Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Situating students in the scholarly conversation: poster sessions as a pedagogical tool for teaching IL threshold concepts - Silvia Vong & Vincci Lui

786 views

Published on

Presented at LILAC 2015

Published in: Education
  • Be the first to comment

  • Be the first to like this

Situating students in the scholarly conversation: poster sessions as a pedagogical tool for teaching IL threshold concepts - Silvia Vong & Vincci Lui

  1. 1. POSTER SESSIONS AS A PEDAGOGICAL TOOL FOR TEACHING IL THRESHOLD CONCEPTS APRIL 8, 2015 | LILAC 2015 Silvia Vong, Collaborative Learning Librarian Vincci Lui, Faculty Liaison & Instruction Librarian SITUATING STUDENTS IN THE SCHOLARLY CONVERSATION
  2. 2. OVERVIEW • U of T Context • Threshold Concepts & Pedagogical Value of Research Poster Sessions • Instruction Workshop Design • Student feedback
  3. 3. ST. MICHAEL’S COLLEGE @ U of T • University of St. Michael’s College serves 4000+ undergraduate students • A federated college in the University of Toronto • Students are enrolled in a variety of programs (Business, Science, Social Sciences, Humanities, etc.)
  4. 4. THE SMC RESEARCH FORUM • Initiative in collaboration with the Principal’s Office • Workshops designed in collaboration between Humanities & Science librarians • In 2014, there were 35 participants • 11 participants / Social Sciences category • 10 participants / Sciences category • 14 participants / Humanities category
  5. 5. LITERATURE REVIEW Social interaction was important to making the poster sessions a positive learning experience (Chute & Bank, 1983; Gore Jr. & Camp, 1987; Baird, 1991; Sisak, 1997; Bracher, Cantrell & Wilkie, 1998; Orsmond, Merry, & Sheffield, 2006;Johnson & Green,2007; Stewart, 2008) Excellent medium for learning (Baird, 1991; Akister et al., 2000; Mills et al., 2000; Altintas et al., 2014) Seven studies were focused around poster sessions in the sciences (Chute & Bank, 1983; Gore Jr. & Camp, 1987;Baird,1991; Sisak, 1997; Bracher, Cantrell, & Wilkie, 1998; Orsmond, Merry, & Sheffield, 2006; Johnson & Green, 2007)
  6. 6. ACRL Framework for IL in Higher Ed ● Authority is Constructed & Contextual ● Information Creation as a Process ● Information has Value ● Research as Inquiry ● Scholarship as Conversation ● Searching as Strategic Exploration
  7. 7. ● Authority is Constructed & Contextual ● Information Creation as a Process ● Information has Value ● Research as Inquiry ● Scholarship as Conversation ● Searching as Strategic Exploration ACRL Framework for IL in Higher Ed
  8. 8. “Engaging learners with threshold concepts means that teachers are focused on learners and are keen to have students construct meanings for themselves by reflecting, questioning, conjecturing, evaluating and making connections with threshold concepts” (Zepke, 2013, p. 102) Planning for 2015
  9. 9. 2014 WORKSHOP SURVEY FEEDBACK Q: What skills or experience did you gain from the SMC Research Forum? ✓ Poster Design ✓ Presentation Skills ✓ Learning to translate research in a different medium or audience ✓ Networking with peers and faculty ✓ Confidence
  10. 10. Q: What were three things you learned from the poster workshop or consultation? ✓ Poster Design ✓ Presentation Skills 2014 WORKSHOP SURVEY FEEDBACK
  11. 11. 2015 Workshop Objectives 2015 WORKSHOP OBJECTIVES ✓Scholarship as Conversation ✓Research as Inquiry ✓Information has Value ✓ Poster Design ✓ Presentation Skills
  12. 12. WORKSHOP SURVEY - Demographics • 35 forum participants • 9-question online survey • 67% response rate • Majority = 3/4th yr + entering grad school • Soc Sci & Hum > Sci • 50/50 split in poster experience • 13 forum participants • 3-question in-class paper survey • 54% response rate • Majority = 3/4th yr + entering grad school • Sci > Soc Sci & Hum • 60% no poster exp* 2014 2015
  13. 13. 2014 2 workshops/Hum & SS 2 workshops/Sci 2015 4 workshops/Sci DURATION 1.5 hours 1 hour INSTRUCTORS 2 librarians 2 librarians + past winner as guest speaker ACTIVITIES ● Hands-on PowerPoint Lab ● Good vs. bad poster comparison exercise ● Interactive Info Cycle Activity ● Critique of past forum winner posters CONTENT ● Info Life Cycle ● Conference Culture ● Presentation Skills ● Poster Pros and Cons ● Poster Forum Logistics ● Info Life Cycle ● Conference Culture ● Presentation Skills ● Poster Pros and Cons ● Poster Forum Logistics WORKSHOP – Structure & Content
  14. 14. BOOK JOURNAL ARTICLE PRESENTATION ENCYCLOPEDIA REVIEW ARTICLE THESIS NEWS REPORT GRANT PATENT  THE ACTIVITY
  15. 15. Thesis before grant?? Starting... where? Research is a cycle…
  16. 16. START… …Includ[ing] more open ended questions in the presentation “ “…Comparing poster more, having us have a few minutes to go through our elevator speech …Move interactive activity in the beginning“ 2015 WORKSHOP SURVEY FEEDBACK
  17. 17. STOP… …research process could be removed to save time “ “…no group participation 2015 WORKSHOP SURVEY FEEDBACK
  18. 18. CONTINUE… “ “…examples of winning posters really helpful …the process of research, the logistics section was very effective “ ….conference culture tips, research cycle [were] really helpful… are otherwise not normally mentioned 2015 WORKSHOP SURVEY FEEDBACK
  19. 19. GOING FORWARD…
  20. 20. References Akister, J., Bannon, A., & Mullender-Lock, H. (2000). Poster presentations in social work education assessment: A case study. Innovations in Education & Training International, 37(3), 229-233. doi:10.1080/13558000050138461 Altintas, N. N., Suer, A. Z., Sari, E. S., & Ulker, M. S. (2014). The use of poster projects as a motivational and learning tool in managerial accounting courses. Journal of Education for Business, 89(4), 196-201. doi:10.1080/08832323.2013.840553 Baird, B. N., 1956-. (1991). In-class poster sessions. Teaching of Psychology, 18, 27-29. doi:10.1207/s15328023top1801_7 Bracher, L., Cantrell, J., & Wilkie, K. (1998). The process of poster presentation: A valuable learning experience. Medical Teacher, 20(6), 552-557. doi:10.1080/01421599880274 Chute, D., & Bank, B. (1983). Undergraduate seminars: The poster session solution. Teaching of Psychology, 10(2), 99. Dunstan, M., & Bassinger, P. (1997). An innovative model: Undergraduate poster sessions by health profession majors as a method for communicating chemistry in context. Journal of Chemical Education, 74(9), 1067-1069. Gore, P. A.,Jr, & Camp, C. J. (1987). A radical poster session. Teaching of Psychology, 14, 243- 244. doi:10.1207/s15328023top1404_18
  21. 21. References (continued) Huddle, P. A. (2000). A poster session in organic chemistry that markedly enhanced student learning. Journal of Chemical Education, 77(9), 1154-1157. Johnson, G., & Green, R. (2007). Undergraduate researchers and the poster session. Journal of Instructional Psychology, 34(2), 117-119. Mills, P. A., Sweeney, W. V., DeMeo, S., Marino, R., & Clarkson, S. (2000). Using poster sessions as an alternative to written examinations--the poster exam. Journal of Chemical Education, 77(9), 1158-1161. Orsmond, P., Merry, S., & Sheffield, D. (2006). A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment. Studies in Educational Evaluation, 32(3), 262-287. doi:10.1016/j.stueduc.2006.08.005 Sisak, M. E. (1997). Poster sessions as a learning technique. Journal of Chemical Education, 74(9), 1065-1067. Stewart, T. (2008). Meta-reflective service learning poster fairs: Purposive pedagogy for pre- service teachers. Journal of the Scholarship of Teaching and Learning, 8(3), 79. Zepke, N. (2013). Threshold concepts and student engagement: Revisiting pedagogical content knowledge. Active Learning in Higher Education, 14(2), 97-107.
  22. 22. Image sources: Photo credit: Vincci Lui Photo credit: Silvia Vong Photo credit: Ming Lin Adapted and used with permission.
  23. 23. QUESTIONS?
  24. 24. Silvia Vong Collaborative Learning Librarian University of St. Michael’s College, University of Toronto silvia.vong@utoronto.ca CONTACT Vincci Lui Faculty Liaison & Instruction Librarian Gerstein Science Information Centre, University of Toronto vincci.lui@utoronto.ca

×