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Middlesex.ma

Collaborative Scholarship. Phyllis Gleason* * * * * * *Professor of Humanities. Jessie Klein* * * * * * *Professor of Science. Joan Kleinman* * * * * * *Professor of Computer Science. Middlesex Community CollegeBedford and Lowell, MA. Overview of Session. The Middlesex Carnegie Group as

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Middlesex.ma

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    2. Collaborative Scholarship Phyllis Gleason * * * * * * * Professor of Humanities

    3. Overview of Session The Middlesex Carnegie Group as an example of a community of practice Specific examples from 3 disciplines Value of faculty involvement in the scholarship of teaching and learning Questions

    4. Middlesex Carnegie Group: A Community of Practice began with Carnegie initiative in 1998 focuses on the scholarship of teaching and learning involves 15 faculty from multiple disciplines who meet regularly to peer review, research and collaborate on presentations

    5. Critical Ongoing Question We’re teaching but are they learning? Projects were an attempt to explore different pedagogies and to assess their impact on student learning.

    6. INDIVIDUAL PROJECTS

    7. Teaching and Learning Online Comparison of In-class and Distance-Learning Students’ Performance and Attitudes in an Introductory Computer Science Course Joan Kleinman Professor of Computer Science (781) 280 – 3979 kleinmanj@middlesex.cc.ma.us

    8. History Course offered online since Spring 1998 Among first of online courses at Middlesex Formerly used FirstClass but implemented in Blackboard in Spring 2002

    9. Introduction to Computer Science Beginning level programming (Visual BASIC) Required for Computer Science majors with no programming experience; elective for others Satisfies 3 core intensives (required for graduation for all Middlesex students) Computer literacy Writing Impact of Technology

    10. Course Mechanics Assignments in textbook or from instructor Materials sent as powerpoint and word documents as Visual Basic programs in e-mail messages on web site Homework submitted in word documents and as zipped Visual Basic programs

    11. Methodology Fall 1999 – taught two sections, one in-class and one online Compared demographics of two groups Examined initial attitudes, preparation for course, expectations for course Examined success in course and satisfaction with course

    12. Comparison of Mean Responses to Questionnaire Items for In-class and Online Students

    13. Comparison of Mean Responses to Questionnaire Items for In-class and Online Students

    14. Grade Distribution

    15. Background - Findings Approximately same gender workload Little but no significance in number of credits and prior computer experience Significant difference in age- online students older

    16. Student Expectations Same in expected grade expected amount of work Online students more confident

    17. Outcomes Online class had larger initial dropout rate most likely due to technology hurdle No significant difference in grades Online students were slightly more positive about their learning more willing to recommend the course significantly more positive in their overall rating of course

    18. Student Challenges Must be disciplined and very patient Must jump technology hurdle Must be proactive, engaged Must deal with overwhelming amount of material in first week of course

    19. Faculty Challenges Logistics need to be very organized more time to “view”/assess homework On call 24/7 Pressure of immediate response No external delimiters (like end of class) Clarity of Communication compensate for loss of gestural and tonal clues desire to convey sense of instructor’s personality

    20. Faculty Challenges Harder to monitor individual progress Keeping everyone together Fostering communication among students

    21. Unexpected Outcomes More individualized communication Increased role as course designer- less as “presenter” of information Pay more attention to clarity of communications and thoroughness of course materials

    22. Support is Critical Support of College is essential for course viability Technical assistance to students AND faculty must be immediate and superior Support must be consistent. Technical help is critical factor especially at beginning of semester

    23. Using Case Studies Engages General Biology Students

    24. WHY USE CASES? Relate material to real life Use active learning as a supplement to lecture Develop critical thinking skills Improve group work skills

    26. CASES FOR GENERAL BIOLOGY Should Bill Take “SAMe”? - Introduction to Chemistry Lactose Intolerance - Sugars and Interpretation of Graphs The Endomembrane System - Cell Structures What's a GMO? – Pro/Con Paper and Discussion

    30. The Use Of Media Can Enhance Students’ Intrinsic Motivation

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