What are Delta Participants Learning about the Practice of Teaching? NSF Supplement Pillar Study

1. What are Delta Participants Learning about the Practice of Teaching?NSF Supplement Pillar Study CIRTL Network Meeting – Project Update (10/21/10) Chris Pfund & Brian Manske University of Wisconsin-Madison

2. Research Data Final Evaluations • CC= The College Classroom, DCC = Diversity in the College Classroom, InEd = Informal Education, ETT = Effective Teaching with Technology, IMD = Instructional Materials Development, ISIF = International Students, International Faculty; CCLE = Creating a Collaborative Learning Environment, EL = Expeditions in Learning, Intern = Internship Seminar

3. Final Evaluation Questions • What major concepts* are you taking away from this course, program or activity that will affect your practice as an educator? If possible, please give 2‐3 specific examples. 2. Suppose that you were preparing to teach some scientific concept from your discipline (e.g., the nitrogen cycle, amplitude, statistical significance, human development in early childhood). Describe the steps that you would take to do so, based on what you’ve learned in this course, program or activity. *Please note: Questions did NOT specifically ask participants to name or describe the pillars

4. Study Objectives • Identify the teaching and learning themes present in participant responses to the two final evaluation questions • Examine the occurrence of pillar language and concepts within these themes

5. Themes Coded Active Learning & Student Engagement Assessment & Evaluation Career Related Classroom Environment Community Design (instructional, course, curriculum) Diverse Instruction (using) Diverse Students Group Work Inclusive Teaching Learning & Learners Learning Goals & Outcomes Learning Style Literature (education) Philosophy on Teaching or Learning Pillars - generic Pillars - LC (Learning Community) Pillars - LtD (Learning-through-Diversity) Pillars - TAR (Teaching-as-Research) Teacher Improvement Teacher Role Toolbox for Teaching Coding Bins w/ Example #036 CQ2: Concepts • I have learned to think about the ‘big ideas’ and what I really want students to be able to do and understand. I also will be a lot more careful about textbook use than a lot of my professors were when I was in college. CQ3: Application • I would first figure out what outside expectations there were (standards, tests), and incorporate those into the Big Ideas and Essential Questions I would come up with for the section. Then I would design a pre-assessment, and based on the results of that pre assessment I would design a lecture and activities that should result in the students being able to understand and express the big ideas. I would test this with a post-assessment using some of the same questions from the pre-assessment.

6. WORDLE (www.wordle.net) Words removed for readability: teaching, students, learning, class, concept, different

7. Theme Prevalence by Respondent

8. Learning Community (by name) Community Group Work Learning-through-Diversity (by name) LC Diverse Students LtD Inclusive Teaching TAR Learning Style Teaching-as-Research (by name) Assessment & Evaluation Learning Goals & Outcomes 0 20 40 60 80 100 120 140 160 180 Pillar Related Themes

9. Discussion Questions • What do we expect Delta Program (and CIRTL Network Program) participants to say about their teaching practice? What would be a satisfactory answer? What themes/ elements would it include? • Do we expect CIRTL Network participants to integrate the pillars into descriptions of their teaching practice? • By name? • Conceptually? • To what level of detail? • If we expect integration of the pillars and/or pillar-related concepts across the CIRTL Network, what participant outcomes will indicate success? • To what extent does common language matter in the CIRTL Network community?