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Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL

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Information about Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL

Published on November 10, 2008

Author: dcambrid

Source: slideshare.net

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Workshop at the International Society for the Scholarship of Teaching and Learning, Edmonton, Alberta, Canada, October 17, 2008
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Crossing Institutional Boundaries: Co-curricular Partnerships in SOTL Lesley Smith Darren Cambridge ISSOTL, Edmonton, CA October 17, 2008

Evolution of the SOTL: New Questions and Partners 1990 Scholarship of Teaching Late 90s Scholarship of Teaching &Learning 2008 Scholarship of Teaching & Learning

1990 Scholarship of Teaching

Late 90s Scholarship of Teaching &Learning

2008 Scholarship of Teaching & Learning

Three curricula Kathleen Yancey, Reflection in the Writing Classroom

What’s the buzz? What is an issue on your campus related to student learning that is gaining momentum within your institution? What’s the context? As a scholar of teaching and learning, what role could you fulfill or would like to fulfill?

What is an issue on your campus related to student learning that is gaining momentum within your institution?

What’s the context?

As a scholar of teaching and learning, what role could you fulfill or would like to fulfill?

Our Context

Our ePortfolio Team Juliet Blank-Godlove, Director of Leadership Education and Development Darren Cambridge, Asst. Professor, New Century College Kara Danner, Director, Portal Communications Kimberly Eby, Assc. Provost for Faculty Development/Director, CTE Heather Hare, Asst. Director, Center for Leadership and Community Engagement Julie Owen, Asst. Professor, New Century College Lesley Smith, Assc. Professor, New Century College

Juliet Blank-Godlove, Director of Leadership Education and Development

Darren Cambridge, Asst. Professor, New Century College

Kara Danner, Director, Portal Communications

Kimberly Eby, Assc. Provost for Faculty Development/Director, CTE

Heather Hare, Asst. Director, Center for Leadership and Community Engagement

Julie Owen, Asst. Professor, New Century College

Lesley Smith, Assc. Professor, New Century College

Our Project Central question: What are the implications of evidence selection and use for integration, learning, and student engagement? Portfolio contexts: Integrative approach to learning with specific attention to classroom-based, experiential, and co-curricular learning NCC and portfolio-based assessment Intentional collaboration with University Life Part of the Inter/National Coalition for Electronic Portfolio Research Small data sets over two cohorts (spring ’07; spring ’08); additional cohort beginning in fall ‘08

Central question: What are the implications of evidence selection and use for integration, learning, and student engagement?

Portfolio contexts: Integrative approach to learning with specific attention to classroom-based, experiential, and co-curricular learning

NCC and portfolio-based assessment

Intentional collaboration with University Life

Part of the Inter/National Coalition for Electronic Portfolio Research

Small data sets over two cohorts (spring ’07; spring ’08); additional cohort beginning in fall ‘08

An Emergent Typology of Use of Evidence in ePortfolios Characteristics of item used as evidence Agency Media Purpose of incorporating evidence Rhetorical Function Object Characteristics of associated learning activities Sponsorship Participation

Characteristics of item used as evidence

Agency

Media

Purpose of incorporating evidence

Rhetorical Function

Object

Characteristics of associated learning activities

Sponsorship

Participation

An Example: Richard Zepp’s ePortfolio

 

 

 

With whom can you partner? Who are the experts on your campus who could contribute to investigating your issue What is the scholarly contribution that they will bring to your endeavors. How will you honor categories of expertise? How will you acknowledge your partners as scholars of/in their own work?

Who are the experts on your campus who could contribute to investigating your issue

What is the scholarly contribution that they will bring to your endeavors.

How will you honor categories of expertise?

How will you acknowledge your partners as scholars of/in their own work?

Leadership Reconsidered “ Empowering beliefs…can lead to actions that not only strengthen the institution and model leadership for students but that also improve and enrich the individual faculty member’s working life.” (p. 54) Constraining beliefs lead to: Knowledge of self becomes distorted as individuals underestimate their capacities to act purposefully Commitments are withheld as individuals feel disempowered Competence is diminished as individuals by-pass opportunities to act (p. 68)

“ Empowering beliefs…can lead to actions that not only strengthen the institution and model leadership for students but that also improve and enrich the individual faculty member’s working life.” (p. 54)

Constraining beliefs lead to:

Knowledge of self becomes distorted as individuals underestimate their capacities to act purposefully

Commitments are withheld as individuals feel disempowered

Competence is diminished as individuals by-pass opportunities to act (p. 68)

Thinking of partners as scholars of T & L, what are your: Limiting beliefs Empowering beliefs

Limiting beliefs

Empowering beliefs

Takeaway In the light of work, what is one positive step could take on campus when return to establish a new inquiry-oriented partnerships with co-curricular educators?

In the light of work, what is one positive step could take on campus when return to establish a new inquiry-oriented partnerships with co-curricular educators?

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