Successful at Scale: 500 Faculty, 39 Classrooms, 6 Years: A Case Study

Despite trending investment in active learning infrastructure to support student learning, inclusion, and career preparedness, few universities have achieved the orchestration of campus stakeholders and pedagogical reform at scale. This article presents a process-oriented model for developing faculty and students for success in these evolving academic environments. Key features of the model developed include: holistic and strategic involvement of campus teams, rapid iteration of a portfolio of learning space types, and flexible, future-proofed spaces aligned with faculty preparedness. This approach can be translated to inform hyflex teaching and learning planning as institutions pivot to serve students in a post-pandemic world

Taking Teaching and Learning Seriously: Approaching Wicked Consciousness through Collaboration and Partnership

The ongoing COVID-19 pandemic has demanded large-scale collaboration within all organizations, including higher education, and taking teaching and learning seriously, in this moment, means leveraging partnerships to address the wicked (large, complex) problems cited by Bass (2020). These problems are not ours alone to solve; rather, we make the case for a “wicked consciousness,” an amalgam of perspectives, in educational development. Guided by intellectual humility, our success as educational developers ought to be measured by the quality of our collaborations as well as our ability to learn with others, form equitable partnerships, and lead others by our example

What Do You Want Me to Do with This?: Teaching Students How to Work with Information Sources

For today’s college students, finding information is often the easiest part of the research and writing process. What is far more challenging is developing the requisite skills needed to use information sources effectively. Helping students learn how to work purposefully and thoughtfully with sources cannot be achieved in a one-shot instruction session. At our university, librarians and composition instructors have collaborated to develop instructional scaffolding that helps students to actively engage with information sources and the contexts in which these are created, evaluated, and used. The presenters (a librarian and composition instructor) will share classroom activities they developed to address shared learning outcomes in their information literacy and writing curricula. In a variation on the traditional annotated bibliography assignment, the presenters developed exercises designed to help students conceptualize information need in terms of the rhetorical purposes that drive how writers deploy sources in research-based writing. A subsequent assignment asks students to use Prezi (a presentation software) to visually represent the dynamics of the scholarly conversations they have unearthed in their research. As they explore and chart how scholars critically engage with the claims and arguments of other scholars in order to test, formulate, and refine their own positions, students gain insight into the value of sources as well as the processes by which new knowledge is created. In this way, the foundation is laid for the students’ own entry into scholarly conversation

Unpacking Systems: The Boardgame

Description of Game from Intellectual Property Registration: This board game unpacks existing systems by facilitating conversation through role playing and storytelling. Players draw a "role" card, which is kept secret, and tell stories from their role's perspective based on a "theme" card determined by a dice role