Course Development Seminar Analysis, Fall 2020 - Present
In a collaboration with DEI and educational development expert Dr. Kathy Takayama, the CTL hired three students to partner on analyzing data from the 2020 course development seminar in which 155 faculty participated for six weeks. The faculty engaged in reading, assignments, weekly discussion boards and synchronous topical workshops. Kathy was a facilitator of two 30-faculty cohorts in the summer seminar and then became a fantastic partner and consultant for the foundation of this research project. We developed a theory of change framework on and through which we articulated an (iterative) aspirational statement and then built our assessment strategy. We have been lucky to be working closely with Tylar Matsuo ('24), Jessica Yu ('22), and Ryan Yu ('22) who have completed many hours of qualitative coding, social network analysis (including beautiful and insight producing visualizations), literature review, interpretation, and report writing (coming soon!).
Student Focus Group Project, Fall 2018 - Spring 2019
PRA Reflections Video and Transcript
During the Fall of 2018 the CTL engaged two specific areas of exploration in order to support broader equity and inclusion initatives at Amherst College.
The first was to gain insight into how students experienced course level feedback mechanisms. This tied into the College's efforts to create an effective common evaluation form which was collaboratively developed over the academic year and passed by the faculty as a pilot in Spring of 2019. Riley Caldwell-O'Keefe partnered with pedagogical research associates Julia Turner ('19), Marco Trevino ('20), and Ryan Yu ('22) on this project.
The second was to better understand effective inclusive pedagogies in STEM. This project was informed by the ongoing CTL partnership with the HSTEM initiative. Sarah Bunnell and Thea Kristenson partnered with Billy Jang ('19) and Kelly Kim ('19) on this project.
These five Amherst students and the team staff engaged in training at Southern New Hampshire University with Charlie Blaich and Kathy Wise of the Center of Inquiry at Wabash College for students to take the lead on designing and implementing student focus group projects. The students worked in their respective teams over the course of the fall to develop the research question and protocols and then run a total of almost 20 student focus groups in the Fall of 2018. The students then transcribed, coded, and discussed the focus group conversations before making recommendations and participating in larger institutional conversations relevant to their focus.