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Enhancing Teaching with Technology. Dec. 5, 2012. Faculty Collaborative and Centers of Distinction. Diane Jonte-Pace, Vice Provost, Academic Affairs Ron Danielson, Vice Provost, Information Services Eileen Elrod, Associate Vice Provost, Faculty Development

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Enhancing teaching with technology

Enhancing Teaching with Technology

Dec. 5, 2012


Faculty collaborative and centers of distinction
Faculty Collaborative and Centers of Distinction

  • Diane Jonte-Pace, Vice Provost, Academic Affairs

  • Ron Danielson, Vice Provost, Information Services

  • Eileen Elrod, Associate Vice Provost, Faculty Development

  • Chris Bachen, Director, Assessment

  • Nancy Cutler, Director, Media Services

  • Faculty Associates

    • Sharon Merritt

    • Tim Urdan

    • Nicholas Tran

    • Noel Radley

  • Kirk Hanson and Thane Kreiner

    • Markkula Center for Applied Ethics

    • Center for Science, Technology, and Society


Advancing our mission major audiences
Advancing our Mission Major Audiences:

  • Undergraduate Students

    • Collaborative Classrooms, robust wireless

    • iPad Initiative for LEAD Scholars

  • Graduate Students

    • Online Course Development – CADE

  • Broader Community

    • Massive Open Online Courses - MOOC

      • Markkula Center for Applied Ethics

      • Center for Science, Technology and Society



Enhancing teaching with technology

Assessments in process

iPad initiative

Collaborative classrooms

Annual reports forthcoming

http://www.scu.edu/provost/facultydevelopment/enews/20120919.cfm


Assessment of new learning spaces
Assessment of New Learning Spaces

  • Administering student and faculty surveys: 800 students, 33 faculty

  • Gathering data from student course evaluations

  • Listening to preliminary informal responses

    • meetings, email exchanges, conversations

      • pedagogical innovation

      • positive classroom climate

      • student activity and engagement


Ipad initiative for lead scholars preliminary assessment
iPad Initiative for LEAD Scholars: Preliminary Assessment

  • 60 students and 6 faculty in LEAD Seminars and CTW 1/2 classes provided with iPads

  • Early data, November 2012, indicates student engagement and positive responses(”extremely helpful" or "very helpful” responses on student surveys)

  • Reading 87%

  • Annotating text (e-texts/pdfs /other readings) 56%

  • Taking notes 63%

  • Taking photos of notes on board 79%

  • Reviewing course materials

    • (handouts, assignments) 58%

  • Researching

    • (contexts for readings, essays or discussion) 82%

  • Exchanging & reviewing peer drafts 55%

  • Projecting presentations to classmates

    • (individual students, groups) 60%

  • Managing schedule, calendar, lists (productivity) 53%

  • Tracking health (fitness, nutrition, journaling) 46%

  • Future assessments to address student learning in diversity, spirituality, justice


Enhancing teaching with technology

Student Responses: How has the iPad been useful?

I found the iPad quite useful for my Chinese class, as I use its drawing function to practice writing Chinese characters. Also, I found a useful schedule app -

different from a calendar app - for keeping track and categorizing my classes, their assignments, and creating a visual of my schedule for future quarters

Being able to collaborate and take notes. It is sooooo nice. I like having access to documents and lecture notes everywhere.


Graduate programs online course development
Graduate Programs: Online Course Development

  • JesuitNet/CADE (Competency Assessment in Distributed Education)

  • Backwards design model of curriculum development

  • Integrates reflection on vocation as teacher

  • Integrates student reflection on learning

  • Faculty from Education, JST, Pastoral Ministries, Engineering, Business

  • GPPM distance education program under development



Enhancing teaching with technology

Online Global Presence of Markkula Center for Applied Ethics

  • MOOCs

  • Open and free to world, no credit

  • Unlimited enrollment

  • On key professional roles and life

  • roles

  • Revenue from use by professional

    organizations and corporations

  • Business Ethics for the Real World

    (4 week pilot module, Feb/Mar 2013)

  • To be followed by five other 4 week

    business ethics modules

  • Interactive Websites

  • Online dialogue on ethical dilemmas in

    professional fields, life roles, etc.

  • Some “evergreen dilemmas,” some from

    week’s news

  • Pilot: The Big Q (ethical dilemmas of

    college students)

  • Crowd sourcing case examples

  • Could be done in multiple languages

  • Creation of online moral communities

  • Existing Website

  • “Static” with 2000+ pages

  • Articles, Cases, Reports, Podcasts,

    Videos

  • 2.1 million unique visitors per year

  • 6,000 – 10,000 visitors per day