Classroom Undergraduate Research Experiences (CUREs): Integrating Original Research into the Classroom
Steve Nold, Biology, assisted six science teachers in creating, implementing, and assessing the effectiveness of using classroom-based undergraduate research experiences (CUREs) to teach their laboratory courses. They spent fall semester reading literature and learning about CUREs and planning their learning objectives and assessments for their classroom scholarship projects. During spring semester, they implemented the CURE and assessed student learning. As a group, they submitted two abstracts for a national meeting of biology educators (Society for the Advancement of Biology Education Research, SABER) and one was accepted. Five of them attended this conference.
Integrating and Applying RSD and ACRL Frameworks
Sylvia Tiala, Technology Education, and Jessy Polzer, Library Learning Center, co-facilitated a CoP that helped participants integrate and apply the Research Skills Development (RSD) Framework and the ACRL Framework for Information Literacy (FIL). Members played with these flexible frameworks in the context of an existing course and developed a related instructional project. Personal reflection and cross-disciplinary discussion revealed pedagogical gaps, identified expertise blind spots, and re-framed approaches to research and/or information literacy skills development. This nation-wide, online CoP actively engaged participants from multiple institutions in discussion and submission of feedback and project materials.
Locally Sourced: Using Information to Reflect and Create
Heather Stecklein, University Archivist, for a second time, provided presentations and activities to CoP participants regarding elements of primary source literacy and classroom application. The goal was to assist instructors in collaboratively creating and evaluating classroom exercises related to media literacy, applied research, and the ethical presentation of information in class projects. This CoP explored local data, using primary resources according to the guidelines created by the Association for College and Research Libraries framework. The CoP also worked through ways to encourage students to identify their own place within scholarly and professional communications.
Sustainability Infused Across the Curriculum
Wendy Jedlicka, CPP, ISSP-SA, instructor in Stout’s Design Department, CoP facilitator, and the national coordinator for the Partnership for Academic Leadership in Sustainability (PALS), and an acknowledged leader in applied sustainability, guided instructors in infusing applied sustainability best practices into their curriculum. Using a hybrid format and content used with Stout's popular Intro to Sustainable Design and Development (DES150) course, individuals participated in a series of readings and exercises to identify opportunities where they meaningfully infused sustainability into one of their courses. Courses selected for the CoP didn’t have to be about sustainability, but instead this CoP looked for natural ways to include this topic into any course or standalone module.
User Experience (UX) Community of Practice
Mitch Ogden, Department of English & Philosophy and CoP facilitator, brought together faculty under the broad umbrella of user experience (UX), which included user-centered design, usability, human-computer interaction, user testing, interface design, playtesting, interaction design, and many other related areas. UX is a cross-disciplinary enterprise and this CoP provided a meaningful and sustained opportunity to bring faculty members together from different departments and programs to share ideas about teaching and research, fostering innovation and collaboration across campus. Industry is clamoring for graduates who have developed a robust UX perspective with the accompanying practical skills to put UX into action in many different contexts. We are calling together our critical mass of UX people at Stout to improve the teaching and learning of UX and create more opportunities around UX on our campus. Participants identified and pursued a professional or pedagogical goal or project (PoPGoP) and got together with CoP members twice a month: once to discuss our PoPGoPs—sharing ideas and expertise—and again to participate in an open UX symposium where participants took turns facilitating an activity or discussion for the larger campus community, including students.