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In Between Classes

In Between Classes. i nstitutional change through unlikely settings. Goals & Objectives. Today we will: Describe a model of institutional change Model strategies for structuring different types of programs outside of the classroom

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In Between Classes

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  1. In Between Classes institutional change through unlikely settings

  2. Goals & Objectives Today we will: • Describe a model of institutional change • Modelstrategies for structuring different types of programs outside of the classroom • Considerhow practices and methods that this model provides could influence initiatives happening at your institution.

  3. The Story begins with Crisis Auburn goes “WAC” Required Writing Plans A New Mission Reorganization NOW! TIMELINE

  4. NSSE Data Results: Auburn students report doing significantly less writing…

  5. Composition/Literature Every Course/Every Major From First Two Years to WAC: From two courses to every course.

  6. Writing Plans & Departments Aiming for a new goal; to create a deeper culture of Writing.

  7. Mission Statement:

  8. EXAMPLES OF CULTURE CHANGE: AUJUS, Common Book, Auburn Speaks

  9. + External Changes: New Location. New Staff. New Service.

  10. “Serving ALL STUDENTS”

  11. Researching Change. Tracking and considering how change occurs.

  12. mind-set adjust the parameters organization CHANGE feedback goals rules of engagement flow of information

  13. Identifying the Process Where are we? What still needs to be done? Flow of info Dominant mindset Feedback Policy & Procedure What’s your initiative/crisis? Where are you?

  14. WriteFest: A Specific Area of Growth Write. Ask. Learn. Revise. Finish.

  15. WriteFest Overview: Began in 2011 Created to meet campus need Currently held 6 times a semester Provides time, space, and resources (tutor help and informational sessions) to work on writing Multiple Sponsors 1st Summer “Boot Camp” in 2013 • Spring 2013 Topics: • Job Talks and Academic Interviews • Organizing Big Projects • Endnote/ZoteroIntroduction • Thesis/Dissertation Formatting • Writing from Research (APA, MLA, etc.) • Teaching and ePortfolios • Writing Journal Articles • Overcoming Writer’s Block • Writing Abstracts and Literature Reviews • Revision • Preparing Future Faculty Program • Thesis and Dissertation Submission • Editing Your Own Writing • Writing During Summer and Summer WriteFest • Publishing Academic Writing

  16. ePortfolio Ambassadors: Changing where the learning happens.

  17. The ePortfolio Project • CRISIS • NEEDS • STRENGTHS

  18. What are ePortfolios? • Websites created by individuals to: • Synthesize learning experiences • Showcase skills and abilities

  19. What are ePortfolios? • Includes multiple artifacts of different kinds • Purposefully selected and arranged for an audience of the student’s choosing Continued…

  20. Why ePortfolios: Why ePortfolios? SYNTHESIZE EXPERIENCES: • ePortfolios are strongly linked to engaged and enhanced learning because they provide an opportunity to synthesize and reconsider experiences Select Artifacts Give Context Design Overall Connect Artifacts

  21. Why ePortfolios? SHOWCASE SKILLS: • Students have expressed interest in showcasing their skills at graduation

  22. Why Professional ePortfolios? Why ePortfolios? Provides a Real Audience: • Programs have expressed interest in expanding existing capstone or senior projects, involving industry advisors, and responding to expectations of their disciplines

  23. What will we do? • DEVELOP: • infrastructure to support students, faculty and programs • SUPPORT STUDENT LEARNING: • through expansion of support and increased co-curricular activities • SUPPORT FACULTY: • in developing and extending curriculum, mentoring students, and connecting ePortfolios to teaching and research

  24. Impact on Student Learning: • Effective Communication • Critical Thinking through reflection • Technical Competence • Visual Literacy

  25. Staged Implementation

  26. ePortfolio Ambassadors: Description - Peer Review Sessions - • Summer 2012 • Variety of Majors • Variety of Ages • Group sessions • One-on-one sessions • Considering Culture

  27. Workshops • Overview of ePortfolios • Purpose, Audience & Mining for Artifacts • Peer Review & Critique • Creating Models/Examples

  28. Provide Context Make Connections Think about experiences Ask Questions Apply & evaluate Knowledge Imagine Possibilities Reflection

  29. Larger Take-away: • Created Models • Gave students a voice • Set up peer tutor structure • Satisfied Immediate Needs *Paved the way for other opportunities to “Restructure the Rules of Engagement”

  30. Pair & Share • SWOTAnalysis: • Strengths • Weaknesses • Opportunities • Threats – elements in environment that could hinder project • Now that you know where you are, how could you implement these interventions into your initiative?

  31. Contact Us Emily Cosgrove Program Assistant Miller Writing Center Auburn University ewc0006@auburn.edu Laura Elmer Program Assistant OUW & ePortfolios Auburn University barrolc@auburn.edu &

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