Browsing by Subject "SoTL"

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    Impact of SoTL on Online and Face-to-Face Courses
    (2016-04-01) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight the many opportunities to engage in SoTL and demonstrate the impact that SoTL activities have had on the teaching approaches and student learning outcomes that the presenters have seen in the diverse array of face-to-face and online courses that they teach.
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    Impact of SoTL on Online and Face-to-Face Courses
    (2016-04-01) Hook, Sara; Liugen, Zhu
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight the many opportunities to engage in SoTL and demonstrate the impact that SoTL activities have had on the teaching approaches and student learning outcomes that the presenters have seen in the diverse array of face-to-face and online courses that they teach.
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    Scholarly Identity Mapping (SIM), V.7, I‐CELER: A reflection activity to support STEM faculty in living into their values and claiming academic identities grounded in public purpose and social responsibility (Learning Resource).
    (2018-08) Price, Mary F.
    Scholarly Identity Mapping [SIM] is a sense making activity and process that invites academic professionals to describe, examine and graphically represent who they are, what they value and the public purposes of their work. The specific social identity under examination through this activity are facets of one's professional/academic identity(ies). SIM consists of two parts and includes directed readings, guided writing and instructions that lead to the production of two kinds of “identity” maps: one dedicated to values and a second that integrates values with one’s perceptions of the means and ultimate ends of their academic work across teaching, research & creative activity and service. For the purposes of the I‐CELER Faculty Learning Community, we will use SIM as an entry point to examine our academic identities paying particular attention to how our understandings of ourselves, our roles, values and purposes express an ethos that we carry into the classroom, lab, field and community – giving particular attention to our roles as educators. The version of SIM presented here has been adapted from a prior version (Price& Hatcher, 2013; Price, 2016 a,b; 2018) developed to support the development and advancement of community engaged faculty and academic staff. The current version has been adjusted to support STEM colleagues in enhancing their agency and self-efficacy leading to shifts in instructional and reflective practice. It is asserted that a focus on identity and ethos among STEM faculty will yield improvement in the quality of ethics education in participating STEM departments.