Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101

Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101

Bibliographic Details
Main Author: Jones, Emily Lynn
Language:English
Published: The Ohio State University / OhioLINK 2006
Subjects:
Education
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1407148182
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu14071481822021-08-03T06:26:42Z Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101 Jones, Emily Lynn Education The goal of this research is to investigate the design, teaching and administration of large-population biology courses. A secondary purpose of this study is to understand how faculty interpret and accept the existing design of a visual syllabus learning tool for aiding guided discovery pedagogy in Biology 101. The design of the visual syllabus tool is intended to aid and reinforce the transition from a traditional lecture model to a guided discovery learning pedagogy.To explore the nature of the instructional system, I have chosen a qualitative case studies approach relying on narrative interviews with faculty and staff. Data from these interviews are split into four categories — strategy, politics, culture and emotions. This led to a deeper understanding into the process of teaching large undergraduate non-majors science classes and how to better support the faculty, staff and ultimately the students through different design approaches and instructional tools.I examined the goal alignments that occurred between multiple stakeholders in the system as a way to develop insight into the objectives and complexities they shared. Interviews with faculty and support staff were synthesized and compared along with document analysis of syllabi, and student evaluations.Inquiry into the issues surrounding the visual syllabus tool took the form of a design critique. By making the guided discovery pedagogy observable, the visual syllabus aims to allow students, staff, and faculty to better anticipate, understand, and coordinate within its framework. Faculty expressed their understanding of the tool, and reflected on how it interacted with their goals and expectations. 2006 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1407148182 http://rave.ohiolink.edu/etdc/view?acc_num=osu1407148182 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Education
spellingShingle Education
Jones, Emily Lynn
Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101
author Jones, Emily Lynn
author_facet Jones, Emily Lynn
author_sort Jones, Emily Lynn
title Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101
title_short Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101
title_full Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101
title_fullStr Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101
title_full_unstemmed Collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of Biology 101
title_sort collaborative design of scaffolding tools for high enrollment undergraduate courses: how strategy, politics, culture and emotions impact the design, teaching and administration of biology 101
publisher The Ohio State University / OhioLINK
publishDate 2006
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1407148182
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