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Special Topics Presentations
Faculty Development Mentoring
Friday 1:45 - 2:45


Use of a Facilitated Book Discussion to Promote the Practice of Scholarship of Teaching and Learning (SoTL) Among Faculty

Phyllis Higley and Jennifer Reed-Bouley
College of St. Mary

Discussion Facilitator:  Nick Mattos, Loyola Marymount University
Location:  Harper 3033 

A primary stumbling block to faculty engagement in SoTL  is misunderstanding the differences between good teaching, scholarly teaching, and the scholarship of teaching and learning. Additionally, SoTL methods and design are frequently unfamiliar to faculty whose research experience is limited to the methodologies and content of their own disciplines. However, SoTL work is congruent with the mission of teaching institutions. Seventeen faculty participated in a facilitated book discussion of Kathleen McKinney’s book, Enhancing Learning through the Scholarship of Teaching and Learning: the Challenges and Joys of Juggling. At the end of the five discussion sessions, faculty each submitted a Final Product proposing and describing a SoTL project. Our goal was to document faculty participants’ growth in understanding of scholarship of teaching and learning and their likelihood of future engagement with SoTL. Data were obtained from survey questions and analysis of Final Products. This work provides a replicable model system for adoption by similar institutions of higher education.


Fides: Transforming College Access for Student Veterans with Disabilities 

Justin Smith, Bruce Kelley, Dusty Ginsbach and Ernetta Fox
University of South Dakota 

Discussion Facilitator: Joy Doll, Creighton University
Location: Harper 3027 

Fides is Latin for promise. The promise of Fides works both ways to develop the academic promise of our returning veterans, and fulfill the promise of this nation to the men and women who serve her through its armed forces.  Almost 2 million veterans are returning from Iraq and Afghanistan many of which will enroll in postsecondary education.  The percentage of these veterans who may be individuals with disabilities is estimated to be as high as 40%. The central goal of Fides is to develop high quality, evidence based development opportunities for faculty, staff, and administrators.  Evidence has been gathered through: an extensive literature review, student veteran focus groups, disability services survey, student veteran survey, faculty knowledge assessments, and faculty mini poster sessions.  These emerging evidences are being analyzed for the improvement of three overlapping areas: course structure and design, learning activities, and classroom environment.


Developing Inquiry-Based Education Experiences at George Mason University 

Kimberly Eby, Mary Kayler, Shelley Reid and Bethany Usher
George Mason University 

Discussion Facilitator: Kathleen Flecky, Creighton University
Location:  Harper 3047

George Mason University has developed the Students as Scholars initiative to increase the visibility and opportunities for student scholarship (undergraduate research and creative activities) at our institution. An important element of our plan is to support inquiry-based curriculum development that will introduce students to the process of scholarship and scholarly inquiry. However, determining the most effective strategies for supporting curricular reform and providing faculty development is a challenge.   We are evaluating current practice around faculty and organizational development, inquiry-based learning, and assessment strategies to provide a toolbox of ideas, support, and models that will help academic units and faculty engage in pedagogical changes.  We plan to use the CASTL conference to research and compare methods of faculty development for inquiry-based courses at the individual and departmental levels, and to develop a plan to pilot, implement, and assess these models over the next five years.


Capacity Building In Pedagogical Skills At the University of Ibadan, Nigeria

S. A. Babarinde
University of Ibadan

Discussion Facilitator: Dorothea Herreiner, Loyola Marymount University 
Location:  Harper 3028 B/C

The project aimed at making a pedagogical intervention amoung serving University of Ibadan, Nigeria lecturers in the area of content delivery skills.  Whereas lecturers are employed based on their academic qualifications, there was no structure in place to provide professional training to enable the lecturers to cope with the challenges of content delivery.  Strengths and weaknesses are thereby not identified and subsequently no remediation is put in place.  This project was thereby designed to put necessary institutional and technical frameworks in place to ensure coordinated diagnosis, training/remediation and evaluation through a new unit of the university.

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