FLCs for 2009-2010

Academic Upcycling: Improving Student Scholarship through Assignment Design

Caroline Barratt and Nadine Cohen, University Libraries
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.
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Collaborative Learning and Critical Thinking: Theory and Practice

Dr. Denise P. Domizi, Center for Teaching and Learning
Cara Gormally, Center for Teaching and Learning

We often say that we want our students to be “critical thinkers,” but how can we use collaborative learning methods in the classroom to promote critical thinking? This FLC will explore the theory and practice of in-class collaborative learning methods as an approach to promote higher-order thinking and problem-solving skills.

(Re)Creating Courses for Significant Learning

Dr. Paul Quick, Center for Teaching and Learning
Consider this FLC the course-design equivalent of “This Old House,” “Extreme Makeover,” or “Field of Dreams.” But if you build it, will they learn? Starting out with the premise that most pedagogical problems and challenges can be addressed through careful course design, this FLC will begin with some reading, discussion, and reflection about what we want our students to know and be able to do after they take our respective classes.

Reacting to the Past

Prof. Keith Dix, Classics
“Reacting to the Past” is an innovative pedagogy using historical games, which engage students in active learning as they lead each other in explorations of great texts in the history of ideas. The games are appropriate not only for courses in history and Western civilization, but also in anthropology, communications, education, English, history of science, philosophy, political science, religion, and women’s studies.

Participants in this FLC will experience Reacting by playing one of the current games. They will explore the use of Reacting pedagogy in a wide variety of courses and classroom settings and the process of creating their own games.

The Shift to the Visual

Dr. David Noah, Center for Teaching & Learning
One hundred and eighty-three years ago there was one photograph in the world.

Globalizing the Curriculum: Trends, Driving Forces, Cross-Cultural Exchanges

[continuing from 08-09]

Uttiyo Raychaudhuri, Warnell School of Forestry and Natural Resources
The numbers of international students and faculty at UGA are also on the rise, increasing the chances of cultural exchange throughout the university, Athens and surrounding communities. Are UGA students prepared to interact and thrive in this new community of diversity?

The goal of this FLC is to offer an opportunity for faculty to share their best practices, techniques and resources about how they make their curricula “global” in terms of preparing UGA students for the world within and beyond U.S. borders

Interdisciplinary Qualitative Research Workgroup

[continuing from 08-09]

Prof. Corey W. Johnson, Program Coordiantor, Recreation and Leisure Studies Program
Prof. Melissa Freeman, Lifelong Education, Administration, and Policy

Do you love exploring and trying to make sense of the different epistemological and theoretical approaches to interviewing and observing and collecting and analyzing documents and other artifacts? Qualitative research methods, design, and conceptual frameworks draw from all of the academic areas that study human behavior and experience.