Center for Teaching and Learning
2012-2013 Learning Communities
In closing discussions with the Developing Student Learning Guides 2011-2012 LC, a topic area that emerged and had consensus was the need for Firelands students to be engaged with Firelands educators beyond their interaction in the classroom. A researched practice (found to be a high impact practice) is to establish student learning communities that foster student/educator engagement.
|Innovative Teaching Group: Advancing Approaches and Connections with the Larger University Community |
This learning community will focus on members’ supporting each other as they innovate teaching strategies that significantly improve student learning and success. Members of the community will be engaged in the process of continual questioning of what they do in the classroom and improving their practice. Members will help each other learn and disseminate ideas in their next articles, webinars, blogs, workshops or other projects. In addition, members will share what we are innovating with the broader BGSU community by organizing two activities per semester, which may take the form of interactive learning sessions, workshops, roundtable discussions, as decided by the group.
The emergence of powerful web applications combined with the rise of mobile devices for teaching and learning in the classroom has created a unique opportunity for educators. However, many struggle to identify, test, and integrate new technologies into their existing pedagogies or research methodologies. This LC is focused on forming a community of faculty, staff and grad students that is invested in the discovery of new mobile and web applications for the purpose of developing effective pedagogies, utilizing new tools for research, and transforming classroom experiences.
|Peer Review as Active Learning |
This community's goal is to enhance education by promoting academic writing and by developing and testing a rubric for assessing academic writing. To this end, this learning community works as a forum for teacher-scholars in which they take on the role of student; in each meeting, peer members submit scholarly work to be reviewed by their peers. This model allows the LC members to develop and test a rubric for the peer review of writing among peers to be used as a pedagogical tool for peer review and improvement of writing within the classroom.
The aim of the learning community is to facilitate and aid in the creation of high quality courses using service-learning pedagogy leading to the effective achievement of the University Learning Outcomes. Proposals should emphasize approaches that can create distinctive coherent undergraduate learning experiences that integrate curricular and co-curricular programs, connect academic programs and research expertise to public purposes, and develop additional ways to transfer knowledge and application to the public. Members of the community will expand their understanding of service-learning pedagogy, dialogue with peers engaged in course redesign, and participate in an ongoing professional development support network during course delivery.
Members of this learning community will study and discover ways to design learning environments integrating cutting-edge learning technologies into their teaching practices to enhance student attitudes, motivation, engagement, and ultimately student SUCCESS. Members will propose to design, test, critique, and revise high-tech and highly engaging learning environments that also foster student attitudes, motivation, and engagement. They will utilize current research on student motivation as a framework for the design process.
Members of this learning community will explore ways to improve students’ abilities to contend with obstacles inherent in the research project. They will also expand their students’ awareness and use of academic information and research tools. Along the way, members will have opportunities to become more familiar with the University Libraries’ research tools and reflect on ways to enhance student learning.