Publications and Supplemental Materials

Permanent link for this collectionhttps://hdl.handle.net/2022/21607

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    Future Faculty Teaching Fellowship Study Survey
    (2023-04-09) Lam, Charmian; Drane, Leslie; Kearns, Katherine; Eyink, Julie; Hathorn, Helen; Stanard, Matthew; Tezel, Aybike; O'Neill, Melissa; Howard, Jay; Saam, Julie; Daleke, David
    The attached document shows the survey we distributed to current and past Future Faculty Teaching Fellowship participants to gauge an understanding of how the fellowship impacted them.
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    Genuine Representation: Removing Bias from Letters of Recommendation
    (2021-04-14) Demmerle, Samantha; Perry, Josh
    Letters of recommendation are a genre of writing that require reflection and transparency but are often riddled with bias and unintentionally discriminatory language. This workshop will introduce some best practices for letters of recommendation generally, as well as strategies for crafting letters for your students' performances that are equitable and describe their strengths and weaknesses without bias.
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    TLC Year 1 Topic and Reading List; TLC Year 2 Topic and Reading List; TLC Year 3 Topic and Reading List
    (2017) Drane, Leslie E.; Lynton, Jordan Y.; Cruz-Rios, Yarí E.; Watts Malouchos, Elizabeth; Kearns, Katherine D.
    These documents accompany a separate article currently under review for publication. The article is about a transgressive learning community held at Indiana University Bloomington's Center for Innovative Teaching and Learning. The files in this item are (1) a list of readings and topics from three years of the learning community and (2) mid-program and end-of-program assessment questions used during the learning community.
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    Learning Activities of IU Bloomington Students: Report of an Online Survey
    (2004) Kurz, Lisa; Perry, David; Smith, Ray
    This study attempts to determine what IUB undergraduates do and how much of it they do when they are academically engaged outside the classroom. We created an online survey and asked a random sample of IUB undergraduates to complete it, indicating what learning activities they engage in outside the classroom, how much time they spend on each activity, how they manage their time outside of class, and what factors interfere with their academic engagement. The results were analyzed both for the entire sample, and for various demographic subsets of the sample.
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    Learning Communities for Graduate Students: Supporting Scholarly Teaching
    (2013-04) Carpenter, Laura; Cassidy, Keely; Lederer, Alyssa; Sturts, Jill; Kearns, Katherine; O'Loughlin, Valerie
    Mid-career graduate students have unique needs related to developing their pedagogical skills and their knowledge of classroom-based research. Participants in this panel session will gain insights into the benefits of participating in a graduate student learning community and learn ways to incorporate aspects of such a program into their mentoring repertoire.
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    A rubric for scoring teaching philosophy statements
    (Journal on Excellence in College Teaching, 2010-03-19) O'Loughlin, Valerie Dean; Braun, Mark; Subino Sullivan, Carol; Kearns, Katherine D.
    The authors created a valid and reliable teaching statement scoring rubric to investigate and document the progression of graduate student instructors as scholarly teachers. Using the rubric, they detected significant positive changes between students’ draft and final teaching statements, particularly in criteria related to describing teaching methods and student assessment methods and in explaining those methods with respect to learning goals. However, student writing about teaching assessment methods remained unchanged. Unlike self-assessment writing tools, this rubric can be useful for faculty mentors and instructional consultants who wish to quantify the scholarly progression of writers and modify mentoring practice accordingly.