Commons: a general term for shared resources in which each stakeholder has an equal interest.
The Disciplinary Commons project concerns computing education in the UK. This instantiation will focus on the teaching of databases and is open to anyone who currently teaches a database course in a UK institution of higher education. Over the course of the academic year 2009/10 up to 20 educators will meet every 4-6 weeks to document their practice and create a powerful community resource.
Our Disciplinary Commons aims:
By engaging in shared exploration of our teaching in this way, we will achieve:
The course portfolio, well known as a method for advancing teaching practice and improving student learning (Hutchings, 1998), is a set of documents that "focuses on the unfolding of a single course, from conception to results" (op cit, p.13). The purpose of the course portfolio "is in revealing how teaching practice and student performance are connected with each other" (Bernstein, 1998, p77). Course portfolios typically include a course's learning objectives, its contents and structure, a rationale for how this course design meets its objectives, and the course's role in a larger degree program. Importantly, the portfolio also includes evaluations of student work throughout the term, indicating the extent to which students are meeting course objectives and the type and quantity of feedback they are receiving. Each participant in the Commons will construct a course portfolio for the database course that they teach, as well as evaluating the portfolios of other participants and collectively deciding on appropriate content for such portfolios.
One of the criticisms of the course portfolio approach is that complete examples are isolated (both by institution/type of institution and by discipline). However the power of the portfolio approach is multiplied when there are several examples available for a single disciplinary aspect: our Disciplinary Commons will act as a repository and archive of database teaching, charting and calibrating development over time.
Up to 20 participants will be solicited from UK institutions.
If accepted, each participant commits to:
As well as committing to attending and undertaking your own work, these activities will involve:
The Commons project will pay for all meetings and for participants' travelling expenses.
Please note: the Commons does not:
The leaders for this project and workshop facilitators are:
Richard Cooper, a Senior Lecturer in the Department of Computer Science at the University of Glasgow.
Sally Fincher, a Senior Lecturer in the Computing Laboratory at the University of Kent where she leads the Computing Education Research Group. She is a Fellow of the Staff and Educational Development Association (FSEDA), a 2005 National Teaching Fellow (NTF) and a Senior Fellow of the Higher Education Academy (SFHEA) .
The Disciplinary Commons project was co-developed with Josh Tenenberg who is running a parallel series of workshops in the US.
Deadline for applications is Monday 24th August 2009. Applicants will be notified by Monday 7th September.
Daniel Bernstein, Putting the focus on student learning, in The Course Portfolio, Pat Hutchings (ed.), American Association for Higher Education, 1998.
Pat Hutchings (ed.), Making Teaching Community Property: A Menu for Peer Collaboration and Peer Review, American Association for Higher Education, 1996.
Pat Hutchings (ed.), The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning, American Association for Higher Education, 1998
|This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License.|
|The database Disciplinary Commons is made possible through the NTFS project: Sharing & Representing Disciplinary Classroom Practice.|
|Page last updated: 20th January 2009|