Scholarly Teaching Academy: Scholarly Teaching Academy: A Community Approach to A Community Approach to Cultivating Teaching Cultivating Teaching ExcellenceExcellence

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Appalachian State University, Boone, North Carolina

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Tracy W. Smith, Faculty & Academic Development and College of Education

Pia A. Albinsson, MarketingJamie Anderson-Parson, Finance, Banking, and InsuranceKim Becnel, Library ScienceJon C. Pope, English

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Please stand and rate your current level of confidence in facilitating sustained faculty development initiatives:

A.Very confident (your right)B.Somewhat confident (straight

ahead)C.Not confident (your left)

Kinesthetic Poll Kinesthetic Poll QuestionQuestion

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Why do we need sustainable professional development in higher education?

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Deep Isolation

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Most faculty Most faculty developmentdevelopment

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Short-term

Technical fixes

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Needed faculty development

Sustained opportunities to examine and reflect on their individual beliefs, experiences, and research regarding learning.9

Scholarly Teaching Scholarly Teaching AcademyAcademy

PurposeProcessModel (Cohorts)Approach and Activities

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Year Year OneOne

Shared professional learning experiences Threshold Concepts Paideia Seminar (strategy) Incubation Session Learning Environments

Course in LMS – All are teachersDevelopment of Teaching Excellence

Plans

11Photo credit: Sarah Ross, Flickr, A plan implies an architect

Year Year TwoTwo

CollaborationObservation CyclesCourse DesignStudent Evaluation of Teaching

PresentationsPublicationsPortfolio

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Jamie Anderson-Parson, J.D.

Assistant Professor in Finance, Banking & Insurance

• “Newly minted graduates will be expected not just be smart and have the ability to do legal analysis, but will also be expected to have judgment in the face of risk and uncertainty and be able to function as lawyers”– Michelle Harner, Professor of Law at University of

Maryland Francis King Carey School of Law

From Then to Now• Built course like others in department• Started from the beginning of the book• Summarized material from book to

transfer to PowerPoint• Talked about issues in the news

• Took Course Re-design• Realized I didn’t have to start at

Chapter 1• Clustered chapters into Units• Ran across “Street Law” material and

enhanced for college curriculum

“Street Law”• Employment Discrimination

Skits (Unit I)• “No Vehicles in the Park”

(Unit II)• Football Contract

Negotiationor

• Employment Discrimination Negotiation to Arbitration (Unit III)

Epic Finale

https://www.youtube.com/watch?v=xRfgQU9J3-k

Goals:– Exercise judgment

in the face of risk and uncertainty– Be able to function

as business leaders

What Didn’t Work From My Plan

• Online Proctored Exams– University doesn’t have

enough large lab space to accommodate students

– Students wanted to “touch the test”

• Live Presentations with more than 20 students– I can do live presentations in

my summer course but not fall or spring semester courses

Future of My Class• Post Course Website• Collaborate on the “Epic

Finale” Research Project• Develop innovative

assessment techniques to fulfill end goals (i.e integrate “Street Law” concepts into assessments)

Pia A. Albinsson, Marketing

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 • Learn about teaching and technology tools to deliver quality instruction and to foster a more active class environment. • Learn about strategies designed to make students more engaged with the material covered in class and the group projects related to the class. • Designate one section of IMC as Service-Learning for spring 2014. • Develop a sustainability-oriented Principles of Marketing course (by fall 2014). (Class later changed to Integrated Marketing Communication by chair). • Write an updated Philosophy of Teaching statement

Scholarly Teaching Scholarly Teaching Academy GoalsAcademy Goals

IMC with a Service Learning/ IMC with a Service Learning/ Sustainability focusSustainability focusRe-designed syllabus for IMC and

developed a Civic Engagement/Service Learning Orientation for class by providing detailed group project guidelines and incorporated reflection learning activities and assignments.

Incorporated three major sustainability oriented assignments.◦Story of stuff movie, two virtual

sustainability field trips.22

Text Analysis of Student Text Analysis of Student answeranswerWhat is sustainability – pre/ post

class assessment:

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Critical Reflection on Critical Reflection on LearningLearningAnecdotal findings:

◦Increased awareness and knowledge of sustainability issues.

◦Willingness to learn more◦Willingness to adopt new behaviors

(reuse, reduce, recycling)◦Increased understanding that

corporations need to take responsibility and work with nature not against nature

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Kim Becnel, Library Kim Becnel, Library ScienceScience

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Major Goals of Major Goals of Teaching Excellence Plan Teaching Excellence Plan

Investigate various pedagogies/theories to: Revamp 2 service-learning projects Draft personal teaching philosophy

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The Collection Management The Collection Management Project LIB 5010: Collection Project LIB 5010: Collection

Development and Development and Maintenance Maintenance

Students pair with working librarians to analyze library collections

Researchers studying

Diversity of perspectivesIsolation versus community Missed opportunities for maximizing

learning

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The Embedded Librarianship The Embedded Librarianship Project LIB 5020: Information Project LIB 5020: Information

Sources Sources and Services and Services

Collaborative project with English Department

Graduate MLS students are virtually embedded in Composition classes

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The Embedded Librarianship The Embedded Librarianship Project Project

LIB 5020: Information Sources LIB 5020: Information Sources and Services and Services

Revisions based on data analysis:

more structure larger groups more preparation more discussion time

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Deliverables/Deliverables/Dissemination Dissemination

Conference Presentations

Articles Tenure and Promotion Portfolio

Teaching Observations

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Jon C. Pope, Jon C. Pope, EnglishEnglish

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The CourseThe Course

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English 2001Intro to Writing across the

Curriculum

Gen Ed requirementSophomores, Juniors, Transfer

StudentsSecond step in vertical writing

model

The ChallengeThe Challenge

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Comes late in Gen Ed sequenceStudents resist yet another

broadly conceptual classStudent engagement in the

course suffers

Major Goals from TEPMajor Goals from TEP

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Develop a comprehensive immersive role-playing game requiring extensive practice with rhetorical analysis and discipline-specific texts

Incorporate interdisciplinary collaboration into gaming scenario

Accurately assess effects on engagement

Hurdles and RoadblocksHurdles and Roadblocks

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Variety of majors means multiple epistemic frames

Existing literature focuses on upper-level, discipline-specific courses

4/4 teaching load + high course caps = an unwieldy number of students for open-ended gaming scenarios

The STA’s RoleThe STA’s Role

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Lengthened horizon for envisioning long-term project

Supportive space for innovationInterdisciplinary feedbackExposure to actual writing across

the curriculum

OutcomesOutcomes

Shared portfolioRedesigned coursesPresentationsPublicationsConference attendanceLasting interdisciplinary connections

Others?37

Next Next Steps?Steps?

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Discussion/Discussion/QuestionsQuestions

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