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Implementing Undergraduate-Faculty Teaching Partnerships in Your Classroom

Learn how to implement Undergraduate-Faculty Teaching Partnerships (UFTP) in your classroom and assess its outcomes effectively. This workshop will provide practical considerations and best practices for selecting, compensating, training, and mentoring peer teachers. Discover the benefits and challenges of using surveys, open-ended questions, individual interviews, and focus group interviews for assessment.

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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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