FIGS: [Re]Defining the Scholarship of Teaching and Learning
Abstract
Integrating basic undergraduate research principles into a Freshman Interest Group (FIG) instructional model is a transformative strategy that introduces first year students to the basic principles of creativity, inquiry and discovery. The FIG instructional model also suggests a need for [re]defining traditional scholarship of teaching and learning perspectives related to first year students. The facilitated topical discussion will focus on the potential role that FIG models play in introducing basic principles of undergraduate research to first year students in a series of developmentally sequenced foundation courses that strengthen skills in (a) research methodology, (b) critical thinking and (c) information literacy. The facilitator will share a set of sample FIG models that emerged from an institutional $1.6 million dollar U.S. Department of Education Title III Strengthening Institutions Grant. Participants will be asked to explore instructional models that promote the scholarship of teaching and learning from both an epistemological/pedagogical perspective as well as design a FIG instructional model that is interdisciplinary and makes connections among various branches of knowledge.
Location
Room 2908
Recommended Citation
Ratliff, Gerald Lee, "FIGS: [Re]Defining the Scholarship of Teaching and Learning " (2012). SoTL Commons Conference. 35.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/35
FIGS: [Re]Defining the Scholarship of Teaching and Learning
Room 2908
Integrating basic undergraduate research principles into a Freshman Interest Group (FIG) instructional model is a transformative strategy that introduces first year students to the basic principles of creativity, inquiry and discovery. The FIG instructional model also suggests a need for [re]defining traditional scholarship of teaching and learning perspectives related to first year students. The facilitated topical discussion will focus on the potential role that FIG models play in introducing basic principles of undergraduate research to first year students in a series of developmentally sequenced foundation courses that strengthen skills in (a) research methodology, (b) critical thinking and (c) information literacy. The facilitator will share a set of sample FIG models that emerged from an institutional $1.6 million dollar U.S. Department of Education Title III Strengthening Institutions Grant. Participants will be asked to explore instructional models that promote the scholarship of teaching and learning from both an epistemological/pedagogical perspective as well as design a FIG instructional model that is interdisciplinary and makes connections among various branches of knowledge.
