把教室当成实验室! 参加一项RISE研究.
As student populations continue to diversify (美国教育委员会, 2019; U.S. 教育部, 2019), programs that 支持 faculty in effective teaching across differences grow in importance. 在Lindenwood, 15% of students are Black/African American, 4%是西班牙裔/拉丁裔, 22%是国际性的, and 34% of undergraduates are eligible for Pell Grants. Equity gaps exist for some student groups. Black undergraduates show 6% lower retention rates than white undergraduates and 15% lower 6-year graduation rates. They graduate in four years at about half the rate that international students do. Similar gaps exist for retention and graduation rates of Pell-eligible students.
Gawronski, Kuk, 和Lombardi(2016)说明, “The more faculty members are able to expand their repertoire of research-based instructional strategies that meet a wide variety of student needs, the greater impact they could have on student achievement” (p. 332). The 增加项目 aims to address these needs, and the Learning Academy seeks to assess and demonstrate its impact through research.
为了我们的RISE研究, we aim to connect the dots between faculty development and student learning, 测试RISE框架的实用性, and validate particular pedagogical strategies.
教师 members that participated in RISE research will be involved both as research participants and as co-creators of knowledge to help us discover if and how changes to pedagogy impact student learning and student experiences. This research project will be a collaborative basis for exploring grant funding, 学术报告, 并在这个领域发表文章.
研究# 1
总体概述
The purpose of the first RISE research study is to track the impact of incremental development on faculty outcomes and the impact of rigor, 包容, 支持, 和参与 enhancements on student outcomes. The study will begin in Fall 2021 and extend at least through Fall 2022.
对于这个行动研究, each faculty participant will implement small teaching changes to enhance one or more of the RISE pillars that they learn about through roundtables, 同伴指导, 和/或在线资源. 另外, faculty participants will help to provide self-report data, 教学和学习工件, and/or student perception data regarding the implemented teaching changes.
DATA COLLECTION AND ANALYSIS METHODS COULD INCLUDE
- 与教师参与者的访谈
- Surveys administered to faculty participants
- Observations of participants’ teaching
- Analysis of pre- and post- versions of assignments or other course elements
- 学生作业样本分析
- Analysis of student feedback collected via student course evaluations
- Collection of additional student feedback (e.g.、额外调查、焦点小组)
请注意
Any data collection involving students would be conducted with the full knowledge and assistance of the instructor. Feedback collected from students would be used for the purposes of the research study only and kept confidential, unless the faculty member elects to use that information for other purposes.
While faculty choose to discuss their implementation of new teaching strategies and any outcomes as part of their self-evaluation, participation in the RISE research study will not have any other bearing on standard faculty evaluation and/or employee standing with Lindenwood.
教师研究人员
The following group of faculty members will serve as researchers and participants for the first RISE research study.
Dr. 斯蒂芬妮Afful
科学技术学院， & 健康
RISE支柱:包容性
学期:2021年秋季
Dr. Javeria Farooqi
石膏商学院 & 创业
RISE支柱:严密性, Inclusiveness, Support and Engagement
学期:2021年秋季 and Spring 2022
Dr. 琳达莱维特
教育学院 & 人类服务
RISE支柱:严密性
学期:2022年春季
Dr. 米奇·纳赛尔
教育学院 & 人类服务
RISE支柱:包容性, Support and Engagement
学期:2021年秋季
Dr. 蕾妮·波特
石膏商学院 & 创业
RISE支柱:严密性
学期:2022年春季 and Fall 2022
Dr. 安娜Schnellmann
文学院 & 人文学科
RISE支柱:严谨性和参与度
学期:2022年春季
Dr. 苏珊娜Stoelting
科学技术学院， & 健康
RISE支柱:包容性
学期:2021年秋季
Dr. 梅根Woltz
科学技术学院， & 健康
RISE支柱:包容性
学期:2021年秋季
Interested in learning more or participating? 看看这个教员指南 to RISE Research (and use this to help you co-design your participation) and email learningacademy@kolaydilekce.com or Shenika哈里斯.
研究# 2
总体概述
The purpose of the second RISE research study is to track the results of intensive development experience and course redesign on faculty and student outcomes. The study will begin in Spring 2022 and extend at least through Summer 2023.
对于这项研究, a small cohort of full-time faculty will focus on redesigning courses that could be enhanced through increased rigor, 包容, 支持, 和参与. 教师 participants will complete a variety of activities such as attending the RISE Course Design Institute, redesigning and delivering their course during the 2022-2023 academic year, and providing pre- and post-intervention data.
DATA COLLECTION AND ANALYSIS METHODS COULD INCLUDE
- 与教师参与者的访谈
- Surveys administered to faculty participants and students
- Observations of participants’ teaching
- Analysis of pre- and post- versions of assignments or other course elements
- Analysis of samples of student assessments
- Analysis of student feedback collected via student course evaluations
- Collection of additional student feedback (e.g.、额外调查、焦点小组)
教师研究人员
The following group of faculty members will serve as participants for the second RISE research study.
Dr. 迈克Ibele
科学技术学院， & 健康
马蒂亚斯•伍德
科学技术学院， & 健康
Dr. 特伦顿奥尔森
文学院 & 人文学科
Dr. 克里斯。史密斯
文学院 & 人文学科
Dr. 梅根·杜利·哈斯曼
教育学院 & 人类服务
Dr. 阿里尔·罗宾逊
教育学院 & 人类服务
Dr. 安妮特纳加尔
石膏商学院 & 创业
艾比韦伯
石膏商学院 & 创业
参考文献
美国教育委员会. (2019) Race and Ethnicity in Higher Education: A Status 报告. http://www.equityinhighered.org/resources/report-downloads/
Gawronski, M.库克，L., & Lombardi,. L. (2016). Inclusive instruction: Perceptions of community college faculty and students pertaining to universal design. 高等教育杂志 & 29岁的残疾, 331–347.
U.S. 教育部, National Center for Education Statistics. (2019). 教育文摘 统计,2018 道理,2020 - 009年). 从检索 http://nces.ed.gov/fastfacts/display.asp?id=60.
