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Diversity & Collaboration: Reading in the Disciplines

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

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Diversity & Collaboration: Reading in the Disciplines

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  1. 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

  2. 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

  3. Read Today, Lead Tomorrow • Fall 2010-Spring 2015 • Active reading • Comprehension • Interpretation • Analysis • Engaged reading • Interaction • Appreciation

  4. 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

  5. Reading in the Disciplines • Textbook reading • Biology • Pharmacy • Physics • Psychology • Primary source interpretation • English • History • Philosophy • Languages • Theology

  6. Reading in the Disciplines • Word problem interpretation • Computer Science • Mathematics • Concept application • Art • Business • Chemistry • Communications Studies • Education • Music • Political Science • Speech Pathology

  7. 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

  8. Case study: Education • First-year results • Synthesis of secondary sources • 100% at proficiency • 83% at mastery • Response to data • Continue to monitor

  9. Upper-level Courses • Being implemented now • Major focus on scholarly texts • Smaller, less common classes • Less non-major impact

  10. Faculty Development • Seminars => Theory • Workshops => Methods • Mini-grants => Innovation • Course Portfolio WG => Course redesign • FaCTS fellowships => Course redesign

  11. Successes • Faculty buy-in • Reconsideration of faculty expectations • Almost 100% implementation • Diversity of approaches • Cross-pollination • Assessment training

  12. Roadblocks • "Don't tell me how to run my classroom" • Departmental leadership • Departmental conflicts • Data collection

  13. How would this work at your school?

  14. 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)

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