Faculty and Professional Learning Communities 2014-15
The purpose of the Meta-Assessment Community of Practice (CoP) is to create, evaluate and support the implementation of a meta-assessment toolkit for use in academic and co-curricular programs. This CoP, co-sponsored by CETL and the Assessment Steering Committee, is open to Assessment Peer Consultants as well as other interested faculty and staff members.
Members: Joyce Simones, Louise Millis, Wendy Bjorklund, Melanie Guentzel, Kathy Dahlberg, Sandra Johnson, Robin Ewing and Joy McKenzie
Common Reading Program
The purpose of this FLC is to engage a group of faculty leaders who will explore the use of the 2015-16 Common Reading Program book, Oryx and Crake by Margaret Atwood and develop and conduct book talks and faculty development workshops for those who wish to adopt the book. The FLC will provide a systematic and recognized structure within which to frame ongoing interdepartmental and interdisciplinary collaborations among faculty members through the Common Reading Program which have been, to this point, relatively ad hoc.
Members: Christine Metzo, Jennifer Quinlan, Cindy Gruwell, Glenn Davis and Sharon Cogdill
Designing Instructional Strategies for Flipping the Classroom
In “flipped classes” students use technology at home to watch online video lectures, demonstrations, and explanations of assignments. Class time is spent doing what is traditionally called “homework." Flipping a classroom is not just about learning the tools such as Lecture Capture, video production, or linking existing videos to D2L. Flipping gives us the opportunity to redesign our courses by making a philosophical shift from a “sage on the stage” to a “guide on the side” model of teaching. In a flipped classroom both the teacher and the students are actively engaged in a partnership for learning. Instructors use technology, scaffolding, and assessment to motivate, and prepare students to take charge of their own learning as well as to plan and design in-class activities and strategies to support that learning. In class, instructors work one-to-one with students, clarify assignments, and offer help as needed. Students work together on assignments, engage in discussions, or collaborate on projects. A major benefit is that teachers spend more time working directly with students instead of lecturing to them.
Members: Jeanne Anderson, Janine Goenner, Mark Petzold, Stephanie Houdek, Luis Estevez and Kannan Sivaprakasam
The participants in this FLC are faculty who organize and/or have participated in the Anti-Racist Pedagogy workshop sponsored by CARE and the Multicultural Resource Center. The purpose of the FLC is to develop assessment tools and analyze how faculty members who receive the ARPAC training integrate the pedagogy in their courses.
Members: Darlene St. Clair, Melissa Prescott, Debra Leigh, Brenda Wentworth and Giovanni Antunez
Developing an Interprofessional Practice and Education Course for Autism
The purpose of this Community of Practice will be to implement a Provost’s Action Grant to develop an Interprofessional Practice and Education (IPE) course across several disciplines (Communication Sciences and Disorders, Community Psychology, Counseling and Family Therapy, Child and Family Studies, Special Education Social Work and Kinesiology) that uses evidence-based instructional strategies (e.g., interdisciplinary faculty-student “teams”, problem-based active learning, and experiential learning) and identified SLOs. Also, offer and evaluate a pilot course in summer 2015, co-taught by faculty from across disciplines and a sufficient number of well-prepared students from across the IPE course disciplines. Once completed, consider obtaining approval for the course through SCSU’s University Curriculum Process.
Members: Teri Estrem, Rebecca Crowell, Paula Watts, JoAnn Meerschaert, Sue Tarr and Mary Beth Noll
Designing Courses for Greater Student Engagement and Learning
The purpose of this FLC is to design and assess courses using Integrated Course Design principles to increase student engagement and learning. Each participant will learn the principles laid out in Dee Fink’s ICD model, apply them to redesign a target course for Spring 2015, and assess the impact on student learning using educational research and assessment techniques. Projects, readings, and discussions will be related to a set of core questions the group develops around the topic. Faculty participants will have the opportunity to learn about ICD through a workshop by the facilitator or upon attending the ICD workshop in Chicago, May 20-22, 2014.
Members: Michelle Hammes, Tina Sacin, Carol Borden, Cassidy Dobson, Amy Knopf, Bob Weisman, Mark Minger and Anita Carlson