Browsing by Author "Clemons, Michelle"

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    Facilitating Success: Using Self-Regulated Learning and Servant Leadership in the College Classroom
    (Indiana University, 2020) Clemons, Michelle; Hopkins, Treg; Kelley School of Business
    Student-centered pedagogy shifts the power dynamics, function of content, role of the educator, responsibility for learning, and purpose of evaluation within the classroom. By redirecting student effort toward self -regulated learning activities within a learning management system (LMS), educators can focus on the application of material during in-person class meetings. Moving from a traditional role of lecturing to a more contemporary role of facilitating learning , educators are better equipped to embrace the philosophy of a servant leader and put student needs first through the utilization of self-regulated learning activities within an LMS. This reflective essay will focus on the application and benefit of self -regulated learning activities with a focus on the use of LMS-based activities and a flipped-classroom strategy utilized by two business communications faculty members. The discussion of classroom activities and online self-regulated learning activities will be backed up with research related to reports of student stress levels decreasing, connection to educators increasing, and student engagement levels increasing with the use of student-centered pedagogy and servant teaching practices in the college classroom.
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    With a Little Help from our Friends: Teaching Collectives as Lifelines in Troublesome Times
    (Indiana University, 2021-04) Jettpace, Lynn; Miller, Leslie; Frank, Mary Ann; Clemons, Michelle; Goldfarb, Nancy; English, School of Liberal Arts
    Emergencies have a way of changing the orientation of faculty from academic projects to surviving the unknown and coping with change. Many faculty members, because they frequently work independently, often lack support structures through which they can engage in mutual aid during times of crisis. The authors recently discovered that having a community of colleagues with whom to share ideas has made them more resilient to changing circumstances. While the Civility Community of Practice at IUPUI has been meeting since 2014 as an interdisciplinary research collective, it transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. From the onset of the crisis, each of the authors had personal and teaching challenges that the group’s Zoom meetings resolved. The weekly meetings involved sharing teaching tips but also basic survival strategies, tips they never imagined discussing with professional colleagues. In addition to discussing the elements that make a successful learning community, this essay will include reflections by each of the five community members about how the Zoom meetings helped them adapt to and navigate their personal and professional lives during the pandemic. In these individual reflections, the authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience.