Event Title

Sharks in Blue Oceans – How NSU Freshmen are Becoming Civic-Minded Professionals

Speaker's Credentials

Marti Snyder, PhD, is an associate professor in the Department of Information Systems and Cybersecurity in the College of Engineering and Computing at Nova Southeastern University. She teaches undergraduate and graduate courses in learning design and technology, online communities, design thinking, project management, and computing privacy and ethics. She researches effective designs for teaching and learning in blended, online, mobile, and virtual learning environments; socially conscious design; information technology and end-user information systems, workplace learning, project management, and issues relating to technology use among older adults. Her work crosses multiple disciplines including education, engineering, information systems, and health professions.

Marti has published articles in national and international journals including Educational Technology Research and Development, Online Learning Journal, The International Journal of Designs for Learning, The Internet and Higher Education, Journal of Instruction Delivery Systems, and The Qualitative Report.

Ms. Sarin Itty is a freshman student in the Halmos College of Natural Sciences and Oceanography and the Razor's Edge Scholars Program (Research) at Nova Southeastern University.

Ms. Kayla Cepek is a freshman student in the College of Arts, Humanities, and Social Sciences.

Location

Auditorium A

Format

Podium Presentation

Start Date

21-1-2017 10:35 AM

End Date

21-1-2017 11:05 AM

Abstract

Introduction: UNIV1000 – First Year Seminar (FYS) is a course that was introduced to NSU students in Fall 2016. The purpose of the course is to introduce first-year students to opportunities and experiences that are unique to the university and also help them to make a successful transition to college life. Students learn about and engage in various campus resources including social events, academic success programs, and opportunities for personal and cultural enrichment. Purpose: Given this year’s conference theme of Active Learning: Theory, Practice, and Evidence, I will describe my first experience designing and teaching FYS in a blended learning environment with a focus on the academic theme of civic engagement education and becoming a civic-minded professional. Sarin and Kayla will describe their experience as students in this course. Description of Innovation: Using actual examples and artifacts from the course, we will describe the classroom activities, group, and individual assignments that addressed the needs of our campus and the community. We will share how a culminating digital online portfolio assignment, Sharks in Blue Oceans, was used to help students reflect on their personal and professional identities and how they can be active citizens and make a difference in the world. Outcomes: This is a design case. Design cases focus on design knowledge, which is distinct from knowledge produced by traditional research (Boling, 2010). Design cases are based on precedent and sharing design decisions. We will share the design successes and failures (i.e., what worked, what didn't work, and how the design of the course could be improved) as these are critical components to the improvement of design work. Discussion: In the research and practice of design, the sharing of knowledge-in-practice through design representations (e.g., artifacts), experiences, and a detailed discussion of the design decision-making process is critical (Boling, 2010). These design cases help other novice and expert designers, researchers, and teachers gain a better understanding of the unique aspects of the design and the decisions that occurred along the way. Key words: active learning; blended learning; civic engagement; civic-minded professionals; design case; first year seminar; instructional design; public sphere pedagogy Reference: Boling, E. (2010). The need for design cases: Disseminating design knowledge. International Journal of Designs for Learning, (1),1, 1-8. Available at: https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/919/978

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Jan 21st, 10:35 AM Jan 21st, 11:05 AM

Sharks in Blue Oceans – How NSU Freshmen are Becoming Civic-Minded Professionals

Auditorium A

Introduction: UNIV1000 – First Year Seminar (FYS) is a course that was introduced to NSU students in Fall 2016. The purpose of the course is to introduce first-year students to opportunities and experiences that are unique to the university and also help them to make a successful transition to college life. Students learn about and engage in various campus resources including social events, academic success programs, and opportunities for personal and cultural enrichment. Purpose: Given this year’s conference theme of Active Learning: Theory, Practice, and Evidence, I will describe my first experience designing and teaching FYS in a blended learning environment with a focus on the academic theme of civic engagement education and becoming a civic-minded professional. Sarin and Kayla will describe their experience as students in this course. Description of Innovation: Using actual examples and artifacts from the course, we will describe the classroom activities, group, and individual assignments that addressed the needs of our campus and the community. We will share how a culminating digital online portfolio assignment, Sharks in Blue Oceans, was used to help students reflect on their personal and professional identities and how they can be active citizens and make a difference in the world. Outcomes: This is a design case. Design cases focus on design knowledge, which is distinct from knowledge produced by traditional research (Boling, 2010). Design cases are based on precedent and sharing design decisions. We will share the design successes and failures (i.e., what worked, what didn't work, and how the design of the course could be improved) as these are critical components to the improvement of design work. Discussion: In the research and practice of design, the sharing of knowledge-in-practice through design representations (e.g., artifacts), experiences, and a detailed discussion of the design decision-making process is critical (Boling, 2010). These design cases help other novice and expert designers, researchers, and teachers gain a better understanding of the unique aspects of the design and the decisions that occurred along the way. Key words: active learning; blended learning; civic engagement; civic-minded professionals; design case; first year seminar; instructional design; public sphere pedagogy Reference: Boling, E. (2010). The need for design cases: Disseminating design knowledge. International Journal of Designs for Learning, (1),1, 1-8. Available at: https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/919/978