Carla Vecchiola ICED, June 6th, 2018 Student Voices Uncovered in the History Survey and Faculty Voices Amplified by a Department Liaison Program Carla Vecchiola ICED, June 6th, 2018

Class Act Detroit Hip Hop Society

Question Educational developers encourage faculty to promote student-centered learning. Do we take our own advice? Do educational developers promote faculty- centered learning? In what ways?

History 112: American History Since 1865 Survey Course 30 students Multiple sections taught by different instructors Online: F16 & F17 $0 for students Alfred R. Waud, Mustered Out, Little Rock, Arkansas, April 20, 1865. Published in Harper's Weekly, May 19, 1866.

Face to Face Online Textbook chapter and 2-3 primary sources Short lecture 1-2 Activities in small groups Repeat on Thursday Online Short sections from free online textbook 2 Online Discussions in small groups mini research projects using primary sources

Sample Discussion (Excerpt): Triangle Shirtwaist Factory Fire, 1911 This discussion about the Triangle Shirtwaist Fire of 1911 will deepen the conversation about industrialization and progress that we started in last week's discussion. We are now going to be thinking more specifically about the impact of cities and industrialization on women and workers. Read this introduction. Then go to this page. Your task is to read 10-12 primary sources from at least two different sections. For your post in this discussion, answer these questions: What can you learn about what life was like in cities around 1911? What role did working class women play in city life? How did city life affect women? Provide at least one example from the readings in your online textbook. Choose two primary sources and post them in this thread. Explain what they can teach us about working women and urban life.

What do students say about practicing history? From student reflection papers: “This was the first time that I have ever worked with primary sources and I learned the importance of utilizing them. You get a first hand account and become more personally connected to the event.” “I find myself constantly wanting to learn more in this class, whenever I can I like to do further research than what is provided to make sure my response (and my knowledge) get the most out of the topic.”

How to implement in other disciplines? **Students were engaged and motivated because they were practicing history** How can Open Educational Resources allow students to practice the work of other disciplines? Primary Sources Data Sets Data Collection Case Studies Problem-based Learning Media Production Tools Community-based Projects Maps and GIS

Applying critical analysis skills to current sources From student reflection papers: “Our media driven world is so full of unreliable information that there is now such a thing as fake news. We need to be on high alert as we scrutinize the sources that provide information to us. This class has made me keenly aware of testing the sources of information.” “The most beneficial aspect of this class to me personally was being able to communicate with people from all different kinds of backgrounds and cultures[…] I will definitely take this experience and apply it to my life when it comes to listening to and understanding political opinions and opinions on current events in our country and around the world.” “Finally, the knowledge I have gained from this class has taught me that not only is it beneficial to consult history before reaching a conclusion, but more importantly to consider the viewpoints of others. Listening to someone else’s account of the same event or topic can offer information that you may have not previously considered. I think that is an excellent quality to have and the weekly discussions are ones which I won’t forget.” While the content taught in this course expanded my knowledge base by a considerable amount, the proper ways to participate in community forums, specifically ones with differing viewpoints, was the most crucial piece of this course in my mind.

Hub for Teaching and Learning Department Liaisons Introduces a teaching technique to campus through faculty-to-faculty outreach. Liaisons: attend a Hub workshop for a particular teaching technique consult with at least five faculty colleagues in their departments to introduce the technique receive $600 in professional development funds share brief descriptions of the faculty consultations

Hub Department Liaisons Transparent Assignments Winter 2017: Six Liaisons in 2 colleges AY 17-18: Six Liaisons in all 4 colleges Small Teaching Winter 2018: Two Liaisons in 1 college University of Michigan-Dearborn Undergraduate: 7,141 Graduate: 2,198 Faculty: 658 301 tenured/tenure-track 357 lecturers 5 of 14 Liaisons are lecturers

Hub Department Liaisons Engage faculty who do not normally attend center workshops Total Faculty consulted + Liaisons, Winter 2017 Rarely attended Hub workshops Did not attend Hub workshops 36 8 15

Turn to Your Neighbor Would (or does) the Department Liaison model work on your campus? Or would some other faculty-centered approach be a better fit? Brainstorm and chat!

Hub Department Liaisons Sample Application Language