Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

More documents

Recommendations

Info

Laurie Lynch-Harris M.S. Pedagogical Statement: As an instructor of reading and writing at the college level, I understand the connection between these two components of language. My classes, which introduce readings of various texts in multiple genres, require reflection, response to guided inquiry, and critical thinking. Students must demonstrate competence by writing in several rhetorical strategies. Connecting what we have read to ourselves, other texts, and the world increases our understanding. Writing allows us to communicate that understanding by unraveling our thoughts, and organizing our reflections and responses. Technology is integrated into the reading and writing processes. Students and instructors must be comfortable using technology and social media to access information, conduct research, communicate ideas, design programs, and publish work. Desired outcomes for my students are to read with comprehension, enjoyment, and focus, write with confidence, clarity, and unity, while functioning in a technological world. Students need to communicate ideas for college papers, and exams, but ideally, reading, writing, and use of technology become lifelong learning tools that benefit, instruct, and challenge each individual. I interact with my students on an individual level, in small groups, and whole groups to facilitate confidence, collaboration, and learning. Much of the student learning occurs in peer review groups which are a valuable tool for teaching, learning, and assessing. Students are expected to keep journals of freewriting for practice and to generate ideas. They continually work on organization of those ideas, into paragraphs and essays, using well-constructed and revised topic sentences and thesis statements. The writing process is a continual evolution of prewriting, drafting, revising and editing. Technology is incorporated by using Pearson’s MyWritingLab, Google Drive, data bases such as EbscoHost, and Proquest, and social media. Obviously technology plays a huge role in gathering research, linking sources, and facilitating communication between students and the instructor. Biography: Laurie Lynch-Harris been an English Composition Instructor at Black Hills State University for the past seven years. Her responsibilities include teaching courses in Basic Writing, a course for underprepared students, and the combined course, Composition 101C, a standard 101 composition class with a remedial component in a five credit class. This course is designed to keep underprepared writing students on the same timeline as other freshmen. Harris is also Faculty Assistant to the Director of the Writing Center with the responsibilities of remediating students who fail the writing portion of the Collegiate Assessment of Academic Proficiency (CAAP), organizing and facilitating awards for excellence in undergraduate writing, and working with Writing Center student consultants in structuring peer review assistance in classrooms. She participates in University committees working for the success of at-risk students affiliated with Student Support Services and the Office of Academic Affairs. Harris works with the Writing Center and the reference librarians to guide students through writing and research resources available at the University. Before coming to Black Hills State University, Harris taught for the public school system in South Dakota and worked with the language arts curriculum committee to align state standards to national standards. She facilitated staff development for teachers in language arts development, curriculum mapping, building leadership, and collaboration. Harris’ education includes degrees in English, (B.A. University of Minnesota), Education, (M.S. in Curriculum and Instruction), and additional graduate work in Writing Instruction, Collaboration, Data-Driven Improvement, and Curriculum Development. 39
ArtStack in Introduction to Art History & Design I 2D Erica Merchant Research Environment & Social Media Used: Art Art History 100 Design 1 2D 121 Online Face-to-Face ArtStack 80 Students Abstract: Students are asked to register at www.theartstack.com. They “follow” me and their classmates, and any other person in the world that uploads art they appreciate. The Art Stack is an international online platform in which artists and art enthusiasts share artwork. Historical art, contemporary art and any art trends are shared. Each week there is a required “stack” the student has to perform on the site that relates to that week's unit for in class curriculum. I have implemented it in my ART 121 face to face class (pilot class), and will implement it in my ARTH 100 online class Spring semester. Assessment: I check the student stacks periodically, and since I am “following” them I am updated weekly on their progress. Assessment of how to grade them: 5 points for each unit posted under, 10 weeks of required posts--50 points out of 400 total points for course grading. Assessment of how effective the social media instrument is to involve students in content: ART 121 (pilot course) students were asked at end of semester how beneficial this social media instrument was. Every student involved encouraged future implementation; it caused a more refined aesthetic to develop in their work, a subjective interpretation and personal responsibility in acknowledging current trends, and more mature work came from course assignments. ARTH 100 I expect exam scores for slide identification to be higher due to international exposure and personal categorization. Results: Pilot course: Identifying art mediums, and correlating symbolism/iconography has been extremely successful. Future course: Scores on 2 exams average around 34/50; exams have 40% slide identification of art media, and art work. I expect scores on these exams to increase. Assignment as Given to Students: www.theartstack.com is an invite only site. I have prepared a video of a student's art stack that can be accessed here: http://youtu.be/XJqbq8ytLGg Students have folders or categories they “stack” their work into that correlate to the unit requirements. For Example: Unit 1- Themes and Purposes of Art- Is there such thing as good art or bad art Create a stack and label what you think is good art and bad art. Discussion topics include: subjective vs. objective. Unit 4- Principles of Design: Locate and stack artwork for each of the Principles of Design: Harmony (repetition and rhythm) Economy (simple or complex) Balance (symmetrical, asymmetrical or radial) etc. Discussion topics include: Are there universals in art Unit 12- Locate and stack artwork for each of these art movements: Neoclassical, Baroque, Rococo, Romanticism, and Mannerism. Discussion topics include: what are the details that separate each movement 40
Page 2 and 3: This page intentionally left blank
Page 4 and 5: Mobilizing Faculty to Engage in Soc
Page 7 and 8: Acknowledgments ••••••
Page 9 and 10: The editors of this e-book welcome
Page 11 and 12: Desire2Learn in Media Law Mary Cato
Page 13 and 14: can set up the forums however they
Page 15 and 16: social media, in particular, now al
Page 17 and 18: Mary Caton-Rosser Ph.D. Pedagogical
Page 19 and 20: and creativity. Students later tran
Page 21 and 22: 1 2 3 4 5 Poor Excellent Explain yo
Page 23 and 24: udget. My hope is that someone will
Page 25 and 26: Facebook in State & Local Governmen
Page 27 and 28: Joshua Houy J.D. Pedagogical Statem
Page 29 and 30: Methodology 2 - Process: 1. I set u
Page 31 and 32: Blogger in Civil War & Reconstructi
Page 33 and 34: Kelly Kirk M.Ed. Pedagogical Statem
Page 35 and 36: Methodology 4 - Effectiveness: I th
Page 37 and 38: YouTube in Composition II Bernie Kr
Page 39 and 40: Bernie Krambeck Pedagogical Stateme
Page 41 and 42: Methodology 2 - Process: The Humani
Page 43 and 44: YouTube & Google Drive in Basic Wri
Page 45: indicated that students were ahead
Page 49 and 50: Erica Merchant M.F.A Pedagogical St
Page 51 and 52: 6. The photo that received the most
Page 53 and 54: group 2 •••••••••
Page 55 and 56: Methodology 2 - Process: 1. Set up
Page 57 and 58: Blogging in Social Psychology Aris
Page 59 and 60: let for expressing their views, 23%
Page 61 and 62: Prezi in Early Childhood Ed: Guidan
Page 63 and 64: explore Prezi as a collaborative le
Page 65 and 66: Vicki Linn Ed.D. Pedagogical Statem
Page 67 and 68: Assignment as Given to Students: Th
Page 69 and 70: Chris McCart Ph.D. Pedagogical Stat
Page 71 and 72: Blogspot & Blogger in Hydrogeology
Page 73 and 74: (It would be good to hyperlink to t
Page 75 and 76: Abigail Domagall Ph.D. Pedagogical
Page 77 and 78: force in the marketing world.”
Page 79 and 80: • Describe your Pin [type the art
Page 81 and 82: An advantage of the Pinterest repor
Page 83 and 84: glossary r e so u rc e s •••
Page 85 and 86: glossary r e so u rc e s •••

Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

Create successful ePaper yourself

Delete template?

Save as template?