Inclusive Pedagogies & Measuring Complex Domains of Learning for the Liberal Arts – 2 workshops

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For related research, see also: Measuring Complex Domains (summer/fall 2018)

Emerging pedagogies for inclusion are keen topics of interest across the liberal arts. Our Teaching & Learning Centers, and our academic support colleagues have a growing body of experience – what works and what doesn’t work – when it comes to supporting our diverse student body academically and as whole persons. Collaboration around these insights and measurements across LACOL has seemed like a useful idea to many. To advance these conversations, two interrelated workshops will be held in the Spring of 2018:

WORKSHOP 2: Measuring Complex Domains of Learning (Inclusive Pedagogies)

WORKSHOP 1: LACOL Dialogue on Inclusive Pedagogies

  • Date: Friday, March 9
  • Location: Haverford College
  • Speakers*:
    • Prof. Verna Case, Assoc. Dean of Faculty, Director of the Teaching and Learning Center, and Beverly F. Dolan Professor of Biology, Davidson College
    • Prof. Jyl Gentzler, John Cooper ’64 Presidential Teaching Professor of Philosophy and Faculty Director of the Center for Teaching and Learning, Amherst College
    • Dr. Riley Caldwell O’Keefe, Director, Center for Teaching and Learning, Amherst College
    • Prof. Jonathon Kahn, Assoc. Professor of Religion, Vassar College
    • Dr. Andrea Nixon, Program Director, Division of Undergraduate Education, National Science Foundation and Director of Educational Research, Carleton College
  • Program: Agenda
  • Logistics: Workshop Info

Background and Purpose:

The goal of these paired workshops is to start a dialogue across our stakeholders around issue of access and inclusion, and to consider ways in which both qualitative and quantitative assessments might be used to jointly study this aspect (and others) of the liberal arts experience. (more…)

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QLAB Update and Discussion at LACOL 2018

Sessions: QLAB discussions at LACOL 2018
Discussion Leads – QLAB Core Team:

  • Melissa Eblen-Zayas, Professor of Physics, Carleton College
  • Jonathan Leamon, Director of Instructional Technology, Williams College
  • Laura Muller, Director of Quantitative Skills Programs and Peer Support, Williams College
  • Janet Russell, Director of Academic Technology, Carleton College

Presentation file: QLAB overview summer 2018

The QLAB core team led a workshop session to update QLAB participants on the latest developments with the project. The team presented a redesign for the next phases of the project, reflecting a perspective shift from crowdsourcing new or curated materials to adapting existing, validated materials with the multi-campus faculty team. Several lessons learned from the fall 2018 QLAB pilot were discussed. Participants engaged in brainstorming around the applicability of the problems in the validated online skill building modules “The Math You Need When You Need It” for Geosciences and Economics and “Math Bench” for Biology.  Discussion focused on the possible scope of each Qbit, and ways to engage faculty in appropriately framing the Q skill for use in their course(s). (more…)

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April 25: QLAB Information Session

Event: Information Session – Update on QLAB / What’s Next?
Location: ZOOM
Date: Wednesday, April 25
Time: 4:00 PM – 5:00 PM Eastern
Presenter: QLAB Core Team*

You are invited to join a webinar update and discussion about QLAB, the multi-campus collaboration to develop a shared framework for curating, implementing, and assessing online instructional modules to assist students with quantitative skills and reasoning across disciplines.

Read more about the pilot: http://lacol.net/qbits-pilot

Webinar Agenda: The goal of this session is to bring those who are interested up-to-speed with where the QLAB project stands, what we have learned so far, and what our next steps might be. Based on a new proposal developed by the core team over the winter and spring, the team welcomes your input on the next phases of the collaboration.

  • Status of the Q-bit project — overview of what’s been accomplished to date and the latest thinking toward the next phase of the collaboration.
  • Lessons learned so far
  • Seeking input on some next steps

(more…)

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Pop-up MOOC: Engagement in a Time of Polarization

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Prof Deckard in pop-up MOOC studio
Prof. Deckard in the pop-up MOOC Studio

From tweetstorms to troll farms, social media has become deeply polarized; a force that is frequently unpleasant and may even pose a threat to democracy. What to do? A new pop-up MOOC from Davidson Now invites students to explore active solutions.

Productive, participatory engagement builds communities and builds networks that support real interaction and change.  When meeting face-to-face is no longer necessary, what does engagement look like in a democratic society?

– Prof. Natalie Delia Deckard, Davidson College

On Feb. 12, Davidson College will launch “Engagement in a Time of Polarization,” a free, two-week online course that will engage learners in a conversation about active, effective collaboration in a divisive media ecosystem.

Students will:

  • Learn about historical models for creating an informed, engaged citizenry from professors Natalie Delia Deckard of Davidson College and Bonnie Stewart of the University of Prince Edward Island
  • Evaluate the implications of polarization–and participatory engagement–for educators, government and media; and
  • Participate in real-time discussions with leading voices in media literacy, disinformation and polarization.

This is the third class from Davidson Now, a digital learning series from Davidson College on edX.org. (more…)

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QLAB / Q-bits Framework for Quantitative Skills Modules

To assist our students with readiness for their quantitative work across the curriculum, and to investigate the role that online resources may play in this, the Liberal Arts Consortium for Online Learning (LACOL) has kicked off a multi-campus development and educational research initiative, nicknamed QLAB. The QLAB project provides a framework for creating a series of modules called Q-bits. Each online Q-bit module focuses on a particular quantitative skill or concepts and provides instructional and review content that is “wrapped” by pre/post knowledge and confidence checks, contextual guides, and applications problems in several disciplines. (more…)

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CHIANTI – Shared Grammar Resource

The Language Instruction Working Group is currently (Spring/Summer 2018) exploring an idea for a online resource built collaborative by/for LACOL faculty and instructors that will guide language learners on foundational grammar concepts.

There is an emerging plan for collaboration toward Shared Grammar Resources for Beginning Language Students. This concept has been discussed with enthusiasm in some earlier LACOL meetings, and Carleton Professor of Classics Chico Zimmerman has drafted a proposal to articulate more of the vision – see link above and below.

Four small teams are actively collaborating across several schools on the following module topics:

  • General Advice to Learners
    • General advice to incoming students about language-learning at college.
    • This includes some student voices on their learning experiences, but also could include some more general data/research findings on the benefits of L2 acquisition and the potential interferences of L1.
  • Map of Language Learning
    • An “overview” or map of the different domains that language takes in, including “grammar” broadly construed and its relevance
  • Glossary of Grammar Terms
    • A glossary of grammar terms with English examples; perhaps including sentence diagramming
  • Phonetics and Phonology
    • Phonetics/phonology module (perhaps with differing emphases depending on the target languages)

(more…)

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In Awe: A Virtual Reality Experiment at Hamilton College

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Pictured above: Study participant Jeff Greenwald, Hamilton ’17

Researchers studying awe in a lab setting can’t take participants to awe-inducing locations like mountaintops, and the standard of watching videos of those situations has limitations. To help solve this problem, Hayley Goodrich ‘17, a Psychology concentrator at Hamilton College, and Educational Technologist Kyle Burnham recently set out to explore the use of Virtual Reality (VR) for Goodrich’s thesis project on the experience of awe.

A vague theoretical connection between awe and meaning exists in the awe literature. According to Goodrich:

awe arises when something in the environment is vast and cannot readily be incorporated into one’s existing meaning frameworks.

Goodrich wanted to explore if awe really did emerge in response to a violation of some meaning-making structure. Studying such a connection necessitated that she first make participants feel awe. (more…)

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Active Learning – Strategies & Spaces

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Workshop Session: Active Learning – Strategies & Spaces

Session Leaders:

  • Michael Jones, Director of Language and Media Centers, Swarthmore College
  • Ashley Turner, Academic Technologist, Swarthmore College

Description: The purpose of this session is to start a discussion about Active Learning Spaces at Liberal Arts Colleges, and explore if there is an opportunity and mechanism through LACOL to share approaches and lessons about the design, technology and support of these classrooms.  

Come to share insights on experimental, flexible learning spaces on your campus.  What is the intent of those space?  How are they used?  How are they assessed?

 

 

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Bryn Mawr’s Blended Learning in the Liberal Arts Conference, May 2018

cropped-blendlac_logo_resized-2A call for proposals is open for the Blended Learning in the Liberal Arts Conference, held at Bryn Mawr College May 23-24, 2018. Our definition of blended learning is quite broad, encompassing many types of digital pedagogy projects. We invite interested LACOL faculty and staff to attend.

Bryn Mawr requests proposals by February 15, 2018

More details here: http://blendedlearning.blogs.brynmawr.edu/blended-learning-conference/

 

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Language Skills Diagnostic Dashboard: 2018 Faculty Workshop and Pilot for French

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C. Born, Carleton College, presents at ELI in Jan 2018
C. Born, Carleton College, presenting at ELI
Jan 2018

To advance the LACOL Language Skills Diagnostic Dashboard Framework, a three-day hands on-workshop will be held in spring 2018 at Swarthmore College, leading to a pilot study of the emerging prototype in French.  

The workshop and pilot are the next step in a sequence that began with the Language Skills Hack-a-thon at Swarthmore College in May 2017 and the Dashboard Prototype Technical Workshop at Carleton College in October 2017.  With groundwork laid at these previous events, the team is well positioned to put forward a working prototype in French that can be piloted with faculty and students for placement and advising in the summer/fall of 2018. (more…)

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LACOL First Timers

Workshop Session: LACOL First-timers
Facilitator: Janet Scannell, Chief Technology Officer, Carleton College
Date/Time: Thursday, May 31, 3:30-5pm
Location: Weitz 231 @ Carleton College

J. Scannell, CTO, Carleton College

New to LACOL? Come to this session to learn and brainstorm about the consortium’s purpose, goals, history, current initiatives, and future horizons.

The fourth* consortium-wide LACOL workshop brings together a mix of faculty and staff from across our partner schools for two days of thinking and working. Some participants have been at every workshop and/or are involved already with current projects and initiatives. Others will be brand new to the consortium. For “first timers”, this session is a chance to learn about LACOL, share your ideas, and ask questions!

* Pomona 2014, Haverford 2016, Vassar 2017, Carleton 2018

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Digital Competencies – annotate the Bryn Mawr Framework

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The activity described below is linked to the Digital Competencies session at the 2018 LACOL Workshop

The concept of digital competencies (also known as digital fluencies, literacies or dexterities) reflects the need for students to develop digital skills and critical perspectives as lifelong learners prepared for scholarship, work and life in the 21st century.  Recently, Bryn Mawr College has developed a digital competencies framework focused on these five areas:

  • Digital Survival Skills
  • Digital Communication
  • Data Management and Preservation
  • Data Analysis and Presentation
  • Critical Design, Making, and Development

Bryn Mawr’s framework served as the basis for the excellent Think Tank on Digital Competencies last fall at Davidson College which attracted a vibrant group of faculty, librarians and technologists from across the liberal arts.

Digital Competencies Session at the LACOL Summer Workshop

For faculty and staff across LACOL to build upon foundations laid at the Think Tank, an interactive session exploring digital competencies across the curriculum will be held at the 2018 Summer Workshop.  This discussion will focus on how digital competencies connect with faculty priorities and practices for teaching and learning in the physical and virtual classroom, and how digital competencies support and relate to higher order learning goals.  

Pre-Workshop Activity – Group Annotation of the BMC Framework

As input to the workshop discussion, we are inviting groups of faculty, staff and students to annotate a copy of the Bryn Mawr Digital Competencies Framework using a collaborative annotation tool called Hypothesis.  This tool is easy to use and allows everyone in a group to add and comment on annotations overlayed on top of any web document through a shared view. Shared annotation for the BMC Framework can help to reveal key trends and themes that will serve as a starting point for face to face discussion at the workshop.

(more…)

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Digital Competencies – two meetups @ EDU-PLACE in January

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In October 2017, Davidson College hosted a LACOL event called the Think Tank on Digital Competencies. A mix of faculty, campus leaders, librarians, technologists, and instructional designers from liberal arts colleges across the country focused first on the Bryn Mawr College Digital Competencies Program (https://www.brynmawr.edu/digitalcompetencies), tracing its history, motivations, and impacts for students, faculty, and the institution.  Design thinking was then used to explore how digital liberal arts leaders may approach similar goals on their campuses.  

To follow up on a great think tank, the two webinars described below are being offered in January 2018 as a way open up this work on developing a Digital Competencies Framework to those who could not attend the in person event and to continue this conversation.

PLEASE JOIN! These webinars are open to everyone through PLACE, the Partnership for Liberal Arts Collaboration and Exploration, https://p-lace.org.

Workshop 1: Overview of Bryn Mawr’s Digital Competencies Framework

Tuesday, January 9 | 3pm – 4pm Eastern
EDU-PLACE Webinar

(The Workshop 1 event has past; check the EDU-PLACE list for related resources)

Presenters:

  • Beth Seltzer, Educational Technology Specialist, Bryn Mawr College
  • Gina Siesing, Chief Information Officer and Constance A. Jones Director of Libraries, Bryn Mawr College
  • Jennifer Spohrer, Director of Educational Technology Services, Bryn Mawr College

In this session, Bryn Mawr College staff will discuss why and how the college developed and launched a digital competencies program. This institutional focus on digital competency reflects our commitment to ensuring students develop digital skills and critical perspectives as lifelong learners prepared for work and life in the 21st century. We will talk about how to develop a framework that’s meaningful within your institutional context, ways to leverage college partnerships and build on campus initiatives, and approaches to integrating digital competencies across the student’s curricular and co-curricular experience.

This is the first of two related workshops; the next is “Hands-on Digital Competencies Program Design” on January 16.

Workshop 2: Hands-on Digital Competencies Program Design

Tuesday, January 16 |  2pm – 3pm Eastern
EDU-PLACE Webinar

(The Workshop 2 event has past; check the EDU-PLACE list for related resources)
Presenters:

  • Kristen Eshleman, Director of Digital Innovation, Davidson College
  • Sundi Richard, Lead Instructional Designer, Davidson College

verbs of dcThis is an active session that is meant to follow the “Overview of BMC’s Digital Competencies Framework” session on January 9th. We recommend you join this session with a group of 3 – 5 people, as you will be doing timed design thinking activities together. Each group will work through a guided ideation process to establish the goals and components for an institutional digital competencies framework and map out next steps for local program development. The facilitators will provide prompts and examples each step of the way.

(more…)

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Toward a LACOL course sharing framework (Spring/Summer ’18)

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Based on insights flowing from the Upper Level Math/Stats and Self-Instructional Language (SILP) course sharing pilots, a multi-campus, multidisciplinary Steering Committee and Course Design Task Force are working in concert to explore models and possibilities for course sharing across LACOL’s digital network.

JOINT REPORT April 2018: Executive Summary

(contact eevans@haverford.edu for a copy of the full report.

The Exploration

Sharing courses as a consortium can enhance curricular opportunities for students and faculty, lead to efficiency gains by combining expertise and curricular resources, and provide opportunities for our faculty and students to explore digitally-enhanced, collaborative modes for teaching and learning in the liberal arts.

As LACOL is considering a framework for course sharing, a learner-centered course design is recommended to emphasize interpersonal connections and engagement between faculty and students across a shared class. To the extent possible, a level playing field (via technology and pedagogy) should be maintained across local and remote learners. While there is not a one-size-fits all approach, there are plenty of proven models and techniques to draw on. Support for shared courses will depend on a thriving network of relationships across faculty, IT, library, accessibility offices, and other academic support units.

While the consortium expects to be in exploratory mode for the foreseeable future, success of any course sharing initiative critically depends on local champions at the leadership and grass roots levels.

2017 Course Sharing Pilots

Course Sharing for Portuguese (SILP)

In the Fall 2017/Spring 2018, Vassar College and Williams College shared a tutor and teaching resources for their students learning Portuguese via their Self-Instructional Language Programs.

Read more: http://lacol.net/project-summary-silp

Upper Level Math/Stats

In Spring and Fall of 2017, several LACOL colleges collaborated to pilot three shared course offerings for advanced mathematics and statistics:

  • Putnam Problem Solving, Spring ‘17 (Prof. S. Miller, WIlliams College)
  • Advanced Real Analysis, Fall ‘17 (Prof. S. Garcia, Pomona College)
  • Bayesian Statistics, Fall ‘17 (Prof. M. Hu, Vassar College)

Read more: http://lacol.net/category/collaborations/projects/upper-level-math

(more…)

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The American Prison Writing Archive at Hamilton College

Access, collaboration, and prisons – three words one is unlikely to see in the same context. Yet the American Prison Writing Archive (APWA) works collaboratively to provide access to the witness borne by people in prison today. Directed by Doran Larson, Walcott-Bartlett Professor of Literature & Creative Writing at Hamilton College, the APWA is a continually growing online archive of essays written by incarcerated people and prison workers. The APWA provides access to the lived experiences of those inside these closed systems. These essays unveil the prisons we have constructed. We expect them to mete out justice. What we find in each essay is something much less noble.

Reading any single essay is a powerful experience; reading across essays offers the outlines and interiors of a city just smaller than Chicago.

While emerging from the American archipelago of over 6,000 carceral institutions, the cityscape we discover is as cohesive as that of our Chicago, LA, or New York. But this is a city dedicated to the production of pain. (See Larson’s Fourth City: Essays from the Prison in America, and his MOOC on the history of prison writing in the US.)

PI Larson working with student researchers.
PI D. Larson working with student researchers.

Larson began working with the Digital Humanities Initiative (DHi) at Hamilton College to develop an online, open access archive of prison essays in 2010. In December 2017, the APWA reached two important milestones: 1) over 1000 essays are now online; and 2) a transcription tool was developed to crowdsource transcription of the primarily handwritten essays. The transcription tool increased the ability of transcribers anywhere to request an account and contribute to transcriptions that allow full text searching of the archive. With over twenty new essay submissions and associated signed permission questionnaires per month, the APWA team has focused on processing submissions, correspondence, digitization, and metadata entry. Volunteer transcribers continue the practice of collaboration that fuels every aspect of the APWA. The NEH grant Larson received this past year contributed to the development of this transcription tool and also supports an administrative assistant working for the archive. Collaboration is woven into all of the work of this archive: from Larson’s work within and across institutions to maintain prison writing programs, to the team ethos of the DHi Collection Development Team in developing and sustaining the growing archive, to the research of undergraduate students, faculty and graduate students who can use the archive from other institutions. (more…)

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