Faculty inquiry is a form of professional development by which faculty identify and investigate questions about their students’ learning and/or about their own professional practices. The inquiry process is ongoing, informed by evidence of student learning and undertaken in a collaborative setting. Findings from the process come back in the form of new curricula, new assessments, and new pedagogies. Faculty may then want to investigate methods and venues for presenting their findings to the larger professional community. The core work of faculty inquiry involves instructors asking questions about the teaching and learning that goes on in their own classrooms; seeking answers by consulting the literature, gathering and analyzing evidence, and engaging students in the process whenever possible; using what they find out to improve the experience of their students; and sharing this work with colleagues so that they and their students can benefit too. Usually, questioning begins with a problem the instructor has perceived—something that’s not going right. (Mary Huber, The Promise of Faculty Inquiry for Teaching and Learning Basic Skills, 13)
“SWIG FIG”— this group will explore the pedagogy of collaboration and integration*, especially with respect to designing effective integrative assignments for SWIG and other HIPs. Participants: Kathleen Wentrak, Jean Amaral, Jillian Abbott, Alisa Cercone, Barbara Lynch.
Improving students’ pass rates in courses requiring math – the FIG will examine how/if proficiency in remedial algebra (as determined by CUNY exit standards) correlates with success in introductory courses across disciplines requiring math. Participants: Jonathan Cornick, Karan Puri, Michael Guy, Carolyn King, Amy Traver, Vazgen Shekoyan, Urszula Golebiewska, Tirandai Hemraj-Benny, Derek Bruzewicz.
Creating an Effective Pedagogical Research Design* – determining the effectiveness of their teaching methods by creating formal research projects to measure outcomes is the goal of this FIG. Each participant will focus on her own teaching project, share her process with the larger group, and provide/receive feedback from other participants and facilitator during the 3-4 meetings during each semester. Participants: Dona Boccio, Aviva Geismar, Julita Haber, Christine Kim, Nina Sarkar, Mangala Tawde.
Pedagogy and Technology – reversing the order of typical technology-focused faculty development, the FIG will begin with the student learning outcomes faculty want to foster and then identify technologies that will provide opportunities for students to achieve those outcomes. Participants: Urszula Golebiewska, Jean Amaral, Franca Ferrari-Bridgers, Sandy Marcus.
Cross-disciplinary Listening Assessment – facilitated by faculty from the Speech Dept who are currently using a listening assessment instrument, this FIG will explore students’ listening needs in other disciplines and adapt the current assessment tool to other listening assessment contexts. Participants: Barbara Lynch, Rosanne Vogel, Franca Ferrari.
All groups will present their findings during a SP15 workshop/event hosted by CETL. Proposed products of these inquiries include C3iRG grant application, journal article(s), pedagogically sound assignments & syllabi for HIPs courses, and reliable evidence of the effectiveness of specified teaching methods.