Challenges and Strategies for Advancing New Faculty Roles

July 19, 2017 § Leave a comment

Last Wednesday (July 12), I led a session at AAC&U’s Institute for Integrative Learning and Signature Work called New Faculty Roles in the Emerging Digital Ecosystem that focused on what new roles or identities faculty play as they advance integrative and applied learning in the emerging digital ecosystem. In the second half of the session, I asked four breakout groups to pick one of the new roles we had discussed or a role they could foresee being surfaced by their projects.  Breakout groups listed barriers and discussed strategies they might pursue to address those barriers.  I also asked them to consider the roles of contingent faculty in particular.  The ultimate goal was a toolkit for redefining faculty roles on their own campus. Groups discussed the following roles:

  • Experimenter
  • Data Guru
  • Designer
  • Learning Master

Below are the results of those discussions. « Read the rest of this entry »

Community-Engaged Signature Work in the Digital Ecosystem

July 13, 2017 § Leave a comment

Today, I led another session at AAC&U’s Institute for Integrative Learning and Signature Work.  Here are slides, a description, and references. See also my last post which gives instructions and links for the activity we did in that session: Activity: Community-Engaged Signature Work in the Digital Ecosystem

What skills, abilities, and habits of mind do today’s graduates need for their careers and to solve complex problems in a constantly changing, globally-connected world? How do we integrate liberal education and authentic learning experiences with our digitally-networked context? What does community-engagement look like in a virtual community? In this session participants will consider case-studies of technology-enhanced community-engaged learning drawn from Digital Pedagogy in the Humanities: Concepts, Models, and Experiments (co-edited by the session leader) with a focus on digital pedagogy keywords such as, Community, Digital-Divides, Fieldwork, Public, Race, and Social Justice. Participants will develop a curriculum that scaffolds self-directed digitally-augmented problem-solving from introductory to capstone level courses. Participants will explore innovative pedagogies, interrogate effective models for integrating authentic learning opportunities shaped by digital tools and resources at all levels, and work collaboratively to develop a toolkit and to-do list for encouraging this type of learning on their own campus. « Read the rest of this entry »

Activity: Community-Engaged Signature Work in the Digital Ecosystem

July 13, 2017 § Leave a comment

Today, I’m leading a session at AAC&U’s Institute for Integrative Learning and Signature Work that highlights examples of community-engaged signature work many of which are drawn from Digital Pedagogy in the Humanities: Models, Concepts, and Experiments, especially the keywords,  Community, Digital Divides, Fieldwork, Online, Public, Race, and Social Justice.  This post gives directions for one of the breakout activities we’ll do in this session. « Read the rest of this entry »

New Faculty Roles in the Emerging Digital Ecosystem

July 12, 2017 § Leave a comment

Picture of Tweet by Karrie Newby: Today, I led a session at AAC&U’s Institute for Integrative Learning and Signature Work that focused on what new roles or identities faculty play as they advance integrative and applied learning in the emerging digital ecosystem.  I began with a tweet from the Institute Opening plenary that points to one new role–Academic Spotter–playing of the role of a spotter in weightlifting.  Below are the description, slides, and references from that session.  Later, I’ll post the inventory of  challenges associated with three of those identities, as well as strategies to address them that session participants developed. « Read the rest of this entry »

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