Priorities:CSM Faculty Project - Revision history

Mmattjik: /* Description */

2020-11-15T00:56:43Z

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Mmattjik at 19:00, 12 November 2020

2020-11-12T19:00:00Z

Mmattjik: /* Description */

2020-11-12T18:49:06Z

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Mmattjik at 18:47, 12 November 2020

2020-11-12T18:47:27Z

Mmattjik at 16:20, 12 November 2020

2020-11-12T16:20:44Z

Mmattjik at 16:17, 12 November 2020

2020-11-12T16:17:54Z

Mmattjik at 16:15, 12 November 2020

2020-11-12T16:15:58Z

Mmattjik: /* Description */

2020-11-10T22:25:55Z

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LaurieMoore: added bio link to top

2020-11-09T14:40:36Z

added bio link to top

Humera: clarifying milestones for Fall 2020 and Spring 2021

2020-11-02T13:18:19Z

clarifying milestones for Fall 2020 and Spring 2021

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 A CoP in authentic learning can be a portal for best practices in academics also by extension a way to curate ongoing students’ projects. Namely projects that are done by UIF-s but also ones done by a number of growing entities on campus who practice and support authentic learning, such as Democratize Creativity.  There is also a university committee that aims for a positive culture change and end the notion of “surviving Mines”, and instead for community members to “thrive @ Mines”. Hence, having a CoP like this might seed a conversation about stimulating the love for learning instead of external motivation to study as means to an end.
-While all of these entities potentially can be the core group/active members, the alumni group and staff might be good peripheral members, especially with practical experience in their respective fields. One particular practice that comes to mind is reflective practices in the workplace and how it benefits ones’ career in the long run. To add to this group, there is our Trefny Innovative Instruction Center and the Career Center at Mines. Though the degree of participation ultimately becomes an individual commitment. As a Faculty Innovation Fellow, I aim to coordinate and cultivate the start of this CoP.  Examples of activities/work to be done: guest speaker series, round table discussions, pop-up classes, a wiki site to sustain/maintain ongoing student projects, a list of references and best practices hosted by Mines library, a sustainable scholarship fund, story-telling/open mic night in collaboration with student activities, hands-on workshops. </br>
+While all of these entities potentially can be the core group/active members, the alumni group and staff might be good peripheral members, especially with practical experience in their respective fields. One particular practice that comes to mind is reflective practices in the workplace and how it benefits ones’ career in the long run. To add to this group, there are the Entrepreneurship and Innovation Center, Trefny Innovative Instruction Center and the Career Center at Mines. Though the degree of participation ultimately becomes an individual commitment. As a Faculty Innovation Fellow, I aim to coordinate and cultivate the start of this CoP.  Examples of activities/work to be done: guest speaker series, round table discussions, pop-up classes, a wiki site to sustain/maintain ongoing student projects, a list of references and best practices hosted by Mines library, a sustainable scholarship fund, story-telling/open mic night in collaboration with student activities, hands-on workshops. </br>
 [[File:Degrees of Community Participation.png|thumb|[http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf Degrees of Community Participation]]]

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 A Community of Practice solidifies a reason to be passionate about knowledge in a subject and serves as an enterprise of collective actions to support it. As described by Wenger below, the degrees of community participation align with my idea of having UIF in the center, but still engaging with entities on campus that supports the goal in providing authentic learning experiences for students at Mines. “Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life” (ACEL)
-There are pathways to innovation and learning defined by the University Honors and Scholars Program. They support students in their interests in learning research, entrepreneurship endeavors, scholarly honors pedagogy, leadership skills, etc. Formal ways to support authentic learning will still be needed in spite of the CoP.  This CoP would enhance these efforts and also involve other perspectives from staff and/or alumni who would also like to invest their time and efforts to the cause.   Another example of existing efforts is the signature students experience/core curriculum committee who is formulating a new way to approach distinctive learning at Mines. This CoP can be a sounding board for the various proposals being made.
+There are already pathways to innovation and learning defined by the University Honors and Scholars Program. They support students in their interests in learning research, entrepreneurship endeavors, scholarly honors pedagogy, leadership skills, etc. Formal ways to support authentic learning will still be needed in spite of the CoP.  This CoP would enhance these efforts and also involve other perspectives from staff and/or alumni who would also like to invest their time and efforts to the cause.   Another example of existing efforts is the signature students experience/core curriculum committee who is formulating a new way to approach distinctive learning at Mines. This CoP can be a sounding board for the various proposals being made.
 A CoP in authentic learning can be a portal for best practices in academics also by extension a way to curate ongoing students’ projects. Namely projects that are done by UIF-s but also ones done by a number of growing entities on campus who practice and support authentic learning, such as Democratize Creativity.  There is also a university committee that aims for a positive culture change and end the notion of “surviving Mines”, and instead for community members to “thrive @ Mines”. Hence, having a CoP like this might seed a conversation about stimulating the love for learning instead of external motivation to study as means to an end.

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 ===Description ===
-A Community of Practice solidifies a reason to be passionate about knowledge in a subject and serves as an enterprise of collective actions to support it. As described by Wenger below, the degrees of community participation align with my idea of having UIF in the center, but still engaging with entities on campus that supports the goal in providing authentic learning experiences for students at Mines. “Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life” (ACEL) </br>
+A Community of Practice solidifies a reason to be passionate about knowledge in a subject and serves as an enterprise of collective actions to support it. As described by Wenger below, the degrees of community participation align with my idea of having UIF in the center, but still engaging with entities on campus that supports the goal in providing authentic learning experiences for students at Mines. “Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life” (ACEL)
 There are pathways to innovation and learning defined by the University Honors and Scholars Program. They support students in their interests in learning research, entrepreneurship endeavors, scholarly honors pedagogy, leadership skills, etc. Formal ways to support authentic learning will still be needed in spite of the CoP.  This CoP would enhance these efforts and also involve other perspectives from staff and/or alumni who would also like to invest their time and efforts to the cause.   Another example of existing efforts is the signature students experience/core curriculum committee who is formulating a new way to approach distinctive learning at Mines. This CoP can be a sounding board for the various proposals being made.

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 ===Description ===
-A Community of Practice solidifies a reason to be passionate about knowledge in a subject and serves as an enterprise of collective actions to support it. As described by Wenger below, the degrees of community participation align with my idea of having UIF in the center, but still engaging with entities on campus that supports the goal in providing authentic learning experiences for students at Mines. “Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life” (ACEL)
+A Community of Practice solidifies a reason to be passionate about knowledge in a subject and serves as an enterprise of collective actions to support it. As described by Wenger below, the degrees of community participation align with my idea of having UIF in the center, but still engaging with entities on campus that supports the goal in providing authentic learning experiences for students at Mines. “Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life” (ACEL) </br>
 There are pathways to innovation and learning defined by the University Honors and Scholars Program. They support students in their interests in learning research, entrepreneurship endeavors, scholarly honors pedagogy, leadership skills, etc. Formal ways to support authentic learning will still be needed in spite of the CoP.  This CoP would enhance these efforts and also involve other perspectives from staff and/or alumni who would also like to invest their time and efforts to the cause.   Another example of existing efforts is the signature students experience/core curriculum committee who is formulating a new way to approach distinctive learning at Mines. This CoP can be a sounding board for the various proposals being made.

@@ Line 14: / Line 14: @@
 A CoP in authentic learning can be a portal for best practices in academics also by extension a way to curate ongoing students’ projects. Namely projects that are done by UIF-s but also ones done by a number of growing entities on campus who practice and support authentic learning, such as Democratize Creativity.  There is also a university committee that aims for a positive culture change and end the notion of “surviving Mines”, and instead for community members to “thrive @ Mines”. Hence, having a CoP like this might seed a conversation about stimulating the love for learning instead of external motivation to study as means to an end.
-While all of these entities potentially can be the core group/active members, the alumni group and staff might be good peripheral members, especially with practical experience in their respective fields. One particular practice that comes to mind is reflective practices in the workplace and how it benefits ones’ career in the long run. To add to this group, there is our Trefny Innovative Instruction Center. Though the degree of participation ultimately becomes an individual commitment. As a Faculty Innovation Fellow, I aim to coordinate and cultivate the start of this CoP.  Examples of activities/work to be done: guest speaker series, round table discussions, pop-up classes, a wiki site to sustain/maintain ongoing student projects, a list of references and best practices hosted by Mines library, a sustainable scholarship fund, story-telling/open mic night in collaboration with student activities, hands-on workshops. </br>
+While all of these entities potentially can be the core group/active members, the alumni group and staff might be good peripheral members, especially with practical experience in their respective fields. One particular practice that comes to mind is reflective practices in the workplace and how it benefits ones’ career in the long run. To add to this group, there is our Trefny Innovative Instruction Center and the Career Center at Mines. Though the degree of participation ultimately becomes an individual commitment. As a Faculty Innovation Fellow, I aim to coordinate and cultivate the start of this CoP.  Examples of activities/work to be done: guest speaker series, round table discussions, pop-up classes, a wiki site to sustain/maintain ongoing student projects, a list of references and best practices hosted by Mines library, a sustainable scholarship fund, story-telling/open mic night in collaboration with student activities, hands-on workshops. </br>
 [[File:Degrees of Community Participation.png|thumb|[http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf Degrees of Community Participation]]]

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 ===An Innovation Portfolio ===
-In our Integrative Design Studios class for our Bachelor's of Science in Engineering degree, I created a curriculum for the first year studio -- part of a 4 yearlong studio series. This is what we named the “Choose Your Own Adventure” (CYOA) module. For context, we have a series of design sprints students do in their teams, i.e. SDP or Social Design Pathways and DFF or Design for the Future -- This is loosely connected with the CoP, I am showcasing my ability to create a lesson plan that displays authentic learning, which gives students opportunity for agency, latitude and creativity.
+In our Integrative Design Studios class for our Bachelor's of Science in Engineering degree, I created a curriculum for the first year studio -- part of a 4 yearlong studio series. This is what we named the “Choose Your Own Adventure” (CYOA) module - borrowing the term CYOA, also used in the Thorson First Year Honors Program. For context, we have a series of design sprints students do in their teams, i.e. SDP or Social Design Pathways and DFF or Design for the Future -- This is loosely connected with the CoP, I am showcasing my ability to create a lesson plan that displays authentic learning, which gives students opportunity for agency, latitude and creativity.
 In CYOA students are challenged to reiterate their design outcomes from previous design sprints. After interviewing a subject matter expert/stakeholder relevant to the project, they are to choose two of the 4 challenge modules to further validate their design outcome: entrepreneurship, stakeholder analysis, prototyping and testing.

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 ===Key Milestones===
-* Fall 2020 - (1) Pitch to the Labriola Center for a possible physical "home" for this Community of Practice. (2) Brainstorm on recruitment of active group beyond the core.
+* Fall 2020 - (1) Pitch to the Labriola Center for a possible physical "home" for this Community of Practice and/or complete application for a Signature Student Experience Proposal (2) Brainstorm on recruitment of active group beyond the core.
 * December 2020: Finalize Concept on Joint Enterprise (by Coordinator)
 * Spring 2021 - (1) Creating an online presence where people can collaborate and/or curate authentic learning projects to date -- starting with the core and active group. (2) An "activation workshop" to think about activities to further define authentic learning at Mines (jargon/term sharing, mindset molding, undoing the status quo on learning, stopgaps, and sustainability).

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 __FORCETOC__
 =Project Name: CoP in Authentic Learning =
 ===Why is this project important to you, your department, & your Fellows? ===

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 ===Key Milestones===
 * December 2020: Finalize Concept on Joint Enterprise (by Coordinator)
 * March 2021: Terms for Mutual Engagement (by Coordinator and Core Group)
 * June 2021:  Defining the Shared Repertoire (by Coordinator and Core Group)