Title
Philosophy in Action: Developing a Rationale to Study Innovative Teaching Practices
Abstract
What does innovative teaching really mean? Georgia Gwinnett College (the nation's newest four year institution) has been charged with the mission to be innovative in an open access environment. This presentation seeks to define "innovation," "critical thinking," and "student engagement." The goals of this session are to: 1) briefly demonstrate the strategies used in the introductory course, 2) determine the meaning of the terms "innovation" and "critical thinking," and 3) develop strategies for assessing innovation. The structure of this presentation will be in the format of the introductory course. As a part of the presentation, a case study on designing a research protocol for assessing the effectiveness of a large lecture introductory course will be distributed to small groups of participants. Session attendees can expect to be involved in expanding notions of innovation, collaboration, and teaching.
Location
Room 1909
Recommended Citation
Haynes, Holly and Hancock, Thomas, "Philosophy in Action: Developing a Rationale to Study Innovative Teaching Practices " (2007). SoTL Commons Conference. 35.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/35
Philosophy in Action: Developing a Rationale to Study Innovative Teaching Practices
Room 1909
What does innovative teaching really mean? Georgia Gwinnett College (the nation's newest four year institution) has been charged with the mission to be innovative in an open access environment. This presentation seeks to define "innovation," "critical thinking," and "student engagement." The goals of this session are to: 1) briefly demonstrate the strategies used in the introductory course, 2) determine the meaning of the terms "innovation" and "critical thinking," and 3) develop strategies for assessing innovation. The structure of this presentation will be in the format of the introductory course. As a part of the presentation, a case study on designing a research protocol for assessing the effectiveness of a large lecture introductory course will be distributed to small groups of participants. Session attendees can expect to be involved in expanding notions of innovation, collaboration, and teaching.
