The 2018-19 Teaching and Learning Community will explore transparency in teaching and learning. Fellows will engage with scholarly research on the impact of transparency in course, outcome, and assignment design and consider how incorporating a transparent framework may promote equity in student learning and success. Fellows will make revisions to one course throughout the year while the learning community discusses the challenges of implementing transparent design. Look for the call mid-semester!
Stay tuned for more details!
Teaching and Learning Community: Capstone Experiences
To create a community of practitioners invested in providing learners a cumulative learning experience that integrates learning across the curriculum and promotes the development of the whole person. To share what we learn and what we do with our colleagues.
- How do we ensure the capstone experience serves instructor, student, programmatic and institutional goals?
- How might we use the capstone experience to promote integrative learning and deep reflection through a problem-focus approach?
- How do we balance the real issues facing our seniors—particularly the formidable transition that lies ahead of them—with our goals for learner and personal development? In other words, how do we avoid the neoliberal trap (student success=retention, graduation, and job placement) without ignoring the very real pressures and concerns our students experience?
Possible Learning Outcomes:
- Acquire a personalized understanding of the purpose of a capstone experience that balances institutional and scholarly expectations with your (and your students’) dreams for the course.
- Explore, isolate, and design learning assessments that promote learners’ achievement of your experience’s goals and objectives.
Emergent Outcomes and/or Goals
- What do you wish to learn and do this year?
- Caroline & Kate: Help with institutional assessment of the capstone to design the best possible resources and development opportunities to support instructors.
- Monthly meetings
- Assessment design/re-design
In 2017-18 the Center for the Advancement of Teaching and Learning will launch its first Teaching and Learning Community, which will explore capstone experiences. The objective of this program is to foster a community of practice among those who teach and administer our new Capstone Experience general education requirement as the first cohorts of students march toward graduation. Fellows will engage with SoTL research on successful capstone courses and experiences—seminars, travel courses, research assistantships, internships or other capstones—and consider how this requirement can meet goals of individual instructors, programs, and our general education curriculum. More particularly, we will work together to help instructors refine or create new summative and integrative learning assignments, including e-Portfolios. We encourage current and future instructors and administrators of capstone experiences to apply.
Thanks to a student success grant from the Office of the Provost, each participant will receive a $500 stipend.
Academic staff, instructors, and faculty who teach or administer capstone experiences or may do so within the next two academic years are eligible. Please feel free to contact Caroline Boswell at firstname.lastname@example.org if you have any questions about your eligibility.
How to apply
Please send your application via e-mail to Caroline Boswell and Kate Farley (email@example.com) by Monday, May 15th. Your application only need include:
- A letter of interest that provides a 500-word description of the capstone experience you wish to explore with the Teaching and Learning Community fellows. We ask that you reflect on your objectives and/or goals for the capstone experience you direct (or hope to direct).
- A brief memo of support from your unit chair (one sentence is fine).