This piece both previews and reviews the essays in this special section of Arts and Humanities in... more This piece both previews and reviews the essays in this special section of Arts and Humanities in Higher Education. The three co-editors discuss the history of the project and what they learned at its conclusion.
As academics, we often make the assumption that email has enriched student-teacher interactions. ... more As academics, we often make the assumption that email has enriched student-teacher interactions. Students can now communicate with a teacher from any location at any time by simply clicking on the “send” button. Both students and teachers believe that email has extended normal office hours into virtual space and time allowing each party to interact each other as long as they are wired. This perception should be assessed in terms of efficiency and effectiveness. Virtual meetings take place without physical interaction. There is the potential for a lack of any real engagement amongst the participants. Assessments need to me made as to how much virtual teacher-student interactions have supplanted traditional face-to-face meetings and what effect this has on the educational outcomes of students who engage in this new form of communication. Throughout this session, general perceptions on email usage in academia will be analyzed and shared
Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the... more Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the graphic design classroom. It serves as both a formative and summative assessment while also giving students the opportunity to practice the habits of graphic design. Critiques help students become keen observers of relevant disciplinary criteria; reflective about what they’ve been taught, what they’ve observed, and how they’ve applied both; articulate in giving meaningful feedback to peers; and capable of using a specific tool to assess the successes and failures of their own design work.
The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academi... more The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academic development movement in higher education. As this field of inquiry matures, there is a need to understand how SoTL research is conducted. The purpose of our study was toinform this debate by investigating research approaches used in SoTL publications. We analysed 223 empirical research studies published from 2012 to 2014 in three explicitly focused SoTL journals. We classified the studies as either qualitative, quantitative, or mixed methods using an analytical framework devised from existing literature on research methods. We found that the use of the three research designs was fairly evenly distributed across the papers examined: qualitative (37.2%), quantitative (29.6%), and mixed methods (33.2%). However, there was an over-reliance on data collection from a single source in 83.9% of papers analysed, and this source was primarily students. There was some, but limited, evidence of th...
This SoTL Spotlight presentation will share the story of the development of an immersive semester... more This SoTL Spotlight presentation will share the story of the development of an immersive semester program in design thinking and social innovation. Given permission to run the semester program on an experimental, pilot basis, we have many objectives that we’d like to achieve. At the broadest level, we want students to learn about design thinking—what it is, how it works, where it can be applied—and social innovation—ways to use design thinking to attack some of the systemic social problems faced by communities in our county, state, country, even world. At the pedagogic level, we’d like students, for the semester, to forget about concerns over grades; to focus on only one primary assignment instead of many disparate ones; to work in both community and lab environments--but not in a typical classroom; and to focus as much energy on identifying and defining important problems as they normally do on solving them.
This Scholarship of Teaching and Learning research project addresses the following question: Can ... more This Scholarship of Teaching and Learning research project addresses the following question: Can writing be used to enhance and improve students’ practice-based learning experiences in the culminating capstone course of a one-year professional master’s degree program in mass communications and interactive media? This poster presentation will share the results of an ongoing investigation into the effects that writing assignments may have on the discipline-specific learning in a course that requires students to create a semester-long project focused on visual communication and interactive media technologies. To date, data has been collected from two sections of a graduate capstone course (COM 590: Interactive Media Capstone) over two years (2015 & 2016) of the Master of Arts in Interactive Media program at Elon University.
Critique is a distinct pedagogy that is often a component of teaching and learning activities in ... more Critique is a distinct pedagogy that is often a component of teaching and learning activities in many arts and humanities disciplines. This panel is a follow up to a panel session held during the 2014 ISSOTL conference that discussed critique as a signature pedagogy in arts and humanities disciplines. Since the 2014 conference, the panelists, along with several other faculty at multiple institutions, have produced a special issue of Arts and Humanities in Higher Education on this topic. The process of creating the issue has deepened our understanding of the value of critique in arts and humanities courses and programs and created a more nuanced and sophisticated grasp of why critique is indeed a signature pedagogy of arts and humanities curriculum. Our goal with this panel is to share this new knowledge.
Purpose The purpose of this study is to highlight the benefits and challenges of immersive, desig... more Purpose The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships. Design/methodology/approach This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006)...
This chapter describes the collaborative writing experiences of a multidisciplinary group of educ... more This chapter describes the collaborative writing experiences of a multidisciplinary group of educators brought together through an International Collaborative Writing Group (ICWG) initiative originally organized by the International Society for the Scholarship of Teaching and Learning (ISSoTL) in 2012. Our ICWG writing partnership helped us develop our scholarship in ways that might not have otherwise been accomplished, had we worked alone or even with colleagues in our same institution or country. Through an analysis of a collection of individual reflective narratives about our collaborative writing experiences, we describe opportunities, affordances, inhibitors, and enablers for this approach to collaborative writing. We delineate the community of practice that we have successfully developed and how it has helped each of us develop our Scholarship of Teaching and Learning (SoTL). We share the mechanisms that we have used to facilitate our work; the types of choices we have made about what research areas to explore that fit with our interests and the constraints of distance-based collaboration; and, most importantly, the ways in which our writing partnership has developed a stronger understanding of what SoTL is, and can be, moving forward.
Collaborative research and writing across disciplines and institutions happens frequently in disc... more Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and ...
Teaching & Learning Inquiry: The ISSOTL Journal, 2014
ABSTRACT Reflection is a key component of service learning, but research shows that in order to m... more ABSTRACT Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students’ higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and public versus private reflection. Results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. Results for public reflection versus private were mixed. Ethical considerations for public reflection are also discussed.
This piece both previews and reviews the essays in this special section of Arts and Humanities in... more This piece both previews and reviews the essays in this special section of Arts and Humanities in Higher Education. The three co-editors discuss the history of the project and what they learned at its conclusion.
As academics, we often make the assumption that email has enriched student-teacher interactions. ... more As academics, we often make the assumption that email has enriched student-teacher interactions. Students can now communicate with a teacher from any location at any time by simply clicking on the “send” button. Both students and teachers believe that email has extended normal office hours into virtual space and time allowing each party to interact each other as long as they are wired. This perception should be assessed in terms of efficiency and effectiveness. Virtual meetings take place without physical interaction. There is the potential for a lack of any real engagement amongst the participants. Assessments need to me made as to how much virtual teacher-student interactions have supplanted traditional face-to-face meetings and what effect this has on the educational outcomes of students who engage in this new form of communication. Throughout this session, general perceptions on email usage in academia will be analyzed and shared
Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the... more Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the graphic design classroom. It serves as both a formative and summative assessment while also giving students the opportunity to practice the habits of graphic design. Critiques help students become keen observers of relevant disciplinary criteria; reflective about what they’ve been taught, what they’ve observed, and how they’ve applied both; articulate in giving meaningful feedback to peers; and capable of using a specific tool to assess the successes and failures of their own design work.
The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academi... more The Scholarship of Teaching and Learning (SoTL) has been described as the fastest growing academic development movement in higher education. As this field of inquiry matures, there is a need to understand how SoTL research is conducted. The purpose of our study was toinform this debate by investigating research approaches used in SoTL publications. We analysed 223 empirical research studies published from 2012 to 2014 in three explicitly focused SoTL journals. We classified the studies as either qualitative, quantitative, or mixed methods using an analytical framework devised from existing literature on research methods. We found that the use of the three research designs was fairly evenly distributed across the papers examined: qualitative (37.2%), quantitative (29.6%), and mixed methods (33.2%). However, there was an over-reliance on data collection from a single source in 83.9% of papers analysed, and this source was primarily students. There was some, but limited, evidence of th...
This SoTL Spotlight presentation will share the story of the development of an immersive semester... more This SoTL Spotlight presentation will share the story of the development of an immersive semester program in design thinking and social innovation. Given permission to run the semester program on an experimental, pilot basis, we have many objectives that we’d like to achieve. At the broadest level, we want students to learn about design thinking—what it is, how it works, where it can be applied—and social innovation—ways to use design thinking to attack some of the systemic social problems faced by communities in our county, state, country, even world. At the pedagogic level, we’d like students, for the semester, to forget about concerns over grades; to focus on only one primary assignment instead of many disparate ones; to work in both community and lab environments--but not in a typical classroom; and to focus as much energy on identifying and defining important problems as they normally do on solving them.
This Scholarship of Teaching and Learning research project addresses the following question: Can ... more This Scholarship of Teaching and Learning research project addresses the following question: Can writing be used to enhance and improve students’ practice-based learning experiences in the culminating capstone course of a one-year professional master’s degree program in mass communications and interactive media? This poster presentation will share the results of an ongoing investigation into the effects that writing assignments may have on the discipline-specific learning in a course that requires students to create a semester-long project focused on visual communication and interactive media technologies. To date, data has been collected from two sections of a graduate capstone course (COM 590: Interactive Media Capstone) over two years (2015 & 2016) of the Master of Arts in Interactive Media program at Elon University.
Critique is a distinct pedagogy that is often a component of teaching and learning activities in ... more Critique is a distinct pedagogy that is often a component of teaching and learning activities in many arts and humanities disciplines. This panel is a follow up to a panel session held during the 2014 ISSOTL conference that discussed critique as a signature pedagogy in arts and humanities disciplines. Since the 2014 conference, the panelists, along with several other faculty at multiple institutions, have produced a special issue of Arts and Humanities in Higher Education on this topic. The process of creating the issue has deepened our understanding of the value of critique in arts and humanities courses and programs and created a more nuanced and sophisticated grasp of why critique is indeed a signature pedagogy of arts and humanities curriculum. Our goal with this panel is to share this new knowledge.
Purpose The purpose of this study is to highlight the benefits and challenges of immersive, desig... more Purpose The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships. Design/methodology/approach This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006)...
This chapter describes the collaborative writing experiences of a multidisciplinary group of educ... more This chapter describes the collaborative writing experiences of a multidisciplinary group of educators brought together through an International Collaborative Writing Group (ICWG) initiative originally organized by the International Society for the Scholarship of Teaching and Learning (ISSoTL) in 2012. Our ICWG writing partnership helped us develop our scholarship in ways that might not have otherwise been accomplished, had we worked alone or even with colleagues in our same institution or country. Through an analysis of a collection of individual reflective narratives about our collaborative writing experiences, we describe opportunities, affordances, inhibitors, and enablers for this approach to collaborative writing. We delineate the community of practice that we have successfully developed and how it has helped each of us develop our Scholarship of Teaching and Learning (SoTL). We share the mechanisms that we have used to facilitate our work; the types of choices we have made about what research areas to explore that fit with our interests and the constraints of distance-based collaboration; and, most importantly, the ways in which our writing partnership has developed a stronger understanding of what SoTL is, and can be, moving forward.
Collaborative research and writing across disciplines and institutions happens frequently in disc... more Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and ...
Teaching & Learning Inquiry: The ISSOTL Journal, 2014
ABSTRACT Reflection is a key component of service learning, but research shows that in order to m... more ABSTRACT Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students’ higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and public versus private reflection. Results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. Results for public reflection versus private were mixed. Ethical considerations for public reflection are also discussed.
Since 2013 Diversity Abroad's annual conference-Global Inclusionhas constituted the most comprehe... more Since 2013 Diversity Abroad's annual conference-Global Inclusionhas constituted the most comprehensive forum to share innovations, build community, and collaborate to advance diversity, equity, and inclusion in global education and cultural exchange. Join us in October! Since 2013 Diversity Abroad's annual conference-Global Inclusionhas constituted the most comprehensive forum to share innovations, build community, and collaborate to advance diversity, equity, and inclusion in global education and cultural exchange. This exciting hybrid event will be an opportunity to address and accelerate systemic and equitable change in all aspects of global education and cultural exchange: International Student Support & Cultural Exchange Education Abroad Global Engagement At Home Career Advancement And Belonging This exciting hybrid event will be an opportunity to address and accelerate systemic and equitable change in all aspects of global education and cultural exchange:
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