Reflective practice is the process of actively observing, understanding, and shaping pedagogy. Its associated skills include developing individual insight into the impact and practice of education through critical analysis, instructional design, theoretical grounding, and dialogue with peer educators. Also integral is gathering insight into the learner experience through meaningful assessment. Less often discussed is the role of creativity, experimentation, learner engagement, and the disruption of ingrained teaching habits and/or narratives; this keynote will explore strategies for cultivating a more holistic reflective practice in service of enriching and diversifying one’s teaching.
Thinking about Teaching: Mindfulness and Metacognition as Pedagogychar booth
In meditation and psychology, “mindfulness” promotes reflective self-awareness, whereas in educational theory metacognition encourages “thinking about thinking” to enhance critical reflection, engagement, and information retention. This interactive presentation investigates mindful and metacognitive approaches to teaching and learning. Learn ideas for incorporating related strategies into the physical/digital classroom.
Strategic Cartography: Identifying IL Intersections Across the Curriculumchar booth
Presentation at ACRL 2015 in Portland, OR.
Abstract: Curriculum mapping builds insight into the sequence of requirements and competencies a learner negotiates while on an academic path. When combined with data visualization, visual curriculum mapping (VCM) provides a holistic view of an entire educational community, highlighting pivotal points at which to introduce information literacy instruction, resources, and research support. This paper presents findings of a large-scale consortial VCM project in 2013-14, exploring anticipated and unanticipated outcomes and offering strategies applicable to other institutions.
Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home
Thinking about Teaching: Mindfulness and Metacognition as Pedagogychar booth
In meditation and psychology, “mindfulness” promotes reflective self-awareness, whereas in educational theory metacognition encourages “thinking about thinking” to enhance critical reflection, engagement, and information retention. This interactive presentation investigates mindful and metacognitive approaches to teaching and learning. Learn ideas for incorporating related strategies into the physical/digital classroom.
Strategic Cartography: Identifying IL Intersections Across the Curriculumchar booth
Presentation at ACRL 2015 in Portland, OR.
Abstract: Curriculum mapping builds insight into the sequence of requirements and competencies a learner negotiates while on an academic path. When combined with data visualization, visual curriculum mapping (VCM) provides a holistic view of an entire educational community, highlighting pivotal points at which to introduce information literacy instruction, resources, and research support. This paper presents findings of a large-scale consortial VCM project in 2013-14, exploring anticipated and unanticipated outcomes and offering strategies applicable to other institutions.
Keynote for SCIL event at UC Irvine - EXPERI(M)ENT(I)AL: Developing Process-oriented, User-focused Methodologies in the Library. See http://guides.lib.uci.edu/experi-m-ent-i-al/home
Information Privilege - Critical Approaches to Access and Advocacychar booth
DLF Forum 2013 Closing Keynote in Austin, Texas. Video available at http://mediasite.engr.utexas.edu/UTMediasite/Play/15fef35f23364ca0bbe4f0ee5f04a3e71d
Revaluing Libraries: Content, Container, or Concept?char booth
Keynote given at the 2012 ACRL-Oregon conference in Corbett, Oregon, 26 October 2012. Audio available at http://bit.ly/acrlor12-boothaudio, video courtesy of Jim Holmes at http://www.youtube.com/watch?v=N16b2sMd_Ww.
.
Hard to Reach Users in Easy to Reach PlacesMike Crabb
Presentation given at UX Scotland 2019 by Michael Crabb and Rachel Menzies. Work based on the User Centre that is based in the Department of Computing at the University of Dundee
Negotiating contracts as user experiences - WIAD Rome 2016Jacopo Romei
Usually deals and contracts have a flaw: they are designed around deliverables and penalties rather than on the relationship between involved people or organisations.
This happens despite contracts should deliver an experience, like all other human artifacts which are not just an object or a service.
Collaboration around a common shared goal: this is the experience to look for.
We want to:
explore the benefits of implementing altmetric data in the hospital,
map all stakeholders and interested parties
increase awareness of additional methods of measuring impact tools,
Increase awareness of tools to influence visibility of the umcg research & it's output
discuss current use of bibliometrics in evaluations including the growing interest in measuring/visualising the "societal impact" of scientific research.
Pedagogical v. pathfinder: reimagining course and research guides for student...Bronwen Maxson
Lee, Y. Y., Lowe, M. S., Maxson, B. K. & Stone, S. M. (2017, May). Pedagogical v. pathfinder:
reimagining course and research guides for student success. Presented at the LOEX (formerly Library Orientation Exchange) annual conference, Lexington, KY.
Libraries and Learning (Guest Facilitator, Hyperlinked Library MOOC)char booth
Guest Facilitator lecture for Michael Stephens and Kyle Jones' Hyperlinked Library MOOC, September 2013. Video available at http://www.youtube.com/watch?v=BvoeIROFExc&feature=share&list=UUDMYwJV49agmQ5uol_BIq2w
Information Privilege - Critical Approaches to Access and Advocacychar booth
DLF Forum 2013 Closing Keynote in Austin, Texas. Video available at http://mediasite.engr.utexas.edu/UTMediasite/Play/15fef35f23364ca0bbe4f0ee5f04a3e71d
Revaluing Libraries: Content, Container, or Concept?char booth
Keynote given at the 2012 ACRL-Oregon conference in Corbett, Oregon, 26 October 2012. Audio available at http://bit.ly/acrlor12-boothaudio, video courtesy of Jim Holmes at http://www.youtube.com/watch?v=N16b2sMd_Ww.
.
Hard to Reach Users in Easy to Reach PlacesMike Crabb
Presentation given at UX Scotland 2019 by Michael Crabb and Rachel Menzies. Work based on the User Centre that is based in the Department of Computing at the University of Dundee
Negotiating contracts as user experiences - WIAD Rome 2016Jacopo Romei
Usually deals and contracts have a flaw: they are designed around deliverables and penalties rather than on the relationship between involved people or organisations.
This happens despite contracts should deliver an experience, like all other human artifacts which are not just an object or a service.
Collaboration around a common shared goal: this is the experience to look for.
We want to:
explore the benefits of implementing altmetric data in the hospital,
map all stakeholders and interested parties
increase awareness of additional methods of measuring impact tools,
Increase awareness of tools to influence visibility of the umcg research & it's output
discuss current use of bibliometrics in evaluations including the growing interest in measuring/visualising the "societal impact" of scientific research.
Pedagogical v. pathfinder: reimagining course and research guides for student...Bronwen Maxson
Lee, Y. Y., Lowe, M. S., Maxson, B. K. & Stone, S. M. (2017, May). Pedagogical v. pathfinder:
reimagining course and research guides for student success. Presented at the LOEX (formerly Library Orientation Exchange) annual conference, Lexington, KY.
Libraries and Learning (Guest Facilitator, Hyperlinked Library MOOC)char booth
Guest Facilitator lecture for Michael Stephens and Kyle Jones' Hyperlinked Library MOOC, September 2013. Video available at http://www.youtube.com/watch?v=BvoeIROFExc&feature=share&list=UUDMYwJV49agmQ5uol_BIq2w
A slide set to accompany an NKCS conversation on our emerging instructional coaching model... with the expert consultation of author, coach, and coach of coaches: Diane Sweeney. (www.dianesweeney.com)
Lessons-learned from embedding design into a developmental evaluation: The si...Chi Yan Lam, CE
Presented at the 2015 Annual Conference of the American Evaluation Association #eval15. ABSTRACT: Recent attempts at developmental evaluation (DE) are incorporating human-centered design (HCD) principles (Dorst, 2011; IDEO, n.d.) to facilitate program development. HCD promotes a design-oriented stance toward program development and articulates a set of values that focuses the evaluation beyond those ideals expressed by stakeholders. Embedding design into DE promises to offer a more powerful means to promoting program development beyond either approach alone. Yet, embedding design into DE introduces additional challenges. Drawing on a case study into a design-informed DE, this panelist discusses the tensions and challenges that arose as one developmental evaluator attempted to introduce design into a DE. Insights from the case study point to the importance of:
- Attending to power dynamics that could stifle or promote design integration; and,
- Evaluator sensitivity over the deep attachment program developers had over program decisions
These findings allude to the significance of organizational culture in enabling a design-informed DE.
How can documentation become inherently Agile?eBranding Ninja
How can you foster a culture that gets your developers excited about documentation? How can you foster a culture that gets your developers excited about pleasing their customers?
Documentation is still the most important thing developers continually respond as most affecting their decision making. Frankly caring about documentation shows you care about the developer, whether external or internal. Yet, documentation is constantly pushed to the wayside, aligning that idea with Waterfall and top-down development. How do you then foster a culture that gets your developers excited to create documentation? And as an extension, how do you get your developers excited about pleasing their customers?
Start out by automating what you can and then creating a process. Documentation is something that requires discipline. It’s up to your team to identify what interruptions are constantly being pointed to as excuses for not completing the documentation. Then, you can put an investment into your documentation, looking to first solve and reduce those interruptions, making documentation the way you address repeated issues and make your customers more autonomous.
Documentation is actually particularly important to the Scrum process, where "documented" is part of the definition of "Done." Documentation can also be a good team-building exercise as it invites everyone to take ownership of their own piece. It also keeps everyone cognizant of keeping the code itself simple and self-explanatory. And it's especially important for team communication and collaboration as, with microservices, containers and the like, our developers gain autonomy, but there's a struggle to work out loud so you know what everyone else is doing.
Finally, someone should be in charge of managing the documentation -- someone with a tech background but some marketing savviness -- to curate it all, helping to make sure it's there and that it tells a clear story that's easy to search through, but that also supports the overall business proposition.
This talk was first given at AgiNext 2017, London.
http://2017.aginext.io/
Images compliments of New Old Stock http://nos.twnsnd.co/
Jennifer Chess, Communications & Marketing Librarian; Lori Mullooly, Events and Programming Librarian; Lisa Gomez, Exhibition Librarian; U.S. Military Academy Library, West Point, NY (FTE: 4,400)
Big Talk From Small Libraries 2024
February 23, 2024
http://nlcblogs.nebraska.gov/bigtalk
Strategies for Holistic Assessment of Student IL Learningchar booth
Breakout presentation given at the 2014 WASC Core Competencies Retreat on Information Literacy and Critical Thinking in Oakland, CA.
Program information: http://www.wascsenior.org/content/retreat-core-competencies-critical-thinking-and-information-literacy
Guest lecture given for the Metaliteracy MOOC, which is facilitated by Trudi Jacobsen and Tom Mackey. Unit description can be found at http://metaliteracy.cdlprojects.com/week2.htm. Session recording available at https://sas.elluminate.com/p.jnlp?psid=2013-09-18.0829.M.0FAB3903494045EFC45539A96FEDFA.vcr&sid=2012301 (Collaborate recording).
Towards Exemplary Moodle Courses at YSJUPhil Vincent
We have a new approach to Moodle Quality Assurance and Quality Enhancement for 2019-20. The Exemplary Course Rubric (ECR) is intended to facilitate and encourage a consistent approach to the use of the VLE across the university by allowing staff to measure their practice in four major areas: Course Design, Interaction and Collaboration, Assessment, and Learner Support.
The proof is in: There's no scientific basis that learning styles or Meyers-Briggs personality types exist. So much of what educators have based adult learning design on is flawed, so what kind of new educational paradigm is needed?
The answer lies in the findings of neuroscientists who show that not only can engagement enhance adult learning, it can aid retention and application. But that depends on how you craft your education design and engagement strategy. This presentation shows you how to use the latest scientific findings on how the brain works and apply it to your educational programs.
For more education about meeting/education design, visit: http://planyourmeetings.com. Find an event near you at http://planyourmeetings.com/events.
Media and Information Literacy
Multimedia Information and Media
A. What is Multimedia: Types, Formats, Sources, Advantages, Limitations, Value
B. Selection Criteria
C. Design Principles and Elements
APItheDocs: How Can API Documentation Be Agile?eBranding Ninja
How can API documentation become inherently agile? how can you foster a culture that gets your developers excited about documentation? About customer experience? How can you persuade your agile team to make documented a priority? How do you get developers creating more software?
This talk looks to answer these questions and more, including the real-world journeys of WorldPay and Sengrid make sure documentation is a part of their agile processes and how.
Talk given at API the Docs, London.
http://apithedocs.org/london/
By Jennifer Riggins
http://ebranding.ninja
http://twitter.com/jkriggins
Similar to Creative Reflection: The Critical Practice of Stepping Back (20)
Libraries, Information Equity, & Economic Justicechar booth
Academic libraries are cultural institutions with massive resource and operational footprints. By orienting our missions purposefully toward information and economic justice, we have the capacity to reshape the scholarly information landscape while positively impacting the ability of individual learners and researchers to traverse it. This briefing explores the capacity of libraries and allied institutions to leverage individual and collective action to reduce the inextricably linked information and economic inequalities our users face. The session will examine academic library practice through the lenses of information equity and economic justice, highlighting actions libraries and allied organizations can take in pursuit of increased resource parity and greater freedom from the entrenched information-for-profit systems that threaten our own budgets.
Allyship, community, and tools for change.char booth
Keynote at the 2017 Social Justice Summit at CSU San Marcos. For more information about the event, see https://www.csusm.edu/sjs/about/index.html.
Transcription available at http://www.infomational.com
For the Greater (Not) Good (Enough): Open Access and Information Privilegechar booth
Distinguished Seminar Series talk at OCLC Headquarters in Dublin, Ohio on 9 November 2017. Discusses the concept that open access has had a huge impact on publishing and scholarly communication, yet who you are, what you earn, and how you research still create serious barriers to information availability.
CSUSM Trans & Gender Non-Conforming Task Force: Report and Recommendations, 2017char booth
Download accessible PDF: http://bit.ly/csusmtranstf-report
In May of 2016, members of the California State University San Marcos (CSUSM) community issued an open letter to President Karen Haynes advocating for actions to encourage the inclusion of trans and gender non-conforming individuals at CSUSM. In November of 2016, President Haynes issued a call for participation in a Trans and Gender Non-Conforming Task Force (TGNCTF) “in an effort to ensure ongoing support for members of our Trans and Gender Non-Conforming community at Cal State San Marcos.” The TGNCTF was convened in December 2016 as advisory to the President, and by March 17th, 2017 was charged to “Review and make recommendations regarding protocols, programs and services for CSUSM Trans and Gender Non-Conforming Communities to include: Preferred Name Policy Implementation;; Restrooms;; Training;; Housing. Your participation and knowledge will greatly benefit the University and the goals we are working to achieve, which include providing an open, welcoming and safe environment all members of our community.”
In response to this charge, the TGNCTF is pleased to provide an overview of the current status of policies, procedures, and actions relevant to trans and gender non-conforming communities at CSUSM, and to provide recommendations to further improve the environment and experience of our trans students, staff, and faculty. We do so from a variety of perspectives, including those of trans- identified and trans-allied task force (TF) members, trans and allied communities at CSUSM, and stakeholders critical to the implementation of these recommendations. Careful consideration was given to federal and state law, as well as best practice guidance from organizations dedicated to trans advocacy.
Task Force Membership
Char Booth - Associate Dean, University Library (Chair)
Zev Anbar - Student
Bridget Blanshan - Associate Vice President and Title IX Coordinator Wesley Dayhoff - Student
Jessica Dockstader - Student
Anne Rene Elsbree - Professor, School of Education
Lisa McLean - Director, Labor & Employee Relations, Human Resources
Lisa Medina, Registrar - Enrollment Management Services
Deborah Morton - Assistant Professor, Public Health
Steve Ramirez - Interim Director, Planning, Design and Construction
Betsy Read - Professor, Biology
Jay Robertson-Howell - Psychologist, Student Health & Counseling Services
Questions about this report or its recommendations can be submitted to transtf@csusm.edu.
To cite this report, use:
CSUSM Trans & Gender Non-Conforming Task Force. (2017). "Trans & Gender Non-Conforming Task Force Report and Recommendations." California State University San Marcos. San Marcos, CA.
Reframing Our Narratives: Advocacy and Action in Critical Timeschar booth
Advocacy and outreach are essential tools for creating and sustaining successful libraries, and in increasingly resource-strapped environments it is vital for libraries and librarians to effectively communicate our value. Advocacy is a process of identifying and shaping narratives that matter (and make sense) to our user communities, while outreach helps these ideas connect with stakeholders. When we “reframe” our outreach and advocacy narratives we acknowledge that libraries are dynamic, but that our core values of justice, access, and an informed and supported user population remain constant. Making this case can provide the foundation for creative advocacy strategies that help us build strong and lasting institutions.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
77. i m p u l s e
t r a d i t i o n
a u t h o r i t y
ROUTINE ACTION
78. w h o l e h e a r t e d n e s s
r e s p o n s i b i l i t y
o p e n - m i n d e d n e s s
REFLECTIVE ACTION
D e w e y , 1 9 3 3 ; G r a n t & Z e i c h n e r , 2 0 0 1
102. R E G U L A T I O N
O F C O G N I T I O N
P L A N N I N G
E V A L U A T I O N
M O N I T O R I N G
( P E D A G O G Y )
103. I L S K I L L S A N D
METACOGNITION
I N T E R P R E T A T I O N
R E F L E C T I O N
E V A L U A T I O N
R E V I S I O N
J U S T I F I C A T I O N
104. I M P L I C A T I O N S
FO R PED AG O G Y
S H A R E Y O U R
R A T IONA LE( S)
E X P L A I N D E C I S I O N S
E N C O U R A G E
M E T A C O G N I T I V E
P A R T I C I P A T I O N
H I G H L I G H T Y O U R
OWN METACOGNITION
105. G O A L -
S E T T I N G
P L A N N I N G /
O U T L I N I N G
P R O C E S S
J U S T I F I C A T I O N
I N S T R UC TI ON A L
D E S I G N
I M P L I C A T I O N S
FO R PED AG O G Y
111. { }
C O N T E X T
t h e c l a r e m o n t c o l l e g e s
112. { }t h e c l a r e m o n t c o l l e g e s
C O N T E X T
113.
114.
115. Rate your abilities (students) /rate your students'
abilities (faculty) in the following areas:
0%
20%
40%
60%
80%
100%
Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student
Write annotated
bibliographies
Provide proper
attribution to
source materials
in their academic
work
Use sources to
further an
argument/thesis
Evaluate sources
to determine if
they are
authoritative
Differentiate
between types of
information
sources (e.g.,
scholarly v.
popular literature,
fact v. opinion)
Effectively use
Library
databases,
catalog(s),and
other information
resources to find
relevantsource
material
Excellent/Very High
AboveAverage/High
Average/Moderate
Below Average/Low
Poor/None* * **
116. How much have your instructors (students)/ you (faculty)
emphasized the following in the courses you teach?
Student v. Faculty Mean Percentage Difference
-10.38%
-9.97%
-9.12%
-2.86%
-0.97%
-12% -10% -8% -6% -4% -2% 0%
Using peer-reviewed or scholarly
sources in assignments
Using practices (terminology,
procedures, writing style, etc.) of a
specific major or field of study
Appropriately citing the sources used in
a paper or project
Questioning the quality of information
sources
Not plagiarizing another author's work
117.
118. Librarian Course Engagement combined
with Syllabus IL/Librarian Assignment
Design Collaboration
Attribution Evaluation Communication
Total Scores 2.32 2.60 2.64
4/4 2.64 2.82 2.82
2/1 1.30 2.20 2.30
Level 4 = High (intensive course collaboration - multiple classes, SYR Tutorial/Quiz)
Level 1 = Low (minimal course collaboration – one shot and course guide)
1.3
2.2 2.3
2.64
2.82 2.82
Attribution Evaluation Communication
2 | 1 4 | 4
124. M I N D F U L
P E D A G O G Y
C O N S C I O U S
O F P O W E R &
P R I V I L E G E
C O M F O R T A B L E
WITH UNCERTAINTY
E M P A T H E T I C
C O N S C I O U S O F
C A P A C I T Y
125. M I N D F U L
P E D A G O G Y
T E A C H I N G
P H I L O S O P H I E S
P E E R / S E L F
O B S E R V A T I O N
E M B O D I E D
P R E S E N C E
E M U L A T E T H E
E F F E C T I V E
126.
127.
128.
129.
130.
131.
132. T H R E E - Q U E S T I O N R E F L E C T I O N
133. s l id e s h a r e . n e t / c h a r b o o t h
T H R E E - Q U E S T I O N R E F L E C T I O N
134.
135.
136. • What do you do with your
hands?
• Do you encourage
participation?
• Where do you move?
• Where do your eyes most
often focus?
• How do you handle
transitions?
• How do you use examples?
• How do you begin/end class?
137.
138. G R O U N D R U L E S
1. Be respectful/humble/positive: being observed is
difficult.
2. Let the observee know you’re coming.
3. Discuss potential observation criteria with the person
you’ll be observing.
4. Everyone has a different presentation style: you’re not
enforcing yours, you’re observing another’s.
5. Don’t greet feedback with defensiveness, and try not to
take critique as criticism.
139.
140.
141.
142.
143. t hres hol d
c o n c e p t s
t r a n s f o r m at i v e
i n t e g r a t i v e
i r r e v e r s i b l e
b o u n d e d
t r o u b l e s o m e
144.
145.
146.
147.
148.
149.
150.
151.
152.
153.
154.
155.
156.
157.
158.
159.
160.
161.
162.
163.
164.
165. C U R I O S I T Y
C R E A T I V I T Y
A C T I O N
166.
167.
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