May 2016 | UofL Online Programs

Theory to Practice: How One Course Challenges Critical Thinking in Kentucky Classrooms

By admin | May 31, 2016

Coursework that Challenges Status Quo … The Way Teachers Think About Teaching

Each course in the Classroom Reading Endorsement is structured to challenge and inspire, and each course builds on the other, weaving in each teacher’s individual experiences in a shared learning, “peer support” environment.

Take, for example, Literacy Research and Theory (EDAP 610-50), which is designed to explore current and historic literacy research while developing the ability for teachers at all grade levels to use this research in designing, implementing, and evaluating strategies for their classrooms. For students just starting their career, this course is an introduction to the field of literacy; for those who are more experienced, some content may be more of a review. For this reason, the course allows teachers to read/study from a wide variety of texts and hone in on their own area of interest.

“Students take this course at the early stages of the program,” says Dr. James Chisholm, who has been teaching the course for several years.

“Many people in the CRE are also in the M.Ed. program, and this may be their very first class. That’s why it’s always a great mix of people: some come back after many years of teaching in their own classrooms, and some come into the course directly from their undergrad. The mix of experiences and perspectives benefits everyone.”

For Dr. Chisholm, the shorthand description of the course is simple: with regard to literacy education, the course answers the questions “what is it?,” the “why are we doing it?” and “how are we doing it?” What does literacy mean and why is it taught and researched and delivered in the way that it is? The course highlights the synergy between research theory and practice—which often gets framed negatively—and underscores the question “how is theory informing my practice?”

“I want students to understand literacy is more than reading and writing,” says Dr. Chisholm. “It’s about understanding how communication unfolds, how language is power and how you have to teach with that in mind. How do people process visual text, for example, not just literary text? Literacy is very multi-modal. Teachers help each other see how this modality folds into our conventional understanding of text, and how that understanding impacts the way we teach reading.”

The online format is especially helpful in documenting the shared learning that happens throughout this course, Dr. Chisholm adds. “There is such great dialogue and it’s all archived. People respond to the readings and also respond to each other’s responses,” he notes, “so you have perspectives from 20-year veteran teachers and first year teachers, all providing insights that benefit everyone. You get to see the tension between change and continuity unfold in each student. You may see initial push-back based on the ways they’ve always done things, but the great majority have eye-opening experiences that are transformative.”

“Last year we had a high school history teacher who had never entertained some of the concepts we studied. Through this course, he really became open to rethinking his practice, from his class structure to the way he talked, even how he was positioning his own role. He had to come to terms with how he used to teach … the process of working through his own practices and how they can evolve to better impact the classroom.”

“The online course presents a real record of how this process and impact unfolds – you can track the thread and really capture the ways people evolve, how they form internal calls to action and how their learning impacts their classroom procedures.”

“Working Within the Cracks”

Other features of the course focus on the texts and resources that are required reading for teachers in the program. The primary theory book, for example, is accessible, brief and concisely presents which theories teachers may want to implement to impact their practice.

The culminating project is a literature review of literacy research they may use to inform their own classrooms: a review of studies about dramatic or spontaneous play, for example, or a focus on classroom discussions about text—how good discussions lead to good learning. Another popular topic is how children best learn vocabulary. Many of these literature reviews lead students to problematize decontextualized and popular claims about “what research says” in order to provide nuanced, critical, and complex perspectives on the topic.

“Teachers also discuss policy and standards in Kentucky,” says Dr. Chisholm. “They explore how meeting and exceeding Common Core State Standards reflect what we know about race, class and gender, for example, in education settings.” Other questions explored through case studies of practicing teachers include: “Where is the wiggle room between policy mandates and one’s autonomy as a teacher? Which theories of learning are reflected in policy documents and enacted in observed classrooms and which theories are absent? How are literacy research findings integrated into curricula (or not)?”

“Students by the end of the course recognize how to ‘work within the cracks’ … to leverage the opportunity to help children excel and still teach within the ‘customized classroom experience’ that is in each student’s best interest.”

As with all courses, students are encouraged to review their experience. The comments they deliver showcase the learning process they experience and the many takeaways they gain. “This course caused me to open my eyes to things I didn’t realize,” writes one. “I was motivated to reflect on my own teaching and make changes,” says another. “The course offered manageable materials and assignments,” adds a third, “and accessibility beyond the recordings and assignments. It made me think very critically—in a good way.”

Other students focus on the format of online learning. “I normally don’t do well in distance courses, but the format made understanding concepts and sharing with peers accessible.”

The Value of the Critical Perspective

Over the years, this course has impacted a wide variety of teachers, even in disciplines outside of English/Language Arts. One of the students from last semester was a science teacher who was able to think very deeply about theoretical applications and practical literacy implications in her science classroom. And while this course is relevant to teachers in specialized disciplines, the outcomes apply to teaching very broadly.

For Dr. Chisholm, the reward is in seeing the power of positive change. “Students develop a critical eye,” he says, “and continue to be thoughtfully critical even when this course is finished.”

“It leads to substantive reflection and changes –– developing a critical perspective and taking it into their own classrooms. Teachers start thinking about ideological perspectives and how worldviews shape practices. It’s all about how they recognize that reality, and what they do with it once they understand that.”

Interested in UofL’s Classroom Reading Endorsement—and more course like Literacy Theory and Practice? Learn more about the online experience and available online courses on the UofL Online Learning website.

Guest Post: Perspective from a Masters in Higher Ed Student

By admin | May 26, 2016

As a first generation college student, going to college was never a “given.” When I graduated high school, I began working full-time, just as everyone else in my family did. After working for several years, I realized that my family’s path was not my path, and that I wanted to further my education. So at the age of 25, I enrolled in classes comprised mostly of 18-year-olds. While this experience was terrifying in many ways, it made me realize how important education was to me, and it ultimately motivated me to continue on to graduate school after completing my bachelor’s degree in English.

After finishing a master’s in English, I found myself in a job that I was not fully satisfied with. I wanted to advance my career, but I needed to continue to work full-time. The University of Louisville’s Master of Arts in Higher Education Administration (MAHEA) program was the perfect fit for both of my needs. All of the jobs that I wanted to apply for required this degree, and the ability to take it online allowed me to juggle graduate school with a full-time job. Since enrolling, I have moved into a position that better suits my interests, and I know that my career prospects will only continue to grow from here.

Having completed a “traditional” face-to-face master’s degree, I was curious about the differences that I would experience with the online format – would the classes be more challenging? Less challenging? Would I really be able to engage with my classmates and professors? Fortunately, all of my fears were dispelled during my first semester in UofL’s online MAHEA program. I have found the coursework to be rigorous, the professors to be responsive, and my classmates to be both diverse and inspiring.

One of my favorite aspects of the MAHEA program is that I can tailor the coursework to my goals and work environment and apply it to real-world scenarios. Each course has a culminating assignment, and for most of the classes, it is possible to focus this project on my specific area of interest. For example, I am interested in tutoring services, so for my final project for the Research Methodology course, I designed a writing-center-specific research study. Similarly, for the History of the American University’s final project, I researched an artifact I selected from the earliest American writing centers.

The quality of the courses is due in large part to the applied expertise and dedication of the professors who teach them. They are the same professors that teach on campus, and they put forth the extra effort to make sure the virtual environment feels as much like a community as a traditional classroom does. Many of the professors provide weekly feedback on discussion board posts, and they are all very happy to answer questions via email. While online classes are certainly more self-taught than traditional classes, I know there is always someone that I can reach out to for guidance and assistance if I need it.

Weekly discussion board posts also help me connect and stay engaged with my classmates, and making these connections has been the most surprising benefit of the online program. When I was considering enrolling, I only thought about the courses and the professors–not who would be learning in these courses with me. Yet, because the classes are so diverse–and include people of widely different professional and academic backgrounds from all over the country–the weekly conversations are rich and complex and aid significantly in my overall understanding of the material.

Ultimately, the online Master of Arts in Higher Education Administration has helped me grow both professionally and personally. I have enjoyed the program so much, that I am planning on applying for the PhD in Educational Leadership and Organizational Development after I graduate in 2017. Although I am not yet sure what position I will end up in when I finish the PhD, I know that the MAHEA program has given me the foundation necessary to pursue a wide variety of career paths. If you are looking for a way to advance (or start) your career in higher ed, I can’t recommend this program strongly enough.

Rethinking Organizational Challenges

By admin | May 18, 2016

How One Course in the MSHROD Online Program Delivers Surprises—and Results

“This course surprises people.” That’s how Dr. Denise Cumberland sums up Organizational Analysis, one of several required courses in the Master of Science in Human Resource and Organizational Development (MSHROD) online program at UofL. Officially coded ELFH 662, the course sets the groundwork for much of the content the program offers professionals who are advancing their careers and expanding their HR expertise.

“It’s about rethinking how to approach organizational challenges,” says Dr. Cumberland. “The course title is very broad, but the core objective is to help students uncover what’s going on below the surface when problems or opportunities occur in their organization.” These issues can range from low employee morale, loss of productivity, lagging customer satisfaction scores, declines in membership, to whether a firm should incorporate some new service element or new product. “We business people tend to be very solutions-oriented,” Dr. Cumberland continues, “we want an immediate solution—a silver bullet. This class shows students that you have to take a step back and understand that what you see on the surface is the symptom, not the cause.” She adds, “This entire class is about going deeper than our first assumption about why a problem exists.”

What surprises students is the value of stepping back and asking questions to discover the underlying root cause of the issue. To illustrate this point, Dr. Cumberland uses a restaurant analogy. If patrons are scoring the restaurant badly or posting poor reviews, management might immediately assume that the team member is to blame. A costly training program might be implemented. But the real issue could be much broader: long waits, operational challenges, the temperature of the dining room. Instead of “our staff should smile more”— a simple, reactionary response — managers need to consider the broader picture. It may be the pace of the work, a lack of incentives or simply understaffing certain times and sections. To uncover the true cause of customer dissatisfaction, empirical data must be gathered. It must be processed and reviewed. And it must inform recommendations that underscore the real challenges and broader issues at play. “Before you apply a costly intervention, you need to consider all angles.”

This course, though, is not just about hypotheticals. As part of the course content, students look at their own organizations … the places they work, the churches they attend, the volunteer organizations they support. They tackle issues ranging from turnover to customer complaints to ineffective fundraising efforts. Most importantly, they look past the “blame game” and put together a solid assessment of what’s really happening: what’s causing the problem, or where an opportunity may lie. And best of all, students get to see the results of their work by applying it to the organization they’ve chosen to analyze.

As one of Dr. Cumberland’s students, Kristi Jones, commented, “I don’t think the effect of this class would have been the same if we were only taught the concepts in class. That’s what I really enjoy and value about the MS HROD program as well. It was great to see that what I was learning in class would make a real difference in my organization.” Another ELFH 662 student phrased it this way “My biggest take-away was learning how to analyze a situation and how to identify the gap between “what is” and “what should be.” Dr. Cumberland says “my joy is hearing students discover the underlying issue and I’m especially grateful when students come back and tell me that they were actually able to fix the problem because the data that they had gathered and analyzed provided the organization with reliable information upon which to develop more focused solutions.”

As each student’s individual analysis unfolds, the online format facilitates group work and peer review. Students are arranged in “pods” of four to five people. They trade ideas about their issues or opportunities. They gather advice from each other—fellow students help make sure a student is not making an assumption. Fellow students support one another by reviewing the investigative tools each student develops and they help each other to address the issue from multiple angles. It’s a peer support network that works well.

“Ours is a very unique online class,” concludes Dr. Cumberland. “Think of it as a webinar. We meet once a week for 90 minutes. During that time I can create smaller groups where students can talk to peers. We explore topics and review the readings. Everyone has access to me and to each other. It is an active world where students are connecting with their peers while learning on a very personal level. And the results are always rewarding.”

The MSHROD program attracts a broad spectrum of professionals, representing almost every capacity under the human resources umbrella. Many people are involved in training, hiring or talent management, while others come from marketing or operations. It’s a diverse group, but one assumption generally connects them as they walk in the door: the myth of the immediate fix. “It’s always more systemic than they realize.”

Learn more about UofL’s MSHROD program—and courses like Organizational Analysis—by clicking here.

Paving the Pathway to Success: Advice from the Field

By admin | May 16, 2016

UofL’s Master of Science in Civil Engineering Offers Online Courses Designed to Develop the Next Generation of Civil Engineers. Here’s Highlights for One of Them.

There’s a place for theory in every learning process. But for a career in civil engineering, it’s the “hands on” tasks – seeing projects evolve from design to construction to completion – that challenge and inspire.

UofL’s Master of Science in Civil Engineering (MSCE) degree embraces this approach by delivering coursework that directly translates to the projects students will encounter in their careers. The structure of the course, the content it delivers and the kind of professors selected to teach … each is chosen with this in mind. The practical application of knowledge not only attracts engineers to the program, it keeps them at the top of their game long after they’ve graduated.

The MSCE online degree is available to professionals who currently hold a bachelor’s degree in civil engineering. Students can chose to focus their studies in public works or facilities engineering, with a specialty in geotechnical, transportation, structural or water resources. A variety of courses are offered within these specialties.

Paving the Road to Rewarding Careers

Among the many courses offered, CEE 665-50 – Pavement Design stands out for its structure and “real world” application. The course, led by Professor Brandon Shelley, studies the design of flexible and rigid pavements, base courses and subgrades. It explores the effects of loading on pavement life, investigates pavement distress and rehabilitation and introduces students to the many details of pavement management systems. Pavement Design has traditionally been the program’s largest online course and is often the first class a student will take—making it an introduction to online learning as well, and the ways the program collectively presents a cohesive structure and schedule.

Professor Shelley has taught this course for nearly six years. As an adjunct professor, he’s also full time as transportation engineer for Louisville Metro Government. “Engineering students like having adjunct professors.” Shelley says. “We have experience in the field. We can bring in particular insights from the kind of work we do daily. Many students are coming from similar work experiences, so there’s a kind of camaraderie, an understanding of practical knowledge.”

Shelley’s work with local government reflects the kind of life experiences other adjunct professors bring to the program. Many are researchers or environmental consultants. Others work within organizations like the Department of Transportation and the Louisville Airport Authority. “You’re getting the benefit of career expertise, direct from qualified professionals,” Shelley notes.

Coursework that Applies to All Specialties

This kind of expertise is beneficial to all engineers, no matter where their specialty may be: transportation, structural, geotechnical, or water resources. But there are certain course that are a “catch all” for these specialties, and Pavement Design is among them.

“We cover topics for each of specialization,” says Shelley. “Students may have a particular focus but they get to see how pavement design is applicable to every specialization. We want to make sure all students are comfortable with it and see how it touches every area of civil engineering.”

“For example, transportation engineers may design road layouts, while structural engineers may be designing the bridges they cross. Water resources engineers impact the design of both, based on the effects of hard surfaces on drainage and drainage systems. And geotechnical engineers inform them on how we know what serves as suitable soil for a roadway.”

The course focuses on state and national standards, emphasizing Kentucky Transportation Cabinet and national requirements in pavement design and construction. “We pull information from a wide variety of sources, including highway design manuals that are used in the field every day. The general focus in on Kentucky best practices and design considerations for roadways; with airport pavement design, we review FAA guidelines. Students get to see different agencies and different design standards.”

A Capstone Project with Practical Applications

The course culminates in a design project. The content and presentation expectations is crafted to mirror the private or governmental design projects students will encounter in their careers. “Each student must choose a roadway in Kentucky, assess it, and provide a significant written report and oral presentation,” says Shelley. “I want them to consider all angles. What’s going on with a potential redesign? Stresses? Type of road? What do you need from outside engineers? Should it be flexible, like asphalt, or rigid pavement? Maintenance and rehab—how do we account for that? Is the design forward-thinking and cost-effective from a future maintenance stand point?”

The summary presentation is then delivered as if it was being delivered to clients, including a peer review and assessment from other engineers—just as it would be in “real life.” This capstone project may seem daunting, but it is ultimately rewarding too. It delivers an exact model that engineers will use later in life, as Professor Shelley has seen time and time again.

“Students always come back and say ‘Brandon, I was just surprised with a pavement design request. I was able to take everything you gave me and knock this out … I had no idea what we did in course is what I would be doing out in the industry. Thank you!’”

“It’s always rewarding to hear back from students that say ‘this class was so helpful,’” adds Professor Shelley. “I take student feedback very seriously. My course is always evolving because of it.”

Interested in UofL’s Master of Science in Civil Engineering—and more courses like Pavement Design? Learn more about the online experience and available online courses on the UofL Online Learning website.

Month: May 2016