FLCs for 2007-2008
Academic Upcycling: Improving Student Scholarship through Assignment Design
Caroline Barratt, Nadine Cohen, Deb Raftus
Today's undergraduates think of themselves as savvy researchers who can find anything they need using Google or Wikipedia, whether they're writing a paper or looking for a movie listing. Prying them away from the unmediated Internet and into the realm of serious academic research is one of the important challenges facing pedagogy today. This Faculty Learning Community will explore ways to infuse active-learning research activities into the classroom without necessarily requiring the traditional research paper.
Collaborative Learning: Class Environments that Value Cooperation over Competition
Dr. Mark Huber and Dr. Rob Shewfelt
UGA undergraduate culture is based on individual performance and competition, but much of life beyond the classroom requires an ability to collaborate. Although Teams are used in many courses, many students get “teamed” out and fail to appreciate the value of working in teams. Constructive or simulated learning environments attempt to create “Real Life” situations that motivate students to go beyond memorization and recitation to application, but assessment of learning is problematical. To this end Mark Huber (Management Information Systems) and Rob Shewfelt (Food Science) have teamed up to organize an interdisciplinary Faculty Learning Community to< >develop techniques that more effectively use collaborative exercises in courses,apply these techniques in classroom settings of the members of the Learning Community, andassess the effectiveness of these applications in improving student learning.more information...
Dr. David Noah
"The world is made of stories, not atoms."
The digital revolution is creating new ways to tell stories through the use of graphics, sound, music, animation, and interactivity. This FLC will explore the uses of digital storytelling in the classroom.
Feminist and Anti-Racist Teaching as Praxis
Dr. Chris Cuomo
This faculty learning community will provide a place to explore the meaning and significance of feminist and anti-racist pedagogies, the relationships between them, and the real possibilities for integration of such teaching and learning methods into courses at UGA. A guiding theme will be the connections between work in the classroom and work in wider communities.
Integrating Qualitative Data Analysis Tools into Qualitative Research and Teaching
Dr. Linda Gilbert
Are you a qualitative researcher?
Are you aware of qualitative data analysis software programs – NVivo. Nud*Ist, Atlas-ti, etc. – but haven’t had time to “really get into them”?
Are you concerned about supervising graduate students who are learning software on their own?
Would you like to find ways to introduce these kinds of software programs into your classes?
Service-Learning: Supporting Student Engagement and Faculty Research
Dr. Gayle Andrews and Dr. Kathy Thompson
Over the past few years, the university has strengthened its commitment to its mission as a land grant institution by providing support for the integration of service-learning into university curricula (e.g., establishing the Office of Service-Learning, providing professional development for faculty, and funding service-learning grants). As a result, more UGA faculty are providing students with opportunities to address community needs, issues, and problems through the application of academic knowledge and skills they gain in their coursework. Yet, even as faculty experience the successful integration of service-learning into their teaching, they may also experience the challenges associated with researching service-learning endeavors. This Faculty Learning Community will explore opportunities for conducting research related to service-learning at UGA. Our work will take place in a collaborative setting that supports shared leadership, focused and productive conversations, and collegial relationships.
Visual Thinking: New Strategies for Using Visual Material in the Digital Era
Teaching with visual materials has become a very different and much improved endeavor over the past decade. This is attributed to the exponential growth of the Web and the development of common imaging technologies. The “digital age” invites us to improve our methods of teaching by incorporating such modes of visual thinking into disciplines not traditionally thought of as being image based.