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Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
Bringing Faculty into the Conversation AAC&U 2014
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Bringing Faculty into the Conversation AAC&U 2014

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Cory Lock - St. Edward's University …

Cory Lock - St. Edward's University
Julie Sievers - St. Edward's University

Published in: Education, Technology
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  • Not sure about what to call these—”technology-based issues?” Is there something better?
  • Not sure about what to call these—”technology-based issues?” Is there something better?
  • Southern New Hampshire U’s College of AmericaUVA
  • Not necessarily intentional
  • The Annual Report 2007, Experiences That Matter: Enhancing Student Learning and Success, explores the relationships between effective educational practice and selected aspects of student success in college. 2007: NSSE issues “Connecting the Dots,” a report analyzing the relationships between student engagement and selected outcomes, and the institutional practices and conditions that foster student success. Criticism: does not necessarily predict student grades or retention rates
  • Enriching educational experiences: Participating in: Internships, Community service, Global learning (foreign language coursework, study abroad), Independent study, Capstone, Co-curricular activities, Learning communities. ALSO: Diversity: Talking with students of different religious beliefs, racial or ethnic background, political opinions, or values. ALSO: Using electronic technology to discuss or complete assignmentWabash Study:(Clear and organized classroom instruction—importance of faculty development), Deep learning
  • 2011. Blended courses? Flipped classroom?
  • Draws from NSSE. George Kuh’s High-Impact Educational Practices (2008). Note similar research pools. Promote skills from “what employers want” (teamwork, written and oral communication, …)
  • To assess its Essential Learning Outcomes
  • Transcript

    • 1. Bringing Faculty into the Conversation about the Future of Liberal Education
    • 2. Technology-Related Issues • Cost-saving • Digital literacy • Global learning and technology • Competency-based learning • Online/blended courses for traditional undergraduates • Promoting experimentation
    • 3. Education-Related Technologies • MOOCs • Game-based learning • ePortfolios • Open educational resources • Learning analytics (particularly for flipped • Technology and blended supporting flipped classrooms) classrooms
    • 4. Write down 1-3 issues/technologies being discussed on your campus.
    • 5. What groups are (and are not) participating in these conversations? • Board of Trustees? • Senior administrators? (e.g. president, vicepresidents, …) • Deans? • Early adopters? • All faculty? • Instructional technology? • Those charged with overseeing curriculum? (e.g. course or program directors, chairs, …)
    • 6. Problem: Need for faculty involvement decision-making related to new technologies and related issues
    • 7. Frames: Current Discussions • Selingo, Jeffrey L. 2013. “Attitudes on Innovation: How College Leaders and Faculty See the Key Issues Facing Higher Education.” Chronicle of Higher Education. • The Changing Nature of Faculty Roles: Peer Review 15:3, Summer 2013. Especially David Paris’s piece, “The Last Artisans? Traditional and Future Faculty Roles.”
    • 8. A Complex Problem • Appearance of ongoing dialogue/conversation, BUT… • Faculty are not always “at the table” • Issues often are not framed in terms of their relation to liberal arts pedagogy and goals
    • 9. Discussion: The Table
    • 10. Questions 1. How do we ensure the right people (those who work in liberal education and pedagogy) are at the table? 2. How do we frame our approach to change in terms of liberal education values and pedagogy?
    • 11. Mission (and Mission-Derived ELOs)
    • 12. Mission-Derived ELOs • Critical thinking • Moral reasoning • Problem solving • Civic engagement • Communication • Global perspective
    • 13. • Survey of undergraduates regarding their educational experiences • Provides a detailed perspective on campus culture • Whatever tool you use, know your institutional strengths and weaknesses
    • 14. 5 NSSE Benchmarks of Effective Educational Practice • High level of academic challenge • Active and collaborative learning • Student/faculty interaction • Supportive campus environment • Enriching educational experiences
    • 15. What are your strengths and weaknesses? • A strength: Supportive Campus Environment • Room for growth: Active and Collaborative Learning at the senior level – Class presentations, group projects, discussing class topics outside classroom, participating in community projects, participate in class…
    • 16. AAC&U High-Impact Practices • First‐Year Seminars and Experiences • Common Intellectual Experiences • Learning Communities • Writing‐Intensive Courses • Collaborative Assignments and Projects • Undergraduate Research • Diversity/Global Learning • Service Learning • Community‐Based Learning • Internships • Capstone Courses
    • 17. AAC&U Resources • 12 LEAP (Liberal Education and America’s Promise) Essential Learning Outcomes • 16 VALUE rubrics (Valid Assessment of Learning in Undergraduate Education)
    • 18. • • • • • • • • • • Inquiry and analysis Critical thinking Creative thinking Written communication Oral communication Reading Quantitative literacy Information literacy Teamwork Problem solving • Civic knowledge and engagement • Intercultural knowledge and competence • Ethical reasoning • Foundations and skills for lifelong learning • Global learning • Integrative and applied learning
    • 19. Framing questions for new technology, pedagogy, or structure: • Does it facilitate students’ acquisition of missionderived learning outcomes? • Does it facilitate implementation of high-impact practices? • Does it move students towards “Capstone-level” mastery of ELOs? (“deep learning”)
    • 20. Contact Information • Cory Lock, Interim Dean of University Programs, julial@stedwards.edu • Julie Sievers, Director of the Center for Teaching Excellence, julies@stedwards.edu • https://think.stedwards.edu/cte/blog/post/bringin g-faculty-conversation-about-future-liberaleducation

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