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Rewarding the Effort: Course Development as a Scholarly Activity

Rewarding the Effort: Course Development as a Scholarly Activity. Phillip Waldrop Connie Jones Middle Tennessee State University. Perceptions Are Everything. Perceived Quality Perceived Effort Perceived Efficacy Perceived Reward/Effort The Involved vs. The Uninvolved.

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Rewarding the Effort: Course Development as a Scholarly Activity

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  1. Rewarding the Effort: Course Development as a Scholarly Activity Phillip Waldrop Connie Jones Middle Tennessee State University

  2. Perceptions Are Everything • Perceived Quality • Perceived Effort • Perceived Efficacy • Perceived Reward/Effort The Involved vs. The Uninvolved

  3. Scholarship of Teaching • Elements • Systematic study of the process of teaching and learning • Adds to the knowledge base about the process • Data-based • Critical analysis of and reflection on the results • Results made public-Peer reviewed

  4. Levels of Evaluation • Individual/Course • Institutional • Campus • System • Global

  5. Scrutiny by university curriculum committee Scrutiny by RODP Teacher Education curriculum committee Course peer review End of course online assessment Scrutiny by university curriculum committee Quality: TBR/RODP vs. Traditional

  6. Formal university faculty assessment Faculty member’s personal assessment Program affirmation assessment Course improvement (mentors) Formal university faculty assessment Faculty member’s personal assessment Program affirmation assessment TBR/RODP vs. Traditional Evaluation

  7.  Scholarly activity tends to be a process that dictates a selfish single mindedness. The good of the one is the focus while improving program performance implies a sacrifice for the good of the unit. While administrators may value that effort it is not rewarded through peer review.

  8. Scholarship: In Pursuit of the “Best Way” • The muddy waters of effectiveness studies • Think globally, act locally • Student learning vs. student satisfaction • Accreditation process as a booster to scholarship

  9. Multiple Sections and Multiple Measures • Qualitative measures of learning objects • Structured interviews • Discussion boards • Chat • Embedded assessment of learning outcomes

  10. Think Globally and Act…uh, Globally—The Importance of Community • Scholarship and Merlot • Peer Review • A Community of Researchers – Support for Authors of Learning Objects

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