Data Science meets Environmental Studies at LACOL 2018

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Workshop Track: Data Science meets Environmental Studies – Exploration
Facilitators:

  • Cailin Huyck Orr, Assistant Director, Science Education Resource Center (SERC) at Carleton College
  • Kristin O’Connell, Evaluation and Education Specialist, SERC

Program: Session Agendas
Part 1: May 31, 9:30am, Weitz 136
Part 2: June 1, 10:30am, Weitz 230
OLI Discussion: May 31, 3:30pm, Weitz 136

ds diagramThe intersection between Data Science and Environmental Studies is emerging as an area of focus for LACOL as we explore opportunities for collaboration around digitally engaged modes of teaching and learning for the liberal arts.

Several colleges are currently developing programming under the umbrella of Data Science, including critical algorithm studies, big data, data visualization, and data privacy/security. Meanwhile, most LACOL schools have a data-intensive Environmental Studies concentration or major. Interdisciplinary by nature, these areas of study challenge students to understand and work with data from many angles. Students engage in analysis, problem solving, critical thinking, and modes of argument that are deeply connected to social, cultural, political, and aesthetic ideas. Considering such programs, LACOL is thinking about ways that digital collaboration might enrich teaching and learning in this arena.

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Digital Competencies and Digital Studies – LACOL 2018

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Session: Digital Competencies and Digital Studies
Discussion Leaders:

  • Gina Siesing, Chief Information Officer and Constance A. Jones Director of Libraries, Bryn Mawr College
  • Austin Mason, Assistant Director of the Humanities Center for the Digital Humanities and Lecturer in History, Carleton College

Date/Time: Thursday, May 31, 9:30am-10:30am
Location: Weitz 236
Pre-workshop activity/instructions: Group annotation of the BMC Framework

 

A. Mason, Carleton College
G. Siesing, Bryn Mawr College

To build upon foundations laid at the Think Tank on Digital Competencies at Davidson College last fall, an interactive session exploring digital competencies and digital studies across the curriculum will be featured at the the 2018 Summer Workshop.

This discussion will focus on how digital competencies and digital studies programs connect with faculty priorities and practices for teaching and learning in the physical and virtual classroom and how digital competencies support and relate to other learning goals.

To approach these questions, Siesing and Mason will guide:

  • An overview of Bryn Mawr College’s digital competencies framework as one model to stimulate exploration of campus-wide digital literacy programs in the liberal arts, integrating faculty, staff and student comments from the pre-workshop annotation activity.
  • A look at Carleton College’s visioning around curricular pathways for Digital Studies.
  • Discussion of related initiatives across liberal arts colleges, to be continued beyond the session.

As input into this discussion, all workshop attendees are invited and encouraged to share reflections in advance by joining in the Group annotation of the BMC Framework.

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How to Blend a Course – Hands On (Effective Teaching & Learning)

J. Spohrer, Bryn Mawr College
J. Spohrer, Bryn Mawr College

Session: How to blend a course – hands on
Lead presenter: Jennifer Spohrer, Director of Educational Technology Services, Bryn Mawr College
Date/Time: Friday, June 1, 10:30am-11:30am
Location: Weitz 131

This hands-on mini workshop will explore how and why faculty are motivated to blend their courses, even for their residential students on our campuses.

Related sessions at LACOL 2018:

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Course Sharing Brainstorm at LACOL 2018

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Session: Course Sharing Brainstorm
Date/Time: Friday, June 1, 1:30-2:50pm
Location: Weitz 235
Background Reading: Straw Models
Facilitators:

  • Liz Evans, LACOL Director
  • Lioba Gerhardi, Adj. Asst. Professor of German and SILP Director, Vassar College
  • Jingchen (Monika) Hu, Asst. Professor Statistics, Vassar College
  • Steven J. Miller, Professor of Mathematics, Williams College

Sharing courses as a consortium can enhance curricular opportunities, 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.

Building on pilots and proofs of concept conducted in 2017,  faculty and staff across the consortium worked together in the spring of 2018 to explore opportunities and a framework (processes and infrastructure) that could support strategic course sharing.

https://lacol.net/category/collaborations/course-sharing

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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)

  • Date: Friday, April 27
  • Location: Davidson College
  • Workshop Leads:
    • Dr. Brent Maher, Director of Academic Assessment, Davidson College
    • Kristen Eshleman, Director of Digital Innovation, Davidson College
    • Prof. Paul Youngman, Chair of the Digital Humanities Working Group and Professor of German, Washington & Lee University
  • Workshop Resources: Readings & Videos
  • Program: https://emergentedu.org 

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

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: https://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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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 Collaborative for Digital Innovation (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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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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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.

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Q-bits discussion at the Annual NNN Conference

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In November 2017, Dr. Laura J. Muller, Director of Quantitative Skills Programs and Peer Support at Williams College and a member of the QLAB core team*, gave a presentation on the Q-bits Pilot to an audience of educators at the annual National Numeracy Network (NNN) Conference in New York.

Muller (pictured above right at the 2017 QS Hack-a-thon alongside Prof. A. Honig, Amherst College) has been at the forefront of Q-bits module design and implementation as part of a multi-year, multi-campus collaboration called QLAB. Given Laura’s teaching background and expertise in peer support and tutoring for Quantitative Skills and Reasoning, she’s interested in assessing the potential for online modules like Q-bits which can provide just-in-time support to help students brush up on, and apply, quantitative methods and concepts across the curriculum.

At NNN, Laura focused on issues of meta-cognition, student confidence, and transfer of QS/QR knowledge and skills across different context.

A distinguishing features of the Q-bits design is the opportunity for students to see that it’s worth investing time in learning certain foundational concepts that they will see over and over in their academic career.

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Think Tank on Digital Competencies for the Liberal Arts

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starSee reflection and photos from Think Tank co-lead G. Siesing, Bryn Mawr College.
Join two follow up webinars from the BMC & Davidson teams via EDU-PLACE in January.

 

At this think tank event hosted by Davidson College, 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.

 

It was a great event – interesting and fun. I was surprised how much we accomplished in a short period of time. Thanks to all!
__________________– Janet Scannell, Chief Technology Officer, Carleton College

 

Next, the Davidson team facilitated a design thinking session for some rapid prototyping to explore related interest across our institutions, many of whom are exploring and building similar kinds of programs and looking for frameworks to share and adapt.

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The concepts of digital competencies and digital fluency reflect the need for students to develop digital skills and critical perspectives as lifelong learners prepared for work and life in the 21st century. There is growing recognition of the importance of integrating these skills into a well-rounded liberal arts education. 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

IMG_1461The main outcomes from this workshop will be to create a community of practice around design, development, and facilitation of digital competency/dexterity/fluency programs in the liberal arts and to identify ongoing ways of sharing program models and resources. Individual institutional teams will also be able to adapt and expand Bryn Mawr’s digital competencies framework as appropriate for local contexts. We hope that LACOL and other LAC partners might also at some point build on the BMC digital competencies framework as an expression of foundational capabilities that we agree on across liberal art institutions as relevant for scholarship, learning, work, and life in the digital age. A shared framework can provide a pathway to accelerate stated LACOL goals for creative collaboration in digital experimentation, faculty development, and research.

Follow up events and webinars are planned.  Faculty, instructional designers, leadership, career development center directors, and others engaged in thinking through digital competency frameworks for the liberal arts are encouraged to join the conversation. Watch this space! (more…)

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QLAB update: piloting Q-bits with students (Fall ’17)

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Prof. Ming An (Vassar College), lead author of the 'Choosing a Graph Type' Q-bit
Prof. Ming An (Vassar College), lead author of the ‘Choosing a Graph Type‘ Q-bit

starQLAB Webinar 11/15: 
click here to jo
in the discussion

 

This summer and fall, teams of faculty and technologists collaborated intensively to launch QLAB, a shared framework for curating, implementing and assessing online instructional modules for quantitative skills (QS) and reasoning for just-in-time review and skill-building across disciplines.  The goal of the QLAB project is to assist faculty teaching quantitative subjects who find they need methods to support students with gaps in preparation. The strategy draws on a body of research in higher education and experience at our institutions showing that online modules can be a beneficial component of an overall QS support program.

The individual modules, known as Qbits, review quantitative topics and demonstrate the topic’s applications in different disciplinary contexts.  For example, a module might review logarithms and then consider the application to decibels and sound perception in psychology, the Richter scale in geology, the concept of pH in chemistry, etc. In Fall 2017, Qbits are being implemented through a combination of videos and quizzing, and consist of an initial knowledge check, short videos to review specific quantitative skills, structured application problems that give students practice applying the quantitative skill in disciplinary contexts, and a final knowledge check.

Q-bits tested in Fall 2017:

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QLAB session
June 2017

Developing online resources that can be used in multiple contexts to help students strengthen their quantitative skills serves two purposes. First, by demonstrating the relevance of specific QS in various disciplinary contexts, students learn to view quantitative skills as fundamental and transferable skills that they can draw on in many areas of their liberal arts experience. Second, the consortial effort allows us to collect meaningful data about the effectiveness of the various modules for a greater number of students in a wider variety of contexts.  Using what we learn in this pilot, we plan to expand the collection of useful modules.

Aims of the pilot include:

  • Developing a collaborative framework for design, implement and assessment of online modules for QS/QR instruction and review at residential liberal arts institutions.
  • Crafting an initial set of instructional modules on high-priority QS topics, drawing on high quality instructional content, developed in partnership with Yale ONEXYS and others.  
  • Assessing module effectiveness as refreshers for tutoring and as just-in-time instruction embedded in coursework.
  • Gathering data to evaluate the impact of modules on student learning and confidence in each phase of the project and beyond.

(more…)

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