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Implementing Undergraduate-Faculty Teaching Partnerships in Your Classroom

Implementing Undergraduate-Faculty Teaching Partnerships in Your Classroom. Anna L. Ball Neil A. Knobloch University of Illinois, Urbana-Champaign. Credits . Anna L. Ball, Lead PI Neil A. Knobloch, Co-PI Kara Butters, Research Assistant USDA HEC Grant 2005-38411-15866 . Objectives.

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Implementing Undergraduate-Faculty Teaching Partnerships in Your Classroom

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  1. Implementing Undergraduate-Faculty Teaching Partnerships in Your Classroom Anna L. Ball Neil A. Knobloch University of Illinois, Urbana-Champaign

  2. Credits • Anna L. Ball, Lead PI • Neil A. Knobloch, Co-PI • Kara Butters, Research Assistant • USDA HEC Grant 2005-38411-15866

  3. Objectives • Review project, procedures, expectations • Considerations for implementing UFTP • Outline procedures for assessing UFTP

  4. Overview • Workshop • Introductions • Overview of UFTP grant project • Considerations, implementing the UFTP • 0:30 Lunch • Workshop con’t, UFTP Outcomes • 0:15 Break • Workshop con’t, Assessing Outcomes • Surveys • Open-ended questions • Individual interviews • Focus group interviews • Wrap-up, Evaluations

  5. Expectations • Reflection • Interaction and discussion • Application • Feel free ask questions

  6. Welcome and Introductions • Name, rank, university • Discipline, UFTP class • UFTP • Why UFTP

  7. UFTP Project Overview • Higher Education Challenge Grant • Need more learner-centered teaching • Faculty lack resources • Year 1: Faculty Development Workshops • What is an UFTP? • Awards of innovation • Year 2: Implement & assess UFTP • Year 3: Dissemination

  8. UFTP Project, Year 2 • Faculty members implement UFTP projects • Project director(s) data collection • Faculty • Learners • Faculty, assess outcomes of UFTP

  9. UFTP Project, Year 3 • Analyze data, report summaries • Best practices bulletins • NACTA conference

  10. UFTP Planning Considerations • Selection • Compensation • Training • Mentoring • Others?

  11. Selecting the Peer Teachers • Application • Interview • Nomination • Volunteer

  12. Compensating Peer Teachers • Volunteer • Service learning • Academic credit • Pay

  13. Training the Teaching Team • Pre-semester • During semester • University workshop • Designated course

  14. Mentoring the Teaching Team • Clearly defined roles • Clearly defined outcomes • Performance evaluations • Timely feedback

  15. Activity: Planning Considerations • Reflect individually (15 minutes) • Explain to partner (5 minutes) • Justify/clarify planning (5 minutes)

  16. Outcomes of an UFTP • Peer teachers: • Learn content • Develop teaching skills • Develop leadership skills • Learners in the course: • Learn content • Sense of community in the classroom • Increased responsibility for learning • More motivated to learn • More positive about learning experience

  17. Outcome statements • Begin with the end in mind • Describe know/do/feel • Be specific • Measurable

  18. Outcomes, con’t As a result of the UFTP you have created….what will the learners in your class know, be able to do, or have experienced? As a result of the UFTP you have created….what will the peer teachers, know, be able to do, or have experienced?

  19. Survey Methods • Benefits: ease & cost effectiveness of administration & data entry • Challenges: items must be worded correctly, cannot probe • Items must directly relate to the objectives • Measure attitudes on a scale

  20. Questionnaire Do’s • Keep it short • Clearly word items • Offer a “no response”/ “no opinion” • Provide clear directions • Base items on your objectives (outcomes) • Ask only what you want to know

  21. Questionnaire Do’s • Put easy items at the beginning • Avoid putting long items at the end of a very long questionnaire • Avoid terms such as “usually” • Avoid biased or negatively stated items • Give examples of how to answer questions

  22. Open-ended questions • Reflections • More depth than closed questionnaires • Good for smaller sample sizes • Must be coded for themes • Could measure “writing” • Some students might not respond

  23. Individual Interviews • Open-ended • Ask probing questions • Field notes, or taped & transcribed • Must establish rapport • Best for smaller samples, key is depth

  24. Focus Group Interviews • Interview multiple participants at once • Opportunity to probe • Some individuals won’t talk in a group • Audio-taped/transcribed field notes

  25. UFTP Assessment Summary • Select tool most appropriate for job • What do you want to measure? • Which form of measurement is best fit? • Begin with the end in mind • What did project aim to accomplish • Design questions accordingly • Quantitative & Qualitative • Different purposes, equal rigor • Weigh benefits and challenges to both

  26. Assessment, con’t • Consider assessment resources • Campus centers for teaching excellence • Campus measurement & evaluation • Ag education/college of ed faculty • Project directors (Ball & Knobloch)

  27. UFTP Resources • Miller, J.E., Groccia, J.E., & Miller, M.S. (2001). Student-Assisted Teaching, A Guide to Faculty-Student Teamwork, Anker Publishing, Bolton, MA. • UFTP Website at http://lct.aces.uiuc.edu/UFTP/index.html • LCT Website at http://lct.aces.uiuc.edu • Anna Ball, aball@uiuc.edu

  28. Wrap-up • Ask individual questions • Reflect/share additional ideas Please complete the workshop evaluation. Thank-you!

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