A5078727884- Evaluation of Teaching Practices
- Innovative Teaching Methods
- Innovative Teaching and Learning Methods
- Reflective Practices in Education
- Collaborative Teaching and Inclusion
- Teacher Education and Leadership Studies
- Experimental Learning in Engineering
- Educational Innovations and Challenges
- Educational Assessment and Improvement
- Education and Critical Thinking Development
- Motivation and Self-Concept in Sports
- Music History and Culture
- Interdisciplinary Research and Collaboration
- Biomedical and Engineering Education
- Resilience and Mental Health
- Organizational Learning and Leadership
- Higher Education Learning Practices
- American History and Culture
- Evaluation and Performance Assessment
- Advanced Computing and Algorithms
- Higher Education Practises and Engagement
- Psychoanalysis, Philosophy, and Politics
- Educational and Psychological Assessments
- Education and Technology Integration
- Service-Learning and Community Engagement
Otterbein University
2013-2019
The Ohio State University
2004-2011
Lecture is prominent, but practices vary
Decline in student motivation is a concern for STEM education, especially underrepresented groups the sciences. Using Science Motivation Questionnaire II, 41 foundational courses were surveyed at beginning and end of each semester an academic year small primarily undergraduate university. Significant pre- to post-semester declines observed five measured motivational factors (Intrinsic motivation, Career Self determination, Self-efficacy, Grade motivation), with effect sizes ranging from 0.21...
Educational development traditionally has been a practice-based field. We propose that as profession we adopt the methods of scholarship teaching and learning (SoTL), so often shared with our clients, in order to look through scholarly lens at outcomes own practice. Using SoTL approaches work would deepen research literature field improve effectiveness decisions make about where spend limited time resources. In this chapter, explore what it might mean for individual developers, professional...
Educational development traditionally has been a practice-based field.We propose that asa profession weadopt the methods of thescholarship teaching and learning (SoTL), so often shared with our clients, in order to look through scholarly lens at theoutcomes ofourownpractice.Using SoTL approaches work would deepen research literature ourfield improve theeffectiveness ofdecisions we makeaboutwhere spend limited time resources.In this chapter, weexplore what it might mean for individual...
Educational developers can help create a cadre of well-prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created mentorship opportunity for students interested in the field as career opportunity. Teaching center staff, participating student interns, and benefited from model.
Abstract Educational developers must reflect upon our institutional roles and identities, however marginal they may seem, in order to do work responsibly, sustainably, effectively.
We explore five models – grass roots, Faculty-led, strategic, community building and research-based that may help developers to manage and lead change, rather than merely responding it. In each case, we analyse when the model works best, why, include a case study illustrating approach. Actual practice may not fit neatly into single model, or three-stage process creating a climate for engaging enabling organisation implementing sustaining change describe use. practice, of course, often...
Assessing the work of teaching and learning centers is crucial to maintain support our institutions; however, collecting interpreting right data can be a challenge. This chapter explores practical strategies for integrating assessment into daily flow in order generate information that accurately measures impact, helps others understand value work, enables us improve what we do, without creating major “add-on” task. We discuss ways measure, track, report share means use both summative...
AbstractOver the past decade, researchers have developed several teaching observation protocols for use in higher education, such as Teaching Dimensions Observation Protocol (TDOP), Classroom Undergraduate STEM (COPUS), Practical Rubric to Assess Active Learning (PORTAAL), and Decibel Analysis Research (DART). Choosing a protocol particular need can seem daunting. In this article, we describe these protocols—including characteristics theoretical lens, disciplinary expertise required,...
Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which now been completed by more than 600 faculty, staff, Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants' teaching, this study utilizes qualitative data drawn five years participant feedback gathered last day CDI, as well focus groups conducted with graduates following their...
Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which now been completed by more than 600 faculty, staff, Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants' teaching, this study utilizes qualitative data drawn five years participant feedback gathered last day CDI, as well focus groups conducted with graduates following their...