Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Educational Assessment, Evaluation, and Research

Georgia Southern University

Faculty development

Articles 1 - 10 of 10

Full-Text Articles in Education

Attending To T&L: Sociocultural Faculty Development For Diversity-Responsive Sotl, Tara L.S. Kishbaugh, Lori Leaman Jan 2019

Attending To T&L: Sociocultural Faculty Development For Diversity-Responsive Sotl, Tara L.S. Kishbaugh, Lori Leaman

SoTL Commons Conference

While numerous SoTL studies have focused on closing the learning gap of diverse students through the deployment of learning strategies to meet their needs, these studies may not explicitly recognize that both “learning” and “need” are by very nature socio-cultural endeavors, not simply tactical or pedagogical moves. This study examines results and implications of a year-long, pre-SOTL course to cultivate faculty habits of deep awareness of the teaching-learning process as an endeavor laden with socio-cultural, not just pedagogical, underpinnings. Participants will complete a self/institutional assessment, identify transferable factors of the model, and engage in a sample inquiry activity.


Developing An Undergraduate Research Qep: Sotl In Support Of Sotl, Timothy D. Champion, Matthew Deforrest, Yvette Hall, David Luciano, Laurie C. Porter, Frank Parker, Christopher Weise Mar 2017

Developing An Undergraduate Research Qep: Sotl In Support Of Sotl, Timothy D. Champion, Matthew Deforrest, Yvette Hall, David Luciano, Laurie C. Porter, Frank Parker, Christopher Weise

SoTL Commons Conference

The Johnson C. Smith University (JCSU) Quality Enhancement Plan (QEP) for 2017-2022, “Cultivating a Culture and Curriculum for Undergraduate Research”, was developed in a process of inquiry that allowed for considerable input from all JCSU constituencies. One key tool was a survey based on the Characteristics of Excellence in Undergraduate Research (COEUR). This QEP is grounded in JCSU’s heritage of innovative application of cutting-edge instructional approaches and is influenced by our SoTL activities. The QEP values all forms of scholarship by undergraduates, including SoTL. Programs are currently aligning instruction and assessment activities with the Research Skill Development Framework (RSDF).


Developing And Evaluating A Stem Professional Academy And Sotl Culture, Ludwika Goodson, Laura Frost Mar 2015

Developing And Evaluating A Stem Professional Academy And Sotl Culture, Ludwika Goodson, Laura Frost

SoTL Commons Conference

The Project Director and External Evaluator report their perspectives on strategies and results of a STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT) funded through the NSF-WIDER program. Faculty participating in SPARCT have produced fourteen scholarship of teaching and learning (SoTL) projects to improve student learning, retention, and attitudes in introductory STEM courses. Embedded teaching practices include project-based learning, the conceptual change model, process oriented guided inquiry learning (POGIL), classroom flipping, and some blended teaching methods. In this session, participants review: 1) evidence-based teaching practices (EBTPs) selected for the SPARCT program, 2) faculty development strategies that anchored SoTL ...


Teacher As Student: How Enrolling In A Mooc Changed How I Teach (And Hopefully How My Students Learn!), Sarah Kercsmar Mar 2015

Teacher As Student: How Enrolling In A Mooc Changed How I Teach (And Hopefully How My Students Learn!), Sarah Kercsmar

SoTL Commons Conference

Faculty members are often asked to teach in an online or hybrid environment without much formal faculty development. As a faculty member in this situation, I enrolled in a MOOC on Google and became the student. By analyzing how the course was moderated, I was able to reflect on my own teaching and implement changes in online and hybrid courses with the ultimate goal of improving student learning. As a model of faculty development, the practice of teacher as student provides a rich opportunity to improve teaching skills and hopefully, student learning as well. I will provide a brief overview ...


Nursing's Role In Developing And Implementing An Academic Assessment Process At A Comprehensive State University, Melissa K. Garno, Kathy Thornton Mar 2015

Nursing's Role In Developing And Implementing An Academic Assessment Process At A Comprehensive State University, Melissa K. Garno, Kathy Thornton

SoTL Commons Conference

Professional competency of an educator is not limited to content expertise and teaching skills. Skillful and reflective evaluation of student achievement is as important as designing and delivering effective educational experiences. The School of Nursing played a significant role in the successful adoption of an institution-wide assessment process, largely because outcome measurement is innate to the profession. A singular assessment model was adopted at the university level with input from nursing faculty. An interdisciplinary committee, including nursing, was created to assist in implementing the newly adopted assessment process. Efforts included policy creation and faculty development across the institution. Faulty development ...


A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson Mar 2013

A Sotl Approach To Learning-Centered Peer Review Of Teaching For Tenure And Promotion, Richard Swan, Trav Johnson

SoTL Commons Conference

In 2011, Hutchings, Huber, and Ciccone asked, �What would academic life look like in ten years if the principles and practices of the scholarship of teaching and learning were to take hold at the deep level? What would it take to get there?� One powerful way to get there would be to integrate SoTL into the institution's faculty evaluation process for tenure and promotion as suggested by McKinney (2007). This presentation will report how one large research university is doing just that�transitioning away from traditional peer review of teaching to a SoTL approach in which faculty candidates collect ...


Campus-Wide Assessment Of Sotl: Analysis Of Perceptions, Engagement And Obstacles, Andi Beth Mincer, Sabrina Hessinger Mar 2012

Campus-Wide Assessment Of Sotl: Analysis Of Perceptions, Engagement And Obstacles, Andi Beth Mincer, Sabrina Hessinger

SoTL Commons Conference

Published literature on campus-wide assessment of faculty knowledge, perceptions and participation in Scholarship of Teaching Learning (SoTL) is scant. Presenters will describe a survey instrument specifically developed for general faculty assessment of this topic. The survey was constructed by compiling and modifying the most relevant elements of previously published instruments. Analyses include comparisons made based on factors such as college, department and rank. Survey data revealed, for example, that faculty reported high levels of understanding and value of SoTL in higher education, but low levels of actual participation in SoTL activities. Plans for on-campus utilization of these results, including informing ...


Faculty Development Considerations In Video-Based Lectures, Joyce Nutta, Melanie Gonzalez, Timothy Brown Mar 2012

Faculty Development Considerations In Video-Based Lectures, Joyce Nutta, Melanie Gonzalez, Timothy Brown

SoTL Commons Conference

With the current trend of moving courses online, universities and colleges are seeking ways in which to provide authentic lectures online. One delivery method that has become popular is to use lecture capture systems (LCS). This presentation reports on an ongoing faculty development project at the University of Central Florida aimed to help faculty in all disciplines develop better video presence using LCS to inject a sense of connectivity between students and their instructor. An expert in broadcasting and an expert in instructional technology pedagogy collaborated to lead the faculty development sessions. As a follow-up, the facilitators also conducted several ...


Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore Mar 2009

Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore

SoTL Commons Conference

Whether responding to recommendations by accrediting bodies or to demands for higher academic distinction by various stakeholders, higher education agendas to become more student-centered often involve large scale, institutional change. As such an institution, Viterbo University was recommended by the Higher Learning Commission in 1998 to improve its “culture of assessment.” As a response to this recommendation, Viterbo applied for and received $1.8 million in Title III federal grant monies to improve outcomes based assessment and active learning strategies. Upon completion of the grant, data indicates not only a strong participation rate on behalf of faculty in the faculty ...


Enhancing The Scholarship Of Teaching And Learning At Georgia Southern University: The Impact Of The Faculty Learning Community Program On Participating Faculty, Diana Sturges, Susan Trimble, Raleigh Way Nov 2007

Enhancing The Scholarship Of Teaching And Learning At Georgia Southern University: The Impact Of The Faculty Learning Community Program On Participating Faculty, Diana Sturges, Susan Trimble, Raleigh Way

SoTL Commons Conference

Quantitative and qualitative data are analyzed at the individual level - using 80 participant registration forms and 32 end-of year reports and 10 facilitator interviews; the group level- using 10 mid year and 3 end-of year case reports and the community level based on the overall results of the FLC program. Quantitative data from the individual reports indicate that 97% of participants found the FLC experience valuable and would recommend participation to a friend or colleague. The vast majority of participants (98%) would like to continue their participation, either in the same FLC (72%) or a different one (16%).The impact ...