Active Learning and the Transition to Digital

• Transition to Digital explores technology questions, not focusing on one-size-fits-all solutions, but instead providing an overview of what current or emerging technologies are available, and which ones might best meet your individual needs. Some of the technologies we cover may not yet be institutionally supported. This is intentional. The goal of this community is not to get “up to speed” in existing software with a long history of support; there are other venues for that. Instead, we will examine a variety of new tools and technologies, in order to not only judge which ones work for you and your students, but also which ones might work for your program or department, and then advocate for institutional support as needed.

Applying Learner-Centered Teaching Practice for Curricular and Co-Curricular Learning 

• In support of students’ achievement of the University Learning Outcomes, the BGSU community employs learner-centered activities and innovative methods to assess learning. Applying Learner-Centered Teaching Practices will support members as they develop and deliver learner-centered activities; therefore, individuals who want to incorporate more learner-centered activities in their curricular and cocurricular teaching should apply for membership and collaborate in this interdisciplinary environment.

BGSU Firelands Learning 2.0

• The Learning 2.0 community provides a venue to share and exchange ideas about the paradigm shifts in learning and communication. Today's technology offers an open learning environment that makes both content and its creation process transparent. This community will work to construct social learning opportunities for BGSU Firelands community members and apply active and problem-based learning strategies in their courses.

Core Commitments Service-Learning

• This learning community supports the creation of high quality courses using service-learning pedagogy addressing the development of personal and social responsibility and civic learning. Members will expand their understanding of service-learning pedagogy, dialogue with peers engaged in course re/design, and participate in an on-going support network during course delivery.

Developing a Professional Identity through Mentoring and Eportfolios

• This faculty and graduate student learning community addresses the role of mentoring in professional development, helping participants identify individuals who can assist them successfully achieve discipline-specific teaching and research objectives and document such achievement through digital portfolio development. Members will create a professional development plan for meeting these goals.

Library E-Tools for Teaching, Learning, and Research

• The members of the Library e-Tools Learning Community will have an opportunity to explore the newer, cutting-edge technologies available through University Libraries and OhioLINK. Knowledge and use of these e-tools will enhance faculty teaching and research as well as bolster student learning.

Grant Writing

• The Grant Writing Learning Community (GLC) is an interdisciplinary group who seek external funding for professional development, research and teaching initiatives. In a supportive, collaborative, and uplifting environment, members work together as a peer mentoring and review team to help each other to achieve their funding goals.

High Impact Practices (Firelands)

• This Learning Community will introduce selected examples of high-impact practices (such as writing-intensive experiences, collaborative assignments, service learning, research projects, and capstone experiences) that can help instructors achieve deep student engagement and more powerful learning experiences

Initiatives for the Future (IF) at Firelands

• IF members will (a) creatively explore the future together, (b) learn how to integrate futuring perspectives and futuring methodologies into teaching strategies, (c) develop and pool teaching materials for course adoption, and (d) prepare a poster documenting the accomplishments of the IF Learning Community at BGSU Firelands.

Interdisciplinary Peer Review and Assessment of Writing

• Interdisciplinary Peer Review and Assessment of Writing is dedicated to improving writing through the peer review process and the development of techniques for assessing undergraduate, graduate, and scholarly writing.  This learning community is designed for teacher-scholars who wish to improve their writing and that of their students in a laboratory setting utilizing the peer review process.

Internationalizing the Curriculum

• In an increasingly global world, there is a need for university and school curriculum that reflects international and cross-cultural perspectives.  In Ohio, this need is especially great, since little attention, for example, has been given to the integration of Near/Middle East learning in university and school classes.  The goal of the "Internationalizing Curriculum" learning community at BGSU will be to engage our strong group of faculty associated with The Center for International Comparative Education (ICE) at BGSU and others in their continued efforts to bring international knowledge and cultural learning to enrich the learning experiences of students at BGSU and at schools in the surrounding Northwest Ohio.

Life Science: Scientific Teaching and Curriculum Reform

• Educators interested in incorporating interactive teaching and learning methods in the life sciences classroom will collaborate to share our collective knowledge and classroom experiences. We will use our research skills to explore teaching scientifically and to address curriculum reform efforts one class period at a time with do-able classroom activities.

Making Great Teachers

• This Learning Community will examine and apply the techniques of Doug Lemov and of Teach for America in order to raise individual levels of good teaching to great teaching. Participants will observe and evaluate each other regularly.

Natural Science: Active Learning in the Classroom

• Educators interested in incorporating interactive teaching and learning methods in the life sciences classroom will collaborate to share our collective knowledge and classroom experiences. We will use our research skills to explore teaching scientifically and to address curriculum reform efforts one class period at a time with do-able classroom activities.

New Faculty

• New Faculty provides a supportive environment within the larger university community to develop pedagogical strategies and negotiate the balance between the multiple functions of faculty life including taking risks in the classroom, assessing student learning and motivation, engaging in reflective practice and the integration of technology tools to enhance student learning and teaching methodologies.

Pedagogy and Scholarship in Second Life

• The Pedagogy and Scholarship in Second Life Learning Community is comprised of a diverse group of BGSU faculty and focuses on pedagogy and scholarship using the Second Life virtual world as a platform.

Pedagogy and Scholarship Using Virtual, Online and Mediated Environments

• The Pedagogy and Scholarship using Virtual, Online and Mediated Environments Learning Community focuses on innovative strategies of integrating new, engaging technologies into the classroom as well as into academic research.

Publication

• Publication collectively tackles the pressure to publish and present faculty research. Each meeting is dedicated to helping members achieve their stated scholarly goals for the year by focusing intensively on writing and publishing, especially in the Humanities, Social Sciences and Pedagogy.

Reflective Teaching

• Reflective Teaching brings a diverse set of faculty together to reflect upon specific teaching challenges and successes and learn from each other about ways to act on those reflections so that improve their classroom learning environments.

Research and Teaching

• Research and Teaching explores a variety of solutions to the problems of balancing and/or integrating research and scholarly activities with teaching commitments, both inside and outside the classroom. The group examines whether current technologies can support us as we struggle with this basic problem and brings in guest speakers from across campus and beyond BGSU to highlight certain strategies that could advance the members’ research agendas and enhance the learning experiences of students.

Research in Science and Mathematics Education

• Faculty, graduate students, and others with a common interest in the science of learning will critique research articles and design, conduct, and present collaborative research projects related to how K-16+ students learn science and mathematics.

Scholarship of Teaching & Learning

• The purpose of our learning community is to value, encourage, and engage in the Scholarship of Teaching and Learning (SoTL). The community and its members will research and discuss professional practices leading to the development of scholarly teaching and enriched and meaningful student learning.

Science of STEM Teaching and Learning

• Faculty, graduate students, and others with a common interest in the science of STEM (Science, Technology, Engineering, and Mathematics) teaching and learning will critique and discuss research articles, participate in action research, and design, conduct, and present collaborative research projects related to current COSMOS goals and activities.

Synergistic Teaching and Research

• The Synergistic Teaching And Research (STAR) Learning Community proposes to establish an online, peer reviewed, scholarly journal whose content focuses on the synergistic relationship between teaching and research.

Web 2.0 Pedagogy and Scholarship Across the Curriculum and Community

• The community will focus on Web 2.0 and Second Life based pedagogies that stress engagement with the community, exploring community connections and outreach through service learning. Models of pedagogy and of digital publishing/dissemination appropriate to community engagement will be discussed as they intersect with hands on activities of developing pedagogies for Web 2.0

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