Events & Programs

Events

NOV 1

Faculty Learning Communities at Clemson

OTEI is pleased to announce a second year of faculty learning communities (FLCs) at Clemson. FLCs are designed to assist instructors in learning about and incorporating new, evidence-based ideas into their teaching practice.  Each FLC meets as a small group during the year, in a “continuous process of learning and reflection” (McGill & Beaty, 2001) that concludes with application of new ideas.  FLCs have an “emphasis on the team aspect (while still consulting about and developing each individual’s project) and on the ultimate beneficiaries of the program: the students in the participants’ courses” (Cox & Sorenson, 1999). While each FLC has a lead faculty facilitator, the curricular content and the overall direction are strongly influenced by participating faculty (Cox, 2004). Each FLC will meet regularly during the year, preferably every third week, share common readings, and support the implementation of a targeted change in each person’s practice, in the spirit of trying out something new. 

The learning aspect of the FLC group turns into actions through this powerful community, such as trying out new activities, teaching methods or assignments.  At the end of the academic year, the FLCs are invited to present their group learning at a reception event.

Applications for participants for these FLCs will go out at the end of August:

Proposed Clemson Faculty Learning Communities 2019-2020

FLC 1. The Lecture as Performance: Provoking Interest and Curiosity in Large Sections

Cindy Pury, Facilitator
CBSHS, Psychology

 FLC 2. Promoting Student Engagement and Critical Thinking with Video-based Student Learning Projects
 
Ralph Welsh, Facilitator
CBSHS, Public Health Sciences


 FLC 3. Innovative Ways for Teaching Large Enrollment General Education Courses

Amy Pope, Facilitator
SCIENCE, Physics
Sponsored by the Division of Undergraduate Studies, General Education

FLC 4. Digital Tools for Collaboration and Engagement

Rachelle S. Savitz, Facilitator
COE, Education & Human Development

 

FLC 5. Training for Effective Teamwork, Teamwork Peer & Group Assessment, and Development of Individual Asset Inventories to Support More Effective Team Assignments

Jennifer Ogle, Facilitator
CECAS, Civil Engineering

 

FLC 6. Teaching as Research: Scholarship of Teaching and Learning

Karen High, Facilitator
CECAS, Engineering & Science Education

 

FLC 7. Motivating Students with Explicit Intra/Interdisciplinary Connections

Modi Wetzler, Facilitator
SCIENCE, Chemistry
Sponsored by the Division of Undergraduate Studies, General Education

 FLC 8: Dive-In:Teaching Diversity and Inclusion across Disciplines.

Curtis White, Moryah Jackson, facilitators
OFFICE OF INCLUSION & EQUITY
Sponsored by the Office of Inclusion and Equity. 

 

Teaching with Transparency

The Office of Teaching Effectiveness and Innovation offers training in a national program called TILT: Transparency in Learning and Teaching Project to Clemson. This project is part of the TILT Higher Education initiative out of UNLV and is supported by the American Association of Colleges and Universities (AAC&U).This program will assist instructors of all ranks in learning about and incorporating new, evidenced-based ideas into their teaching practice.

Clemson TILT supports ClemsonForward through assisting instructors in offering clear paths to student learning. Participants will commit to making small instructional changes in a course during the academic year. Participants will be given a mini-grant for their use in professional development; in turn, they will attend one training session on implementing Transparency, at the start of the semester, and will help deploy a student survey, to collect feedback at the end of the semester. All participants receive this feedback in aggregated report. Registration will open  in mid-fall for a Spring 2020 cohort.

 

Gen Z Learning at Clemson: A Student Learning Project

The goal of this multi-year project was to capture the current state of academic learning at Clemson, highlight the teaching and learning practices most beneficial to today’s student, and project future directions for course-based learning. The SLP empowers students to take part in the discussions about their formal education at Clemson.

Delivery system was part research, part social and multi-media, and should build into collaborative activities between students and instructors.  The SLP is divided into components that focus on different aspects of learning for students today at Clemson, such as learning environments, informal and formal learning, diversity and inclusion issues, and what teachers can do to respond best.

Why research? Students will explore evidence-based practices for learning and teaching.  Faculty need evidence to base any decisions on curriculum and teaching practices and to counter any prevailing assumptions or traditions that are no longer useful or are counter to learning.

Why social and multi-media?  Students will determine how to reach a broad audience of differing generations to promote learning and teaching using technology to capture data and social media to transmit lessons learned.  Students may choose to create demonstrations (live and/or video) of learning situations, highlighting innovative practices.  Students may do street theater to involve their peers and teachers around learning and teaching topics.

Collaborative how? Student groups, with training, can collaborate with faculty to work on or evaluate course design, course delivery, and assignment creation—allowing faculty to obtain student feedback before implementation.

 

Three classes:

Instructor Ashley Fisk’s English 3040 surveyed Gen Z Clemson students, to learn what works best in student learning practices, teacher practices, and learning environments.  Students completed a literature review, developed and deployed a survey, and interviewed students.  Results were presented at the end of the semester, including for a session at Adobe’s recent Creative Campus Collaboration conference, at Clemson, April 16, 2018 and April, 2019 World Cafe discussion with faculty.

 

Next Steps:
How can we further involve students as collaborators?
Contact Taimi Olsen / OTEI if you are interested in advancing this project in your college.