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Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL
 

Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL

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Workshop at the International Society for the Scholarship of Teaching and Learning, Edmonton, Alberta, Canada, October 17, 2008

Workshop at the International Society for the Scholarship of Teaching and Learning, Edmonton, Alberta, Canada, October 17, 2008

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    Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL Presentation Transcript

    • Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL Lesley Smith Darren Cambridge ISSOTL, Edmonton, CA October 17, 2008
    • Evolution of the SOTL: New Questions and Partners
      • 1990 Scholarship of Teaching
      • Late 90s Scholarship of Teaching &Learning
      • 2008 Scholarship of Teaching & Learning
    • Three curricula Kathleen Yancey, Reflection in the Writing Classroom
    • What’s the buzz?
      • What is an issue on your campus related to student learning that is gaining momentum within your institution?
        • What’s the context?
        • As a scholar of teaching and learning, what role could you fulfill or would like to fulfill?
    • Our Context
    • Our ePortfolio Team
      • Juliet Blank-Godlove, Director of Leadership Education and Development
      • Darren Cambridge, Asst. Professor, New Century College
      • Kara Danner, Director, Portal Communications
      • Kimberly Eby, Assc. Provost for Faculty Development/Director, CTE
      • Heather Hare, Asst. Director, Center for Leadership and Community Engagement
      • Julie Owen, Asst. Professor, New Century College
      • Lesley Smith, Assc. Professor, New Century College
    • Our Project
      • Central question: What are the implications of evidence selection and use for integration, learning, and student engagement?
      • Portfolio contexts: Integrative approach to learning with specific attention to classroom-based, experiential, and co-curricular learning
      • NCC and portfolio-based assessment
      • Intentional collaboration with University Life
      • Part of the Inter/National Coalition for Electronic Portfolio Research
      • Small data sets over two cohorts (spring ’07; spring ’08); additional cohort beginning in fall ‘08
    • An Emergent Typology of Use of Evidence in ePortfolios
      • Characteristics of item used as evidence
        • Agency
        • Media
      • Purpose of incorporating evidence
        • Rhetorical Function
        • Object
      • Characteristics of associated learning activities
        • Sponsorship
        • Participation
    • An Example: Richard Zepp’s ePortfolio
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    • With whom can you partner?
      • Who are the experts on your campus who could contribute to investigating your issue
        • What is the scholarly contribution that they will bring to your endeavors.
        • How will you honor categories of expertise?
        • How will you acknowledge your partners as scholars of/in their own work?
    • Leadership Reconsidered
      • “ Empowering beliefs…can lead to actions that not only strengthen the institution and model leadership for students but that also improve and enrich the individual faculty member’s working life.” (p. 54)
      • Constraining beliefs lead to:
        • Knowledge of self becomes distorted as individuals underestimate their capacities to act purposefully
        • Commitments are withheld as individuals feel disempowered
        • Competence is diminished as individuals by-pass opportunities to act (p. 68)
    • Thinking of partners as scholars of T & L, what are your:
      • Limiting beliefs
      • Empowering beliefs
    • Takeaway
      • In the light of work, what is one positive step could take on campus when return to establish a new inquiry-oriented partnerships with co-curricular educators?