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Faculty Partnerships in Critical Thinking: Using Interactive Learning, Intensive Writing and Computer technology to teach about Inequality

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slide1
Faculty Partnerships in Critical Thinking:Using Interactive Learning, Intensive Writing and Computer technology to teach about Inequality
slide2
The purpose of this poster session is to document and share ongoing curriculum transformation efforts to integrate global perpectives. All projects identified have involved partnerships with Librarians.
  • The survey instrument is designed to study research process issues and to find out whether anxiety levels witnessed on the part of undergraduate students studying international issues, stem from lack of empathy or from lack of research process understanding.
what happens to those students you send off to the library
What Happens to Those Students You Send Off to the Library?
  • Example of Partnership
  • Perspectives of what the library world assumes of teaching faculty
  • Librarian’s desire dialogue, invite feedback and collaboration with Teaching Faculty
library curriculum integrated instruction
Library Curriculum-Integrated Instruction
  • Librarian Role is increasingly being directed towards teaching:
  • Information Literacy
  • Evaluation Methods
  • Curriculum Planning
  • Co-Teaching
library curriculum integrated instruction5
Library Curriculum-Integrated Instruction
  • Librarian Role is increasingly being directed towards teaching:
  • Information Literacy
  • Evaluation Methods
  • Curriculum Planning
  • Co-Teaching
class web page
Class Web Page
  • http://www.albany.edu/~llp
  • http://www.albany.edu/~dlafonde/wsres2.htm
  • Linda Pershing, Professor of Women’s Studies and Course Innovator llp@cnsvax.albany.edu
  • Deborah LaFond, Bibliographer for Women’s Studies
  • Project Renaissance
teaching team
Teaching Team
  • Professor of Women’s Studies
  • Graduate Assistants
  • 3 Undergraduate discussion leaders
  • Computer Specialist
  • Writing Center Tutors
  • University Librarian
racism sexism classism and heterosexism
“Racism, Sexism, Classism and Heterosexism”
  • 50 Undergraduates
  • Human Diversity Campus Requirement
  • Women’s Studies Primary Responsibility
  • Context of Writing at SUNY-Albany
  • Innovative Technology Grant Funded
  • Grant provided computer and funding for Teaching Assistants
does travel increase empathy
Does Travel Increase Empathy?

61% of the students in the class travelled outside their country of origin

Reasons for Travel

does travel increase empathy12
Does Travel Increase Empathy?

61% of the students in the class travelled outside their country of origin

Reasons for Travel

research confidence results
Research Confidence Results
  • 83% of respondents stated they were comfortable doing research for their term papers. Only 3% stated discomfort. 14% indicated comfort “sometimes.”
  • 86.5% indicated they understood the purpose of the research process. When asked to articulate the purpose in writing, only 10% responded.
database and bi literacy
Database and BI Literacy
  • Only 35% of the students marked that they had used at least one of the 15 “global issues” library databases on the survey.
  • 97% of the students indicated use of library, 50% indicated regular use.
  • 80% found the Librarians to be very helpful at the reference desk.
  • Only 18% of the students had taken a BI course (at least one) offered in the library.
required bi course
Required BI Course?
  • When asked if students would register for a 2 credit course on “How to research and write term papers?
    • 37% said they “would like to see”
    • 34.3% said “No”, 25.7% said “maybe”, 2.85% “Never”
    • When asked if they would like a course like this to be required?
    • 45% said “Yes”, 51% said “NO”, 4% said “Maybe”
survey results
Survey Results
  • When asked “Is Doing Research outside your country of origin more difficult?”
    • 50% responded No, 50% responded Yes
    • Written comments suggest that the empathy in this group was very high.
    • Students felt very confident about the research process and doing research despite the low response rate to database use and enrollment Library Instruction Classes offered in the library.
confidence in ability to do research
Confidence in Ability to Do Research
  • 83% of students responded that they felt comfortable doing research for term papers.
  • 86.5% stated they felt they understood the purpose of the research process. However, when asked to articulate the purpose in writing, only 10% responded.
  • Only 35% indicated use of one of the 15 databases. 65% left the query blank.
survey data
82% survey response rate

40% of students enrolled for an elective, 37.5% enrolled to fullfil a requirement for graduation, 12.5% interest in course, 10% enrolled as a major requirement

for the 3 crosslisted courses; Africana Studies, Women’s Studies, Latin American and Caribbean Studies

91% of students responded that the “race,class, sex” emphasis provided a useful beginning point for studying cultures other than their own as well as their own.

Survey Data
did course cause you to consider the impact of ethnocentrism on peoples and cultures
“Did Course Cause You to Consider the Impact of Ethnocentrism on Peoples and Cultures?”
did course cause you to consider the impact of ethnocentrism on peoples and cultures22
“Did Course Cause You to Consider the Impact of Ethnocentrism on Peoples and Cultures?”
do you feel more confident to research international global issues
“Do You Feel More Confident to Research International/Global Issues?”
interactive learning goals
Interactive Learning Goals
  • Teach cooperative, interactive skills
  • Peer Learning
  • Increased Student Involvement and Discussion
  • Course is Intellectually Engaging
  • Develop Critical Thinking Skills Analytical Tools
developing alternative interpretive frameworks through interactive learning methods
Developing Alternative Interpretive Frameworks through Interactive Learning Methods
  • Writing Assignments
  • Faculty Partnerships
  • Interactive computer technologies
  • E-mail Discussions
  • Internet Searching
  • Evaluation of Sources
  • Group Presentations
pedagogical questions
Pedagogical Questions
  • Why Don’t “We” Know More about Global Issues?
  • Global Focus Groups
questions arising out of broad geographical topics assigned
Questions arising out of broad geographical topics assigned
  • How do women get implicated in ethnic conflicts?
instructor methodology
Instructor Methodology
  • Instructor Shares personal investment in the course
  • Answers “Why should we trust you?”
  • Models de-centering of authority
  • Provides Working Definitions of Critical Thinking to students
instructor pedagogy cont d
learn to negotiate differences, build bridges

how to resolve conflicts

Build multiple literacies (multi-media, social, cultural, ecoliteracy

Analyze and criticize emerging technoculture

how to use new technologies to decrease inequality, build values of social connectedness and interpersonal communication

Instructor Pedagogy, cont’d
what worked what didn t
Partnerships and Empowerment of Students

Writing Instruction during class time

Internet Inclusion

E-mail Discussions

Peer Learning

Class Presentations

Critical Thinking

Class Size, too large

Faculty Assumptions about research process created unrealistic expectations, created Resistance

Not planning class time for Library Instruction

What Worked? What Didn’t?
global issues and library collections
Global Issues and Library Collections
  • Findings from survey reveal that: Materials which look specifically at Racism, Sexism, Classism and Heterosexism in global contexts are not easily found by undergraduates in the library.
how to curb the 4 p s panic pain paralysis plagiarism
How to Curb the 4-P’s! Panic, Pain, Paralysis, Plagiarism
  • Sharing Research Process Methods
  • Who’s responsibility is it to share Research Process Methods and Evaluation Techniques?
how can library faculty and teaching faculty partner in the critical thinking research process
How can Library Faculty and Teaching Faculty Partner in the Critical Thinking/Research Process?
  • Understanding Research Process Assumptions
faculty assumptions about the undergraduate research process
Faculty Assumptions about the Undergraduate Research Process
  • Assignments are not complex and do not require advanced research skills.
  • Librarian’s can teach skills in one meeting.
  • Students already have library skills.
  • It is not necessary to partner with Librarians before assignments are given.
  • Assignments match cognitive level of student
undergraduate coping behavior
Undergraduate “Coping Behavior”
  • Generally are Literal Minded, dualistic, Want Received Knowledge (Right Answers)
  • Library Faculty goal is to empower confident Information Seeking Behavior and expertise in building search strategies
faculty research behavior expert model
Relying upon long process of acculturation, in-depth knowledge of the discipline,

awareness of important scholars working in particular areas

participation in informal scholarly communication networks

a view of research as a non-sequential, non-linear process with a large degree of ambiguity and serendipity.

Is relatively independent and has developed own personal information seeking strategies

Faculty Research Behavior “Expert Model”
graduate research behavior
Graduate Research Behavior
  • “How can I be sure that my contribution is original?”
  • Self-Motivated
  • “Constructed Knowers”
  • Can describe and formulate search strategies
undergraduate novice model
Exposed to certain disciplines for the first time

Intense need to “fix” this problematic assignment as quickly and easily as possible

Cognitive Development , ambiguity and non-linearity threatened

Rely on Encyclopedias, textbooks, reserve materials, lectures and now, the World Wide Web

Do not have the benefit of scholarly network

Have experience but may or may not know how to value it within academic framework.

Undergraduate Novice Model
keys to success
Earning trust of students by asking honest questions and creating a supportive environment.

Teaching arguments, the difference between analysis and descriptive essays

Students are accountable for their work thereby empowered

Professor raises questions like “Is it appropriate for white person’s to teach this class?”

Keys to Success
keys to success cont d
diversity of students

validation of student expression, variety of expression

group feedback on each other’s writing

students must re-write their essays several drafts

undergraduate discussion leaders

students feel accountable for their work

Keys to Success, cont’d
recommendations
Recommendations
  • Define and Discuss What Plagiarism is with students.
  • Library Faculty and Teaching Faculty investigate broader research topics in the library before assigning them to students
  • Share Internet evaluation techniques developed by Librarians with colleagues
  • Partner with Librarians in the Research Process
creating campus environments for critical thinking at suny albany
Creating Campus Environments for Critical Thinking at SUNY Albany
  • Project Renaissance
  • Library Handouts, Web Pages, Reference Desk, Instruction
  • “Seeing Women Transnationally” Video and Discussion Series
  • Grant Funded Projects/Campus Networks
  • Internationalizing the Curriculum workshops and Institutes
  • Institute for Research on Women
slide51
Faculty Partnerships in Critical Thinking:Racism, Classism, Sexism, HeterosexismCurriculum Transformation in International Studies
  • Instruction Methodology
  • Faculty Seminars on Library Based Research Skills
  • Faculty Empathy towards the Research Process of Undergraduates