interdisciplinary Learning
Conrad, D., & Hedin, D. (1981). National assessment of experiential education: Summary and implications. Journal of Experiential Education, 4(2), 6–20. https://doi.org/10.1177/105382598100400202
A summary of the research of the Evaluation of Experiential Learning project which sought to (1) assess the impact of experiential learning on secondary school students and (2) use that data to identify the elements of the EE programs that contributed the most to such student development.
Field, M., Lee, R., & Field, M. L. (1994). Assessing interdisciplinary learning. New Directions for Teaching and Learning, 1994(58), 69–84. https://doi.org/10.1002/tl.37219945806
In-depth discussion of assessment techniques for interdisciplinary study in higher education
Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical thinking assessment across four sustainability-related experiential learning settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890
Implications of critical thinking coupled with engaged citizenry within experiential education courses.
Mansilla, V. B., & Duraising, E. D. (2007). Target assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. https://doi.org/10.1080/00221546.2007.11780874
Introduction of a framework for targeted assessment of interdisciplinary student work. Also a good review of relevant literature of assessment and interdisciplinary learning in higher education.
Yates, T., Wilson, J., & Purton, K. (2015). Surveying assessment in experiential learning: A single campus study. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3). https://doi.org/10.5206/cjsotl-rcacea.2015.3.4
Exploration of experiential assessment within a Canadian University. Exploration intended for the use in identifying common methods and facilitating development of best assessment practices for higher education, specifically experiential higher education.
You, H. S., Marshall, J. A., & Delgado, C. (2019). Toward interdisciplinary learning: Development and validation of an assessment for interdisciplinary understanding of global carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-019-9836-x
Development and validation of an assessment which measured the understanding of the carbon cycle for high school and undergraduate students.
Building and Managing Student Teams & Team Dynamics
Burke, A. (2011) Group Work: How to Use Groups Effectively. Journal of Effective Teaching, 11(2), 87-95. https://uncw.edu/jet/articles/vol11_2/burke.pdf
Cano, J. L., Lidon, I., Rebollar, R., Roman, P., & Saenz, M. J. (2006). Student groups solving real-life projects. A case study of experiential learning. International Journal of Engineering Education, 22(6), 1252-1260. https://www.ijee.ie/articles/Vol22-6/16_IJEE1811.pdf
Fearon, C., McLaughlin, H., & Yoke Eng, T. (2012). Using student group work in higher education to emulate professional communities of practice. Education + Training, 54(2/3), 114–125. https://doi.org/10.1108/00400911211210233
Fellenz, M. R. (2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30(4), 570–591. https://doi.org/10.1177/1052562906286713
Furman, R., Bender, K., & Rowan, D. (2014). An experiential approach to group work. Oxford University Press.
Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121–128. https://doi.org/10.1016/j.iheduc.2010.09.005
Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17–39. https://doi.org/10.1300/j172v06n01_02
Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential learning in teams. Simulation & Gaming, 36(3), 330–354. https://doi.org/10.1177/1046878105279012
Napier, N. P. & Johnson, R. D. (2007). Technical Projects: Understanding Teamwork Satisfaction In an Introductory IS Course. Journal of Information Systems Education. 18(1), 39-48. http://www.jise.org/volume18/n1/JISEv18n1p39.html
Winsett, C., Foster, C., Dearing, J., & Burch, G. (2016). The impact of group experiential learning on student engagement. Academy of Business Research Journal. 3, 7-17.
Online Experiential Education and Innovative Online Teaching & Course Structures
Bolan, C. M. (2003). Incorporating the experiential learning theory into the instructional design of online courses. Nurse Educator, 28(1), 10–14. https://doi.org/10.1097/00006223-200301000-00006
Provides insights on how to implement an experiential learning framework into an already developed online course.
Christian, D. D., McCarty, D. L., & Brown, C. L. (2020). Experiential education during the COVID-19 pandemic: A reflective process. Journal of Constructivist Psychology, 1–14. https://doi.org/10.1080/10720537.2020.1813666
Provides insight on how experiential learning can occur in an online format which acknowledges the new normal due to the COVID-19 pandemic. This includes case studies.
Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. The Journal of Educators Online, 16. https://doi.org/10.9743/jeo.2019.16.2.9
Piece on how to keep students thoughtfully engaged with online courses.
Diversity, Equity, and Inclusion
Bricklemyer, J. (2019, April 29). DEI online course supplemental checklist. https://codl.ku.edu/sites/codl.ku.edu/files/docs/DEI%20Online%20Course%20Supplemental%20Checklist%2029Apr19.pdf
A set of five principles around designing a course for inclusion geared specifically toward online courses. Also includes links to other resources for more in-depth resources
Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). https://doi.org/10.1126/sciadv.aau4734
Students in classes where the instructor believed that student potential was fixed earned lower grades than in courses where the instructor believed student potential changed over time. In addition, the difference in grades between students from underrepresented racial groups and white/Asian students was larger in the classes with instructors who thought mindset was fixed.
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
A set of broad guidelines for ensuring that all learners can engage in learning, regardless of culture, language, or disability status. Each guideline includes practical examples of how it could be implemented in a course and the research supporting the guideline.
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021
Guide that covers why instructors need to develop self-awareness and empathy for students and consider classroom climate before pedagogical choices for inclusivity. Also includes an interactive webpage about inclusive teaching with literature citations and a checklist for instructors.
MyPronouns.org Resources on Personal Pronouns. (n.d.). https://www.mypronouns.org/
A guide about personal pronouns and best practices for using them: include your pronouns when introducing yourself, avoid using “preferred” in front of pronouns, and using “go by” instead of “uses” when introducing pronouns. E.g. My name is Sparty and I go by him/his pronouns.
University of Michigan Center for Research on Learning and Teaching. Inclusive Strategies Reflection. https://docs.google.com/document/d/1UK3HFQv-3qMDNjvt0fFPbts38ApOL7ghpPE0iSYJ1Z8/edit?usp=sharing
A self-reflection tool for instructors about their teaching practices measured along five dimensions: critical engagement of difference, academic belonging, transparency, structured interactions, and flexibility. Each dimension includes ideas for instructors to add to their own courses
Poorvu Center for Teaching and Learning.(n.d.) Inclusive Teaching Strategies. https://poorvucenter.yale.edu/InclusiveTeachingStrategies
Includes 9 recommendations instructors can take to create a more inclusive classroom including incorporating diversity into the curriculum, examining implicit biases, adding a diversity statement to the syllabus, and soliciting student feedback
Guide for Inclusive Teaching at Columbia https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/
Photo from LubosHouska from Pixabay
Research from the Spartan Studios project
Heinrich, W. F., Louson, E., Blommel, C., & Green, A. R. (2021). Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning. Innov High Educ 46, 357–375. https://doi.org/10.1007/s10755-020-09537-3
This paper is an overview of the Spartan Studios project and our results for students and faculty who ran prototype courses. It outlines the GORP model as well as the benefits and challenges of this approach to teaching and course planning.
Heinrich, W. F., Lauren, B., & Logan, S. (2020). Interdisciplinary teaching, learning and power in an experiential classroom. Submitted to Experiential Learning & Teaching in Higher Education.
This paper [under review] describes the first iteration of what became the Studios pattern at MSU and introduces the GORP framework.
Research from the James Madison University X-Labs, our colleagues in Virginia working in a similar course model
McCarthy, S., Barnes, A., Briggs, F., Giovanetti, K., Ludwig, P., Robinson, K., & Swayne, N. (Fall 2016). Undergraduate Social Entrepreneurship Education and Communication Design. SIGDOC 2015 Conference Proceedings. https://doi.org/10.1145/2987592.2987625
This report describes some communication strategies within the X-Labs’ drones course, how students documented and presented their works and how faculty plan to iterate the course.
Ludwig, P. M., Lewis, E. J., Nagel, J. K. (2017). Student learning outcomes from a pilot medical innovations course with nursing, engineering and biology undergraduate students. International Journal of STEM Education, 4(33) https://doi.org/10.1186/s40594-017-0095-y
Describes an X-Labs multidisciplinary course on medical innovations and its assessment using qualitative content analysis about students’ attitudes and perceptions of different occupations.
McCarthy, S., Barnes, A., Holland, S. K., Lewis, E., Ludwig, P., & Swayne, N. (2018). Making It: Institutionalizing Collaborative Innovation in Public Higher Education. Proceedings of the 4th International Conference on Higher Education Advances (HEAd’18) 1,549–1,557. http://dx.doi.org/10.4995/HEAD18.2018.8560
A descriptive case study of the academic maker space in the JMU X-Labs, both describing specific courses and how X-Labs is administered. Offers this model as applicable elsewhere in higher ed.
Kishbaugh, A. (2018). An Exploratory Case Study of Cross-Disciplinary Project-Based (i.e. Maker) Curricula as a Catalyst for Entrepreneurship. International Symposium on Academic Makerspaces. https://jmuxlabs.org/app/uploads/2018/10/ISAM_2018_akish_v6.pdf
Describes cross-disciplinary courses as promoting entrepreneurship and innovation, by looking at startups coming from these courses. Offers a framework based on multidisciplinary problem-solving, Design Thinking approaches, and a lean startup methodology.
Selznick, B. S., Mayhew, M. J., & Swayne, N. (2018, November 20). Stop Blaming Innovation. (Correspondence from Chronicle readers). The Chronicle of Higher Education. https://www.chronicle.com/blogs/letters/stop-blaming-innovation/
A rebuttal to an argument that higher ed’s emphasis on innovation is misguided. Argues that innovation has positive student outcomes, is different from entrepreneurship, and that their interventions are effective.
Swayne, N., McCarthy, S., Selznick, B. S., & Fisher, K. A. (2019). Breaking up I/E: Consciously Uncoupling Innovation and Entrepreneurship to Improve Undergraduate Learning. Innovation and Entrepreneurship Theory and Practice. https://doi.org/10.24251/HICSS.2019.651
Describes the X-Labs as evidence for uncoupling entrepreneurship and innovation, and argues that conceptually they are separate; teaching innovation needs to precede teaching entrepreneurship
Lewis, E. J., Ludwig, P. M., Nagel, J., & Ames, A. (2019). Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning. Nurse Education Today, 75, 75-79. https://doi.org/10.1016/j.nedt.2019.01.011
Describes gains to ethical reasoning after the Medical Innovations X-Labs course.
El-Tawab, S., Sprague, N. & Stewart, M. (2020). Teaching Innovation in Higher Education: A Multidisciplinary Class. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 8-13). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215725/.
Describes a case of the X-Labs autonomous vehicles course, its support of students’ technical and soft skills, and its reproducibility.
McMurtrie, B. (2019) No Textbooks, No Lectures, and No Right Answers. Is This What Higher Education Needs? Chronicle of Higher Education 10 Feb. https://www.chronicle.com/article/no-textbooks-no-lectures-and-no-right-answers-is-this-what-higher-education-needs/
Chronicle of Higher Education story about the JMU X-Labs course model.
Interdisciplinarity
Harden, R. M. (2000) The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34(7), 551–557. https://doi.org/10.1046/j.1365-2923.2000.00697.x
Offers a framework for thinking about different disciplinary connections, from disciplines being isolated/siloed from each other through transdisciplinarity.
Carmicheal, T. & LaPierre, Y. (2014). Interdisciplinary Learning Works: The Results of a Comprehensive Assessment of Students and Student Learning Outcomes in an Integrative Learning Community. Issues in Interdisciplinary Studies, 32(3), 53–78. http://hdl.handle.net/10323/6647
Evidence-based assessment of student learning outcomes and academic growth metrics as a result of participation in a first-year integrative learning community. The author outlines the interdisciplinary learning goals and processes of the program, and shows that students that participated in the program consistently outperformed students outside of the program in both short term and long term learning and academic growth benchmarks.
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education, 27, 95–111. https://doi.org/10.1023/A:1021105309984
A review of expected benefits, learning outcomes, and processes (and potential roadblocks) of interdisciplinary education. Review applied to an interdisciplinary discussion based course. The authors claim that interdisciplinary learning can significantly contribute to intellectual maturity and cognitive development of students, and provide a framework of milestones that students may hit in the process of cognitive development through interdisciplinary ed.
Kezar, A. & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine of Higher Learning, 44(1), 16–25, https://doi.org/10.1080/00091383.2012.635999
This magazine article argues for the benefits of interdisciplinary education for both students and institutions, and provides ways to encourage interdisciplinary education on a systemic level. The authors give key strategies and tips for facilitating interdisciplinary learning and creating student experiences. The barriers to interdisciplinary learning/education are recognized (specifically institutional) and potential solutions are given as well.
Stentoft D. (2017) From saying to doing interdisciplinary learning: Is problem-based learning the answer? Active Learning in Higher Education, 18(1). 51–61. https://doi.org/10.1177/1469787417693510
Author argues that PBL is an effective strategy to facilitate interdisciplinary learning and vice versa. The author also acknowledges three barriers to effective interdisciplinary education: curriculum organization, student competencies to navigate interdisciplinary problems, and instructor competency - and proposes how to address these barriers.
Imafuku, R., Kataoka, R., Mayahara, M., Suzuki, H., & Saiki, T. (2014). Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1388
Kruck, S. E. and Teer, Faye P. (2009). Interdisciplinary Student Teams Projects: A Case Study. Journal of Information Systems Education, 20(3), 325–330. https://aisel.aisnet.org/jise/vol20/iss3/7
Problem-Based Learning/Project-Based Learning
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1005
While focused on problem based learning at the K-12 level, this paper covers topics relevant to higher education instruction, including implementation challenges, creating collaborative classroom culture, teachers adjusting to changing roles, scaffolding student learning, initiating student inquiry, maintaining student engagement, aiding conceptual integration, and promoting reflective thinking
Fukuzawa, S., Boyd, C., & Cahn, J. (2017). Student motivation in response to problem-based learning. Collected Essays on Learning and Teaching, 10, 175-188. https://doi.org/10.22329/celt.v10i0.4748
Study of student perceptions of problem-based learning in an anthropology course found that students with more subject matter experience didn’t necessarily have greater intrinsic motivation about the course. Also includes strategies for transitioning students to PBL when they are used to traditional lectures.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
A review of literature around project based learning that includes 76 papers. Topics covered in the review include cognitive outcomes of PjBL including knowledge and cognitive strategies, affective outcomes including perceptions of the benefits of PjBL and perceptions of the experience of PBL, and behavior outcomes including skills and engagement
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426
Study of instructors who implemented PjBL that focused around their challenges and successes with community partnerships, student engagement, and assessment
Moro, C., & McLean, M. (2017). Supporting students’ transition to university and problem-based learning. Medical Science Educator, 27(2), 353-361. https://doi.org/10.1007/s40670-017-0384-6
15 strategies for scaffolding learning and supporting students in PBL programs includes using a phased approach to PBL, getting student feedback in the first few weeks of the program, and develop learner’s reflective skills before self-assessment
Pepper C. (2010). ‘There’s a lot of learning going on but NOT much teaching!’: Student perceptions of problem‐based learning in science. Higher Education Research & Development, 29(6), 693-707. https://doi.org/10.1080/07294360.2010.501073
Overview of student responses to problem based learning at an Australian university. Developed a continuum of how students react to problem based learning that includes missing the point, working in groups, splitting the workload, completing the task, assessing the task, learning new information, sharing ideas, and being self directed learners
Perrault, E. K., & Albert, C. A. (2018). Utilizing project-based learning to increase sustainability attitudes among students. Applied Environmental Education & Communication, 17(2), 96-105. https://doi.org/10.1080/1533015X.2017.1366882
While PjBL is often concerned with knowledge gain, this study suggests that PBL can also shift student attitudes around the topic. For this study, students designed a communications campaign for an office of sustainability. The students themselves were found to have more favorable views around sustainability by the end of the course
Boston University Center for Teaching & Learning. (n.d.). Project-based learning: teaching guide. http://www.bu.edu/ctl/guides/project-based-learning/
Brief overview of what project based learning is and four key steps to implementing it (defining the problem, generating ideas, prototyping solutions, and testing)
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046
Combines the results of many meta-analyses around PBL over the last few decades to compare PBL to traditional classroom learning. The study finds that PBL results in more satisfaction among students and faculty, leads to better long term retention of knowledge (traditional was better for short-term), and better skill development
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46(3), 457-488. https://doi.org/10.1007/s11251-017-9438-9
Two-year study of an interdisciplinary problem based learning task and student outcomes. Study used student feedback during each year to understand how students were feeling about the course. The instructors learned that students felt the instructors had inconsistent and unclear expectations and hence, experienced anxiety about grades. The instructors took this to mean that they needed to do a better job of articulating the learning outcomes and end of course goal. The instructors also learned that students often do not know how to collaborate interdisciplinary and decided to add scaffolding to the course
Learning Objectives and Bloom’s Taxonomy
Armstrong, P. (2010). Bloom’s taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Overview of the original 6 levels of Bloom’s Taxonomy and the 6 levels of the Revised Taxonomy: remember, understand, apply, analyze, evaluate, and create. Includes the four types of knowledge: factual, conceptual, procedural, and metacognitive.
Carnegie Mellon University Eberly Center. (n.d.). Design & Teach a Course. https://www.cmu.edu/teaching/designteach/design/learningobjectives.html
Strategies and tips for articulating and writing learning objectives including that learning objectives should be student-centered, break down the task and focus on specific cognitive processes, use action verbs, and be measurable.
Ferguson, C. (2002). Using the revised taxonomy to plan and deliver team-taught, integrated, thematic units. Theory Into Practice, 41(4), 238-243. https://doi.org/10.1207/s15430421tip4104_6
Example of an interdisciplinary high school course (English & social studies) where the two instructors used a taxonomy table to map their learning objectives onto the 6 levels of the Revised Taxonomy and 4 types of knowledge. Such a table may be useful for thinking about the learning objectives in your course
Kidwell, L. A., Fisher, D. G., Braun, R. L., & Swanson, D. L. (2013). Developing learning objectives for accounting ethics using Bloom's taxonomy. Accounting Education, 22(1), 44-65. https://doi.org/10.1080/09639284.2012.698478
An example of using Bloom’s Taxonomy in accounting ethics to create learning objectives. For each larger course theme, the authors list examples how learning objectives could be created from each level of the Taxonomy.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226-232. https://doi.org/10.1207/s15430421tip4104_4
Includes 19 processes/action verbs, how they map to the 6 levels of the Revised Taxonomy, and simple examples of what a task for students to do might look like. Examples of included verbs are “compare,” “implement,” “organize,” “critique,” and “generate”
Tyran, C. K. (2010). Designing the spreadsheet-based decision support systems course: an application of Bloom's taxonomy. Journal of Business Research, 63(2), 207-216. https://doi.org/10.1016/j.jbusres.2009.03.009
An example of using Bloom’s taxonomy to map course activities to ensure students have the prerequisite knowledge to complete the assignments
Reflection; Reflection as Assessment
Ash, S. L., & Clayton, P. H. (2009). Learning through critical reflection: A tutorial for service-learning students. Ash, Clayton & Moses.
Introduces characteristics of critical reflection and the DEAL model.
Eyler, J., Eyler, J., Giles, D. E., & Schmeide, A. (1996). A practitioner's guide to reflection in service-learning: Student voices & reflections. Vanderbilt University.
Argues that successful reflection is continuous, challenging, connected, and contextualized.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning (2nd edition). Corwin Press.
Especially chapter 10, Using Assessment for Reflection and Self-Regulation
Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60. http://hdl.handle.net/2027/spo.3239521.0011.204
Sees coupled reflection and assessment as mutually informing and reinforcing for students in service learning. Describes tools to guide reflective writing processes. Focus on both individual student learning and reflection as part of program-wide approaches to reflection.
Assessment of Experiential Education & Interdisciplinary Learning
Conrad, D., & Hedin, D. (1981). National assessment of experiential education: Summary and implications. Journal of Experiential Education, 4(2), 6–20. https://doi.org/10.1177/105382598100400202
A summary of the research of the Evaluation of Experiential Learning project which sought to (1) assess the impact of experiential learning on secondary school students and (2) use that data to identify the elements of the EE programs that contributed the most to such student development.
Field, M., Lee, R., & Field, M. L. (1994). Assessing interdisciplinary learning. New Directions for Teaching and Learning, 1994(58), 69–84. https://doi.org/10.1002/tl.37219945806
In-depth discussion of assessment techniques for interdisciplinary study in higher education
Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical thinking assessment across four sustainability-related experiential learning settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890
Implications of critical thinking coupled with engaged citizenry within experiential education courses.
Mansilla, V. B., & Duraising, E. D. (2007). Target assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. https://doi.org/10.1080/00221546.2007.11780874
Introduction of a framework for targeted assessment of interdisciplinary student work. Also a good review of relevant literature of assessment and interdisciplinary learning in higher education.
Yates, T., Wilson, J., & Purton, K. (2015). Surveying assessment in experiential learning: A single campus study. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3). https://doi.org/10.5206/cjsotl-rcacea.2015.3.4
Exploration of experiential assessment within a Canadian University. Exploration intended for the use in identifying common methods and facilitating development of best assessment practices for higher education, specifically experiential higher education.
You, H. S., Marshall, J. A., & Delgado, C. (2019). Toward interdisciplinary learning: Development and validation of an assessment for interdisciplinary understanding of global carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-019-9836-x
Development and validation of an assessment which measured the understanding of the carbon cycle for high school and undergraduate students.
Building and Managing Student Teams & Team Dynamics
Burke, A. (2011) Group Work: How to Use Groups Effectively. Journal of Effective Teaching, 11(2), 87-95. https://uncw.edu/jet/articles/vol11_2/burke.pdf
Cano, J. L., Lidon, I., Rebollar, R., Roman, P., & Saenz, M. J. (2006). Student groups solving real-life projects. A case study of experiential learning. International Journal of Engineering Education, 22(6), 1252-1260. https://www.ijee.ie/articles/Vol22-6/16_IJEE1811.pdf
Fearon, C., McLaughlin, H., & Yoke Eng, T. (2012). Using student group work in higher education to emulate professional communities of practice. Education + Training, 54(2/3), 114–125. https://doi.org/10.1108/00400911211210233
Fellenz, M. R. (2006). Toward fairness in assessing student groupwork: A protocol for peer evaluation of individual contributions. Journal of Management Education, 30(4), 570–591. https://doi.org/10.1177/1052562906286713
Furman, R., Bender, K., & Rowan, D. (2014). An experiential approach to group work. Oxford University Press.
Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121–128. https://doi.org/10.1016/j.iheduc.2010.09.005
Hassanien, A. (2006). Student Experience of Group Work and Group Assessment in Higher Education. Journal of Teaching in Travel & Tourism, 6(1), 17–39. https://doi.org/10.1300/j172v06n01_02
Kayes, A. B., Kayes, D. C., & Kolb, D. A. (2005). Experiential learning in teams. Simulation & Gaming, 36(3), 330–354. https://doi.org/10.1177/1046878105279012
Napier, N. P. & Johnson, R. D. (2007). Technical Projects: Understanding Teamwork Satisfaction In an Introductory IS Course. Journal of Information Systems Education. 18(1), 39-48. http://www.jise.org/volume18/n1/JISEv18n1p39.html
Winsett, C., Foster, C., Dearing, J., & Burch, G. (2016). The impact of group experiential learning on student engagement. Academy of Business Research Journal. 3, 7-17.
Online Experiential Education and Innovative Online Teaching & Course Structures
Bolan, C. M. (2003). Incorporating the experiential learning theory into the instructional design of online courses. Nurse Educator, 28(1), 10–14. https://doi.org/10.1097/00006223-200301000-00006
Provides insights on how to implement an experiential learning framework into an already developed online course.
Christian, D. D., McCarty, D. L., & Brown, C. L. (2020). Experiential education during the COVID-19 pandemic: A reflective process. Journal of Constructivist Psychology, 1–14. https://doi.org/10.1080/10720537.2020.1813666
Provides insight on how experiential learning can occur in an online format which acknowledges the new normal due to the COVID-19 pandemic. This includes case studies.
Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. The Journal of Educators Online, 16. https://doi.org/10.9743/jeo.2019.16.2.9
Piece on how to keep students thoughtfully engaged with online courses.
Diversity, Equity, and Inclusion
Bricklemyer, J. (2019, April 29). DEI online course supplemental checklist. https://codl.ku.edu/sites/codl.ku.edu/files/docs/DEI%20Online%20Course%20Supplemental%20Checklist%2029Apr19.pdf
A set of five principles around designing a course for inclusion geared specifically toward online courses. Also includes links to other resources for more in-depth resources
Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). https://doi.org/10.1126/sciadv.aau4734
Students in classes where the instructor believed that student potential was fixed earned lower grades than in courses where the instructor believed student potential changed over time. In addition, the difference in grades between students from underrepresented racial groups and white/Asian students was larger in the classes with instructors who thought mindset was fixed.
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
A set of broad guidelines for ensuring that all learners can engage in learning, regardless of culture, language, or disability status. Each guideline includes practical examples of how it could be implemented in a course and the research supporting the guideline.
Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2). https://doi.org/10.1187/cbe.19-01-0021
Guide that covers why instructors need to develop self-awareness and empathy for students and consider classroom climate before pedagogical choices for inclusivity. Also includes an interactive webpage about inclusive teaching with literature citations and a checklist for instructors.
MyPronouns.org Resources on Personal Pronouns. (n.d.). https://www.mypronouns.org/
A guide about personal pronouns and best practices for using them: include your pronouns when introducing yourself, avoid using “preferred” in front of pronouns, and using “go by” instead of “uses” when introducing pronouns. E.g. My name is Sparty and I go by him/his pronouns.
University of Michigan Center for Research on Learning and Teaching. Inclusive Strategies Reflection. https://docs.google.com/document/d/1UK3HFQv-3qMDNjvt0fFPbts38ApOL7ghpPE0iSYJ1Z8/edit?usp=sharing
A self-reflection tool for instructors about their teaching practices measured along five dimensions: critical engagement of difference, academic belonging, transparency, structured interactions, and flexibility. Each dimension includes ideas for instructors to add to their own courses
Poorvu Center for Teaching and Learning.(n.d.) Inclusive Teaching Strategies. https://poorvucenter.yale.edu/InclusiveTeachingStrategies
Includes 9 recommendations instructors can take to create a more inclusive classroom including incorporating diversity into the curriculum, examining implicit biases, adding a diversity statement to the syllabus, and soliciting student feedback
Guide for Inclusive Teaching at Columbia https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/
Photo from LubosHouska from Pixabay
Authored by:
Ellie Louson
Posted on: #iteachmsu
Spartan Studios Playkit: Appendix
AppendixThis is the ninth and final article in our iTeach.MSU ...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Jun 22, 2021