Faculty Development Plan
Instructional Psychology and Technology
(2002) -
I. Teaching
Strengths, skills and competencies
I have made an earnest effort over the past several years to provide an educational experience that is enriching to my students. I have tried to teach students ways of thinking critically, actively, and creatively about the subject matter. I have tried to diversify my classes by incorporating various pedagogical approaches, including group work, guest speakers, multimedia, class debates, and structured discussion. I have also tried to assess students in nontraditional ways (e.g., authentic assessments such as actual research design and final research reports) where possible. I have had some success in this area, as suggested by fairly positive course evaluations and general feedback from students. I feel that my knowledge of research methodology, statistics, and philosophy of science is expanding and deepening as I continue to teach and perform research. This increases my ability to provide students a first-rate education in these areas. I have also attempted to present the subject matter being taught from the perspective of the restored gospel. This entails not only challenging the students to engage in socially responsible learning (i.e., learning to serve others) but also critical examination of the ideas which inform worldly theories within psychology and education. I challenge students to consider that the image of human nature which underlies their work be consistent with the restored gospel of Jesus Christ. I have found that students are very interested in looking at disciplinary subject matter from this perspective, and that they find it enriching.
Areas to develop
(1) I would like to utilize more authentic form of assessment, such as portfolios and projects. I have not, to this point, ever assigned final grades on the basis of a portfolio, although I do base grades on more than test scores; (2) I need to find more helpful ways of giving students good feedback on research papers; (3) I feel like some of my classes contain more lecture than is optimal; I would like to find other ways of helping students master course material; (4) I want to increase the amount of critical reflection that I bring into the classroom, particularly reflection from the perspective of the restored gospel.
Specific goals and plans to accomplish them
At this time, I will focus my efforts my graduate research methods/statistics course (see also my course development proposal). My specific goals include: (1) The development of portfolio-based grading. My plan is to match each course objective to a set of assignments or projects (as well as test items) and assign a final grade that can be "itemized" in this way. (2) I need to develop ways of giving students ample opportunities to write without creating an unmanageable amount of papers to review and grade. My plan is to have students give each other feedback on their papers. This procedure can be tricky, but I have participated in the writing workshop, where the instructors gave us good advice on how to make it work. (3) I want to develop authentic ways of having students design, conduct, and analyze their own studies (in order to move beyond lecture as much as is possible and reasonable). Specifically, I will conduct one study in class that students will participate in, analyze, and write-up. They will then be responsible for a second projects, which they must design and conduct from scratch. This second project will enable them to pull together a lot of the skills that they have been learning during the semester. I will also revise my undergraduate educational psychology course so that it contains as much active learning as possible. My plan for this class is still somewhat sketchy at present, but will include a careful analysis of the subject matter taught, an examination of what other ed psych courses contain, and the development of a systematic approach to teaching this subject matter that include as little lecture as possible (some will still be required). (4) My goal is to examine all subject matter in my research method/statistics class from a gospel perspective, and to invite students to engage in this process also. This will require a more systematic plan for how I present material and how I assess student understanding of the assumptions and implications of worldly ideas. I am going to develop some assignments which ask students to separate the useful aspects of worldly theories from the unhelpful aspects, and to critically examine theories as a whole. I am going to invite students to think about how they can be involved in research in ways that serves God, or as Elder Maxwell has stated, help them to think about how they can "consecrate their performance." I might also try having students develop their own theories (of education, learning, etc.) based on the gospel.
Relationship between my goals and department/university needs
These goals should be in conformity with the University's primary mission as a Church-sponsored undergraduate teaching institution.
II. Research and Creative Work
Strengths, skills, and competencies
My strength in the area of research and creative work has thus far been in publishing articles that focus on the theoretical and philosophical underpinnings of psychological methods and theories. My contributions have been critical commentaries on issues such as ontological, epistemological, methodological, and moral dimensions of psychology. I have also been engaged in empirical studies of various cognitive phenomena, however, such as imagery, problem solving, and dogmatism. I have one empirical study accepted preliminarily and another to be sent off for review very soon.
Areas to develop
I need to continue to develop a workable alternative to traditional educational, instructional, and psychological approaches. I am interested in alternative ways of thinking about the methods and objects of investigation that take seriously the moral, spiritual, and agentive nature of human beings. I have not yet, to my satisfaction, provided a thoroughly developed theoretical alternative. I also need to perform more empirical research on imagery and problem solving. My research in this area has not been as productive as I would like them to be. I have several ideas for future studies that I aim to implement in the next 12 months or so. Finally, I need to focus more attention on the issues surrounding long-distance and web-based learning-particularly, in how to teach higher-order thinking skills such as critical thinking and problem solving via these nontraditional learning situations.
Specific goals and plans to accomplish them
My specific goals include: (1) publish two articles per year devoted to the development of a theoretical alternative (within my program of theoretical research). In 2003, for instance, I plan on having three articles accepted in journals (see my scholarship proposal). My plan is to formulate the ideas in advance (this year) and to carefully flesh out the articles one at a time, following the schedule suggested above. (2) Perform one empirical study per year, as part of a program of research. This should generate one empirical publication each year. (3) collaborate with departmental colleagues on some approaches to teaching higher-order learning via long-distance learning. My plan is to develop a research team (with other faculty and graduate students) and sketch out the possibilities. (4) I also am interested in ways of teaching and assessing philosophy of science material to teacher education majors who focus in science education. My specific goal here is to write an article that could help guide students through the major issues in a clear way. I have already written a manuscript that I will try to revise and then send off to a journal of science education.
Relationship between my goals and department/university needs
My conversations with my department chair and other department colleagues suggest that these research projects would help advance the purposes of the department and the university. The ultimate purpose would be to find ways of bringing the truths of the restored Gospel to the disciplines of education and psychology in a careful, respectful, and compelling way.
III. Citizenship
Strengths, skills and competencies
I have not yet been received any committee assignments. I have, however, completed all requests made upon me by my department, regularly attended department meetings and seminars, and regularly attended university forums and devotionals. I have also been involved in a writing co-op and a faculty reading group that meets erratically.
Areas to develop
I need to organize the faculty reading group so that it meets regularly. I need to receive a committee assignment in the forthcoming academic year.
Specific goals and plans to accomplish them
I plan on receiving a committee assignment for the 2001-2002 school year and discharging my duties satisfactorily. I plan on organizing the faculty reading group to make it an organized, weekly commitment among its members (see my citizenship proposal). The reading group should enable its members to deepen their knowledge and sharpen their analytical skills in light of the restored gospel of Jesus Christ. To this end, part of the critical analysis we bring to bear on the readings would entail comparing and contrasting the meaning of what we read with the doctrine of the restored church of Jesus Christ.
Relationship between my goals and department/university needs
My goal of competent committee work, regular attendance at meetings, seminars, devotionals, and forums should serve the university in the manner described by the administration, and should contribute to the scholarly community. Organizing a reading group should serve the members involved by providing them with an opportunity to examine disciplinary subject matter in the light of the restored Gospel of Jesus Christ.