diversity collaboration reading in the disciplines n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Diversity & Collaboration: Reading in the Disciplines PowerPoint Presentation
Download Presentation
Diversity & Collaboration: Reading in the Disciplines

Loading in 2 Seconds...

play fullscreen
1 / 14

Diversity & Collaboration: Reading in the Disciplines - PowerPoint PPT Presentation


  • 101 Views
  • Uploaded on

Diversity & Collaboration: Reading in the Disciplines . Jason S. Todd, Ph.D. Xavier University of Louisiana CRLA 45 th Annual Conference November 8, 2012 Hyatt Regency Hotel Houston, Texas. Session Objectives. Become familiar with our reading-focused quality enhancement plan

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Diversity & Collaboration: Reading in the Disciplines


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
diversity collaboration reading in the disciplines
Diversity & Collaboration:Reading in the Disciplines

Jason S. Todd, Ph.D.

Xavier University of Louisiana

CRLA 45th Annual Conference

November 8, 2012

Hyatt Regency Hotel

Houston, Texas

session objectives
Session Objectives
  • Become familiar with our reading-focused quality enhancement plan
  • Understand framework for discipline-specific active reading program
  • Learn about the different approaches being taken within different disciplines
  • Learn about the faculty development activities designed to assist this project
  • Explore ways in which such a program might be introduced at other institutions
read today lead tomorrow
Read Today, Lead Tomorrow
  • Fall 2010-Spring 2015
  • Active reading
    • Comprehension
    • Interpretation
    • Analysis
  • Engaged reading
    • Interaction
    • Appreciation
reading in the disciplines
Reading in the Disciplines
  • Mandate: All academic units
    • Entry-level courses, Fall 2011
    • Upper-level courses, Fall 2012
  • Implementation: At department level
    • Outcome(s)
    • Method(s)
    • Measure(s)
  • Assessment: 80% of students at proficiency
reading in the disciplines1
Reading in the Disciplines
  • Textbook reading
    • Biology
    • Pharmacy
    • Physics
    • Psychology
  • Primary source interpretation
    • English
    • History
    • Philosophy
    • Languages
    • Theology
reading in the disciplines2
Reading in the Disciplines
  • Word problem interpretation
    • Computer Science
    • Mathematics
  • Concept application
    • Art
    • Business
    • Chemistry
    • Communications Studies
    • Education
    • Music
    • Political Science
    • Speech Pathology
case study philosophy
Case study: Philosophy
  • First-year results
    • Completeness of textual exposition
      • 36% at proficiency
    • Accuracy of textual exposition
      • 38% at proficiency
  • Response to data
    • Sharing techniques/methods
    • Re-evaluating rubric
case study education
Case study: Education
  • First-year results
    • Synthesis of secondary sources
      • 100% at proficiency
      • 83% at mastery
  • Response to data
    • Continue to monitor
upper level courses
Upper-level Courses
  • Being implemented now
  • Major focus on scholarly texts
  • Smaller, less common classes
  • Less non-major impact
faculty development
Faculty Development
  • Seminars => Theory
  • Workshops => Methods
  • Mini-grants => Innovation
  • Course Portfolio WG => Course redesign
  • FaCTS fellowships => Course redesign
successes
Successes
  • Faculty buy-in
  • Reconsideration of faculty expectations
  • Almost 100% implementation
  • Diversity of approaches
  • Cross-pollination
  • Assessment training
roadblocks
Roadblocks
  • "Don't tell me how to run my classroom"
  • Departmental leadership
  • Departmental conflicts
  • Data collection
resources
Resources

Burrows, V., McNeil, B., Hubele, N., & Bellamy, L. (2001). Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing. Journal of Engineering Education, 90(4), 661-667.

Cerbin, W. (1994). The course portfolio as a tool for continuous improvement in teaching and learning. Journal on Excellence in College Teaching, 5(1), 95-105.

Cunningham, A. & Stanovich, K. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.

Horning, A. (2007). Reading Across the Curriculum as the Key to Student Success. Across the Disciplines, 4. Retrieved from http://wac.colostate.edu/atd/articles/horning2007.cfm

Maaka, M. J., & Ward, S. M. (2000). Content area reading in community college classrooms. Community College Journal of Research and Practice, 24, 107-125.

New, R. J., Clawson, J. G., & Hoyle, J. B. (2008). How course portfolios can advance the scholarship and practice of management teaching. Journal of Management Education, 32(1), 8-22.

Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess and document learning. Sterling, VA: Stylus Publishing.

Sidell, N. (2003). The course portfolio: A valuable teaching tool. Journal of Teaching in Social Work, 23, 91-106.

Shanahan, T., & Shanahan, C. (2008, Spring). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.

Tobia, S., & Howard, J. (1990). How to strengthen a faculty development program: Before, during, and after. Paper presented at the annual meeting of the International Reading Association, Atlanta, GA, May 6-11, 1990. (ERIC Document Reproduction Service No. ED 322 488)