Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL

565 views
520 views

Published on

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

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
565
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL

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

×