Transforming Teaching and Learning

Rapid diversification of the college-going population, a new digital ecosystem and new insights from learning science are changing the landscape of American higher education. My work on transforming teaching and learning is motivated by these changes, exploring how we can transform the learning experiences for our students in ways that are grounded in the literature on student learning and mindful of the challenges they will face in the future. The ultimate goal is to help ensure a diverse and educated population with employable skills for the next century of jobs, and a citizenry that is informed, civically engaged, and scientifically literate. My colleagues and I have carried out several projects to address the challenges that come with envisioning, designing and implementing transformed educational practices in a research university context. My participation in the Bay View Alliance (BVA), an institutional network to promote educational improvement, has been a major stimulus for these projects.

Projects

Supporting 21st Century Course Transformation. My colleagues and I have implemented two projects to promote student-centered course transformation and assess the impact on student learning:

CHRP: The Collaborative Humanities Redesign Project. CHRP is a three-year project in the humanities with KU colleagues Dan Bernstein and Amy Rossomondo, as well as Deandra Little (Elon University), Renee Michael (Rockhurst University), and Emily Sallee (Park University). supported by a grant from the Teagle Foundation. The main intervention involves building community on and across the four campuses to foster reflective teaching practice, and iteratively documenting teaching strategies and results through online course portfolios.

TRESTLE. Transforming Education, Stimulating Teaching and Learning Excellence. TRESTLE is aimed at transforming STEM courses at a network of 7 research universities, led by KU and supported by the National Science Foundation. With KU collaborators Caroline Bennett and Mark Mort, and colleagues on the other six campuses, we are implementing an intervention model that involves: 1) supporting department-embedded experts who collaborate with faculty to guide and support course transformation, and 2) building community around student-centered teaching at the department, cross-department and cross-institution levels.

Improving the Way We Document and Evaluate Faculty Teaching.  In Fall 2017, Doug Ward (CTE/Journalism) and I launched a new project to increase the recognition and reward of faculty efforts to improve student learning through better methods for reviewing and evaluating faculty teaching. Funded by a 5-year NSF grant, we are supporting department-level adaptation and use of a multi-dimensional rubric for reviewing faculty teaching. Grant partners Noah Finkelstein at the University of Colorado and Gabriela Weaver at the University of Massachusetts are carrying out parallel projects, and Ann Austin of Michigan State University is studying our implementations of the framework.

Empowering Faculty to Use Institutional Data. In January 2017, my colleagues and I received a mini-grant from the Association of American Universities Undergraduate STEM Education Initiative to  launch the 2-year KU STEM Analytics program. This program is designed to help faculty harness institutional data to address questions about teaching, learning, and student success. The overarching goal is to promote faculty-led course and curricular improvements that enhance undergraduate student learning, retention and progression to degree and eliminate long-standing achievement gaps for students from underserved groups.

Publications

Dennin, M., Feig, A., Finklestein, N., Greenhoot, A. F., Hildreth, M., Leibovich, A., Martin, J., Miller, E., Moldwin, M., O’Dowd, D., Posey, L., Schultz, Z., & Smith, T. L. (2017, August). Aligning Practices to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities.   CBE Life Sciences, 16.

Dennin, M., Feig, A., Finklestein, N., Greenhoot, A. F., Hildreth, M., Leibovich, A., Martin, J., Miller, E., Moldwin, M., O’Dowd, D., Posey, L., Schultz, Z., & Smith, T. L. (2017, August). Aligning Practices to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities. Association of American Universities/Research Corporation for Scientific Advancement.

Bernstein, D. & Greenhoot, A.F. (2014). Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses. Teaching and Learning Inquiry,2(1), 39-61.

Greenhoot, A.F. (2013). Using Scaffolding and Metacognitive Processes to Improve Critical Thinking in the Disciplines. In R. J. Thompson Jr. (Ed.), Changing the Conversation about Higher Education, pp.39-52. Lanham, Maryland:  R&L Education. ISBN: 978-1475801859

Greenhoot, A.F., & Bernstein, D. (2011/2012). Using the VALUE rubrics as a tool in evaluating a teaching innovation. Peer Review, Fall 2011/Winter 2012, 22-26.

Public Teaching Portfolio

Greenhoot, A.F. (2008/2014). The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning.  Public teaching portfolio available at http://cte.ku.edu/portfolios/greenhoot

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