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Virtual Communities of Practice: Scaling, Belonging, and Effective Feedback
PI Cristina Cottom
CO-I Angela Atwell
CO-I Lisa Martino
CO-I Sara Ombres
The purpose of this research study is to extend CTLE-W's previous research on virtual faculty learning communities (VCoP) by testing a new VCoP for scalability with an expanded participation pool. This study also seeks to increase the sense of belonging among non-collocated faculty participants and to use the VCoP to provide continuing education on effective feedback practices.This VCoP and the research study will last for 8 weeks during the fall and spring. As part of the participation in the VCoP faculty will complete several online asynchronous activities using VoiceThread to discuss effective feedback practices, as well as a survey at the beginning and end of their VCoP experience.
This research study is an extension and expansion of the Center for Teaching and Learning Excellence’s existing VCoP. In 2016, our research team was awarded a grant from the Professional and Organizational Development (POD) Network to create a VCoP tailored specifically to online adjunct faculty, which yielded positive findings. In this current study, we were awarded additional grant funds from POD to build upon this success by designing a VCoP that recruits from our entire faculty pool in order to measure how it affects their sense of belonging and to test the framework we created for scalability. In addition, this collaborative experience will not focus on teaching in a single modality, but will instead address a shared practice that is relevant to all instructors. Regardless of modality, all instructors can improve effective feedback practices. Therefore, in this extended and expanded VCoP all faculty will have an opportunity to explore practices around effective feedback. This research will contribute to the existing literature by studying the scalability of VCoPs in faculty development settings and test how participation in VCoPs promotes belonging among dispersed faculty members teaching in multiple modalities. In addition, this study will also result in the production of documents that will facilitate future VCoP development and will generate valuable co-created knowledge on effective feedback. This study will employ a mixed-methods design that will use both quantitative and qualitative data to analyze the results of the survey. In addition, data will be collected from VoiceThread, facilitator reflections, observation notes, and artifact analysis.
Categories: Faculty-Staff
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Media Literacy and Online Critical Thinking Initiatives
PI Diane Zorri
CO-I Ann Phillips
CO-I Daniel Gressang
CO-I Matthew Sharp
CO-I Mihhail Berezovski
CO-I Rachel Silverman
CO-I Steven Master
This project proposes a train-the-trainer professional development program for Volusia county’s secondary school educators to co-opt pedagogical tools and methods that challenge online violence mobilization narratives, increase awareness of violent extremist messaging and recruiting, and increase the capabilities of targeted populations to resist and counter messaging.
Participants of Embry-Riddle Aeronautical University’s train-the-trainer seminars will identify problematic online and media messages that could lead to radicalization to violent extremism, critically evaluate the problematic assumptions, data, or logic of those messages, and develop pedagogical strategies for teaching their own students to recognize and critically evaluate those messages. This applicant fulfills the grant program priority to achieve diversity of project type.Categories: Faculty-Staff
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