The Maricopa Institute for Learning Research Fellowship (MILRF) provides up to six (6) residential faculty with an opportunity to investigate significant issues about teaching and learning in their fields. The program is designed to give each Fellow the time, resources, and environment to conduct their research. Its secondary purpose is to create a community of scholars that will engage in conversations about the scholarship of teaching and learning.
During the 2016-2017, two Scottsdale Community College faculty were accepted as MILRF Fellows. Learn more below.
English Faculty, Scottsdale Community College
Assessing the Impact of Open Pedagogy and Resources on Student Engagement and Success across Modalities
At the core of this project are two terms: open educational resources and open pedagogy. “Open educational resources” (OER) is increasingly more common and refers to the use and creation of digital teaching materials that are either in the public domain or explicitly licensed for certain kinds of reuse, remixing and redistribution. “Open pedagogy,” on the other hand, refers to a broader and even more innovative practice of redesigning the educational experience to be more meaningful by capitalizing on the principles of OER. Matthew seeks to discover and assess the ways in which methods of open pedagogy impact student engagement and success in online, hybrid, and web-enhanced English 101 and 102 courses.
Chemistry Faculty, Scottsdale Community College
Pursuing Meaningful and Authentic Assessment: The Research and Implementation of Chemistry Portfolios for Student Assessment
Phillip plans to look at the use of portfolios in courses of chemistry, science and other disciplines and develop, implement and utilize a chemistry portfolio to assess student learning—ultimately using the chemistry portfolio to assess his own instruction and course efficacy. In the end, the hope is to use portfolios to promote higher order cognitive reasoning skills and critical thinking skills in students while promoting student involvement and input in the assessment process.
The Preliminary Results