Differentiating and Open Sourcing Cross-listed Courses

Thursday, January 5, 2023
1:30 PM - 2:20 PM
Zoom

Presentor: Dan Moen, Ph.D., Family Consumer Science

This Faculty Fellows project is directly related to my fully asynchronous online cross-listed undergraduate and graduate-level courses, FCS 401, and FCS 501 “Family Life Development.” One section of FCS 401/501 is taught every Spring and Summer semester. FCS 401 is a required course for FCS: CDFS majors. FCS 501 is taken as an elective course by various graduate students across the University.
This project aims to (1) fully differentiate FCS 501 from FCS 401 by utilizing course-level appropriate peer-reviewed open-access content (free articles) with a racial equity 2030 focus. Open-access resources will be recent/applicable and take the place of a standard textbook, (2) revamp both syllabi, and (3) incorporate new D2L content, activities, and student learning assessments (both courses).
I plan to fully develop this plan and project by seeking feedback and insights from the faculty fellow’s cohort and a peer faculty reviewer (CETL). Additionally, as part of the Faculty Fellows Cohort, feedback from international peers (who teach “Family Theory”) may be provided. This project will take a Scholarship of Teaching and Learning (SoTL) approach with all updates, including the use of Bloom et al. (1956) Taxonomy of Learning and components of the Quality Matters (QM) rubric.

Potential of Impact
Teaching

Incorporating peer-reviewed open-access materials will benefit students financially by not requiring a textbook purchase. Peer-reviewed open-access materials may be more up to date than a textbook and allow for flexibility in changing out articles as applicable/appropriate due to evolving needs of the learner and societal trends. Course-level and unit-level objectives consistent with Bloom’s Taxonomy of learning will be created in a D2L developmental course for both FCS 401 and FCS 501. Course structure, formative/summative assessment, grading, and other applicable components will be reviewed by this professor using the QM rubric/guidelines, peer faculty reviewer(s), and faculty fellow’s cohort feedback. Using various Scholarship of Teaching and Learning (SoTL) techniques, this project will promote course activities that enhance the learner experience and impact of course materials. For example, using “chunking” or five units with consistent structure and grading rubric guidelines. FCS 401 and FCS 501 will have a variety of low-stakes assessments to promote student success.

Scholarship
This project may include a Qualtrics survey for Spring ‘23, collecting student feedback (if time permits). Findings/progress from this project will be documented, synthesized and presented at the Scholars at Work conference, Fall 2023 or another applicable/recommended conference/dissemination opportunity.

Professional Development
Involvement in the Faculty Fellows cohort will enhance my knowledge related to SoTL, Bloom’s Taxonomy, Quality Matters, and additional applicable information. The cohort discussions and insights will contribute to my professional development.

Student Growth
Updating FCS 401 and FCS 501 with a focus on peer-reviewed open-access materials should promote financial savings to the students (approximately 50 students/year). Additionally, the proposed FCS 401 and FCS 501 updates will provide students with a learner-centered approach, promoting student success and a deeper understanding of content.

Service to the University and Community
Financial savings for students. Dissemination of knowledge from this project will be made available to the University and Community via an applicable conference and/or report.