January Symposium, 1/4/18

The CFI has designed a variety of programming based on different needs and interests related to faculty scholarship. You will find programs focused on scholarly writing, research design skills, the scholarship of teaching & learning (SoTL) and writing strategies, among others. Three day-long tracks have been identified for faculty who might want to immerse themselves in one of the following focuses: Methods & Data, Manuscripts & Writing, and Theorizing Teaching. Use the descriptions below to decide which programs you'd like to attend. We look forward to seeing you on January 4th.

Session One: 9:30-10:30 AM, January 4, 2018

Meet the Mixed Methods (Workshop) 
9:30-10:30 AM in Rose Library 3311

Greater than the sum of its qualitative and quantitative parts, mixed methods inquiry has emerged as a legitimate research tradition recognized and valued by top-notch journals and respected national organizations (e.g., NSF). Meet the Mixed Methods will provide participants with an elemental introduction to the three core tenets of mixed methods research: weighting data, mixing methods, and timing design. Each of these will be explored in the context of two predominant design choices, emergent and fixed, with attention to taxonomies that guide the research process. After discussing characteristics of mixed methods research, participants will be invited to brainstorm specific approaches in relation to existing or new research projects.

Faculty participants will make progress toward:

    • Recognizing the value of mixed methods in addressing robust research questions,
    • Differentiating weighting, mixing, and timing choices that guide mixed methods research, and
    • Applying a fixed or emergent design to current (or envisioned) research.

Facilitator: Cara Meixner, Ph.D., CFI and Graduate Psychology

Syllabus Design as Scholarship (Workshop) 
9:30-10:30 AM in 
Rose Library 3313

Before the start of every semester, faculty are busy finalizing their syllabi for upcoming courses. Sometimes this process can feel rushed or rote, detached from the scholarly endeavors we may have finally had a chance to pursue over break. But, so often, faculty are creating or revising syllabi based upon their previous experiences, reflecting and recalibrating for the next iteration of the course. Such syllabi are works-in-progress, subject to what we learn when we try to put our idealized plans into practice. Viewed in this way, syllabus creation can be considered a kind of “scholarly teaching.” This workshop will provide participants the opportunity to consider the various ways designing a course syllabus might be a scholarly endeavor, akin to other forms of scholarship, in which drafting, revising, and learning from feedback, other research, as well as our own experiences are essential. Participants will be invited to generate actionable ideas for becoming more critically reflective teachers and for further integrating scholarship (or, at least, a scholarly approach) into their teaching.

Faculty participants will make progress toward:

    • Identifying syllabus design as a scholarly endeavor, and
    • Generating actionable ideas for how to apply a scholarly approach to one’s own teaching context.

Facilitator: Emily O. Gravett, Ph.D., Center for Faculty Innovation and Philosophy & Religion

IRB Tips, Tricks, and Strategies (Roundtable) 
9:30-10:30 AM in Rose Library 5211

Completing an Intstitutional Review Board (IRB) application can be daunting for even the most seasoned researcher. Participants at this roundtable will receive tips and tricks for completing IRB forms as well as strategies for preparing for IRB full board meeting reviews. A variety of IRB members, including the current Chair of the committee and administrative staff who have first contact with applications, will offer diverse viewpoints on characteristics of successful applications as well as common omissions or issues that often complicate or hold up a research project. The panel will speak for the first half of the event and then open the remainder of the meeting to questions and comments from participants.

Faculty participants will make progress toward:

    • Avoiding common mistakes and issues that might delay IRB application approval,
    • Gaining confidence in working with the JMU Institutional Review Board, and
    • Learning strategies for completing successful IRB applications.

Facilitators: Dr. David Cockley, Ph.D., Chair of IRB, Dept. of Health Sciences; Dr. Tammy Castle, Ph.D., Vice Chair of IRB, Justice Studies; Mr. Brian Sullivan, Board Member, Libraries & Educational Technologies; Dr. Leigh Nelson, Ph.D., Board Member, School of Communication Studies; Ms. Carrie Tillman, Asst. Director of IRB; Lindsey Harvell-Bowman, College of Arts & Letters, & CFI

Mining the Dissertation (Workshop) 
9:30-10:30 AM in Rose Library 5110, CFI Innovation Hub

Completing a dissertation is a milestone both academically and personally, but once it’s finished, what are your publishing options beyond the book project? In this workshop, facilitators will present a range of actionable practices for transforming your dissertation (or other big projects) into other genres of scholarship. Give your research a second life by strategically mining your literature review, spinning data off in separate articles, or using your themes as a springboard to a new project. Facilitators will first offer advice for revisiting your dissertation and participants will then be invited to work in small groups to identify extractable data and themes and to develop a plan of next steps for transforming your original projects into new scholarly artifacts.

Faculty participants will make progress toward:

    • Learning strategies for strategically revisioning a dissertation (or similarly big) project into multiple scholarly artifacts.
    • Identifying next steps in developing a scholarship pipeline.

Facilitators: Becca Howes-Mischel, Ph.D., Sociology & Anthropology and Center for Faculty Innovation, and Liam Buckley, Ph.D., Sociology & Anthropology and Center for Faculty Innovation

Session Two: 10:45-11:45 AM, January 4, 2018

Getting to Know Sage Research Methods (Workshop) 
10:45-11:45 AM  Rose Library 3311

Sage Research Methods is a comprehensive online resource for researchers in any discipline. It offers browsing and search access to Sage’s well-regarded reference sources and book series about quantitive and qualitative research. The webspace (methodssagepub.com) offers a wealth of valuable resources for the classroom for those teaching research methods and methodologies as well as tools for completing one’s own scholarship. Additionally, it brings together engaging video interviews with researchers discussing the application of methods in their own projects. Also included are hundreds of case studies that might be useful for instructing students about how methods are applied in actual research projects.

Faculty participants will make progress toward

  • Gaining a better understanding the teaching and research tools available at the online resource, Sage Research Methods.

Facilitators: Dr. Howard Carrier, MSLS, Social Sciences Librarian; Dr. David Vess, User Experience Librarian; Elizabeth Lee Price, MS, Business Librarian

Growing Undergraduate Research in Your Department (Workshop) 
10:45-11:45 AM  Rose Library 3313

This session will provide participants with guidelines and suggestions on how to nurture undergraduate research activities in their colleges and departments. Presenters will discuss examples of methods used in the College of Education to involve faculty and students in undergraduate research activities. Presenters will provide participants with examples of undergraduate research as a high-impact activity designed to engage students in deeper reasoning and inquiry about course objectives. Participants will have an opportunity to prepare a tentative plan to involve faculty and students in their academic units in undergraduate research and receive feedback from the presenters and other participants on their plans. 

Faculty participants will make progress toward:

    • Learning strategies for nurturing undergraduate research, and
    • Making a plan to engage faculty and students in their academic unit in undergraduate research.

Facilitators: Dr. Katie Dredger, Department of Elementary Education, College of Education; Dr. Joy Myers, Department of Elementary Education, College of Education; Dr. Ray Rodriguez, Educational Foundations and Exceptionalities, College of Education and CFI

Pedagogical Research: Making Sense of Item-Level Statistics (Workshop) 
10:45-11:45 AM Rose Library 5211

Is the test that I developed for my class working appropriately? Are my items appropriate? How could the items be improved? The material presented in this workshop can be applied to item-level statistics for both exams and scholarly research. The Test Scoring Center at JMU provides item-level statistics on exams that are submitted for scoring by faculty. For example, the center provides information on reliability, difficulty, discrimination, and the quality of distractors. Within this session, we will discuss the characteristics of “good” and “bad” multiple choice items from a measurement perspective so that faculty members can use the information provided by the center to improve the quality of their tests. Attendees are encouraged to bring score reports provided by the center to the session if they have questions about their own exam. 

Faculty participants will make progress toward:

    • Learning characteristics of “good” and “bad” multiple choice items, and
    • Getting answers regarding participants’ own exams.

Facilitator: John Hathcoat, Ph.D., Department of Graduate Psychology

SESSION FULL--Writing Book Proposals (Roundtable)
10:45-11:45 AM  Rose Library Room  5110 CFI Innovation Hub

Whether looking to publish your dissertation, collaborating with others. or tackling a research topic in a book-length format, one of the most challenging parts of a book project may be defining and selling your book. This roundtable brings together JMU faculty authors of monographs, edited collections, and textbooks that will offer participants advice on getting book proposals started (and finished). The first half of the session will be introductions from the panel and descriptions of their book projects as well as reflection and advice from their own proposal writing experiences. The remainder of the roundtable will be dedicated to participants' questions about finding a publisher, proposal templates, processing reviewer feedback and other issues unique to drafting and getting a book proposal accepted.

Faculty participants will make progress toward:

    • Understanding book proposals as a genre, and
    • Getting started with their own book proposal ideas.

Facilitators: Dr. Edward Brantmeier, Ph.D., Learning, Technology, & Leadership Education and Center for Faculty Innovation; Dr. Michael Gubser, Ph.D., History; Dr. Bernard Kaussler, Ph.D., Political Science; Dr. Jen Almjeld, Ph.D., Writing, Rhetoric & Technical Communication and Center for Faculty Innovation

Session Three: 1:30-2:30 PM & 1:30-4:30 long sessions, January 4, 2018

Researching and Writing Across Disciplines (Roundtable) 
1:30-2:30 PM in Rose Library 3311

Interdisciplinary teaching and research is a growing trend at JMU and at universities across the country. Come hear from accomplished faculty about how they design, conduct, and write interdisciplinary research and scholarship.  Participants at this session will discuss strategies that scholars from a range of departments use to select methodologies, integrate data, and include multiple perspectives in work located in more than a single discipline. Facilitators will share their own scholarly projects, take questions from participants, and discuss the diversity of ways to research and write across the disciplines.

Faculty participants will make progress toward:

    • Appreciating the range of interdisciplinary scholarship at JMU, and
    • Learning strategies for designing and writing scholarship across the disciplines.

Facilitators: Case Watkins, Ph.D., Justice Studies; Hillary Ostermiller, MLIS, Libraries and Educational Technologies; Patrice Ludwig, Ph.D., Biology; Emily York, Ph.D., Integrated Science and Technology (ISAT)

Assessing High Impact Practices and Student Engagement in the Classroom (Scholarly Talk) 
1:30-2:30 PM in Rose Library 3313

The benefits of high-impact instructional practices are numerous and well researched. The American Association of Colleges and Universities (AAC&U) and the National Survey of Student Engagement (NSSE) often link high-impact practices to the overall experience at an institution of higher education, but such approaches generally begin in individual classrooms by individual faculty. The collaboration, student-centered activities, and seeming chaos associated with some high-impact practices fit uneasily within traditional notions of effective teaching. Less clear, however, is the way such pedagogies are viewed and valued in the evaluation of overall teaching effectiveness and in faculty annual reviews. This presentation, led by an academic unit head, therefore, will consider the ways in which high-impact practices executed in the classroom can be effectively assessed and reported. This will include, among other elements, consideration of a “Classroom Observation Protocol” that captures not only what faculty are doing, but also the engagement level of students. This talk will consider ways faculty might accurately measure and document such efforts as well as advising academic unit heads on ways to integrate such assessment into annual performance reviews.

Faculty participants will make progress toward:

    • Identifying ways faculty teaching can be viewed in the context of high impact practices
    • Gaining familiarity with a protocol for assessing instructional effectiveness and student engagement

Facilitator: Dr. Bill White, AUH, Educational Foundations and Exceptionalities Department

Developing Measurement Scales (Workshop) 
1:30-4:30 PM long session in Rose Library 5211

Choosing the right tool for research is key to the quality of data a researcher will gather and the ways that data and scholarship can contribute to scholarly conversation. This workshop is designed for anyone who develops or uses attitude, personality, opinion, or other noncognitive scales and for those who want to know more about best practices in noncognitive scale construction. In the first part of the workshop, there will be a review of research on the impact of vaguely worded or negatively worded items, the optimal survey length, how many scale points to include, whether scale points should be labeled or unlabeled, whether to include a neutral option, how item order may impact responses and other topics related to instrument design. There will also be an introduction and discussion on theories of response processing, and how these can inform our understanding of the effects of these scale characteristics. For the second part of the workshop, there will be hands-on practice in writing and revising items. The joint expertise of the workshop instructors and participants will be used to provide feedback to participants on items they are currently developing or revising. Participants are encouraged to bring with them research tools they are developing. 

Faculty participants will make progress toward:

    • Understanding scholarship related to scale points and theory response processing, and
    • Gaining hands-on practice in writing and revising items.

Facilitators: Deborah Bandalos, Ph.D., Department of Graduate Psychology; Elisabeth Pyburn, M.A., Doctoral Assistant, Department of Graduate Psychology

Revitalizing Revisions (Workshop) 
1:30-2:30 PM in Rose Library 5110 CFI Innovation Hub

What’s the first thing to do after your brilliant manuscript comes back with requests for revisions? Sometimes it can be hard to come back to a project after reading comments from “Reviewer 2.“ Rather than despairing or screaming, this session offers participants new perspectives on revision with strategies for quickly deciphering and organizing reviewer comments, developing a revision plan, and resubmitting manuscripts with less angst. Come learn to see revision as revitalizing a project, not as retribution from reviewers.

Faculty participants will make progress toward:

    • Learning effective strategies for developing a revision plan, and
    • Appreciating requests for revisions as a chance to revitalize a scholarly project.

Facilitator: Jared Featherstone, MFA, Coordinator of the University Writing Center; Lucy Malenke, University Writing Center

SESSION FULL--Working (and Playing) in NVivo (Workshop) 
1:30-4:30 PM long session in Rose Library 5308 Innovation Services Classroom

Are you interested in learning more about qualitative data analysis using the software platform NVivo? Come join faculty peers to learn together the basics of entering and analyzing data using NVivo. There will be a short presentation in which experienced faculty members share their best practices for NVivo and what they wished they had known before they started. Participants will then have the opportunity to work with data and explore the platform with peer guidance. Please bring a laptop with a copy of NVivo installed (available for download from JMU Computing: http://www.jmu.edu/computing/software/).

Faculty participants will make progress toward:

    • Learning the basics of the NVivo program,
    • Appreciating different techniques for qualitative data analysis using NVivo, and
    • Building a faculty community of NVivo users.

Facilitators: Juhong Christie Liu, Ph.D., Libraries & Educational Technologies; Jennifer Peaksmease, Ph.D., Communication Studies; Jennifer Almjeld, Ph.D. Writing, Rhetoric & Technical Communication, and CFI;  Becca Howes-Mischel, Ph.D. Sociology & Anthropology, and CFI; David Stringham, Ph.D., College of Visual & Perfroming Arts.

Session Four: 2:45-3:45 PM, January 4, 2018

Social Media for Scholarship (Workshop) 
2:45-3:45 PM in Rose Library 3311

Social media is often considered a distraction or barrier to scholarly productivity, but when used strategically it can actually boost users’ scholarly profiles and proficiency. Faculty members will explain how they use social media tools strategically to build scholarly networks and enhance their research agendas. Facilitators will discuss a range of ways to use everything from hashtags (#ScholarSunday, #womenintc or #AmWriting) to digital media platforms (Twitter, Slack, Academia) in the service of scholarship. Participants will learn tips and tricks for building and supporting their academic presence in digital media.

Faculty participants will make progress toward:

    • Appreciating the range of ways scholars engage digital and social media,
    • Learning strategies for using social media to support and enhance scholarship and scholarly communities, and
    • Building a digital presence as a scholar.

Facilitators: Phillip Frana, Ph.D. Honors College; Lori Beth De Hertogh, Ph.D, Writing, Rhetoric and Technical Communication

Theorizing High Impact Instructional Practices and Student Engagement (Roundtable) 
2:45-3:45 PM in Rose Library 3313

The Scholarship of Teaching and Learning (SoTL) involves the study of ways to improve instructional practices through systematic research. This session will highlight well-researched high impact practices recognized by the Association of American Colleges and Universities (AAC&U). The roundtable will also describe the link between these practices and student engagement, and the connection between increased student engagement and deeper levels of understanding of course objectives. Participants will have an opportunity to learn about these practices and engage in discussion about ways such practices are reflected in their own teaching or might be integrated into existing pedagogical approaches. Participants might also discuss other methods for promoting student engagement. In addition, facilitators will share a research plan aimed at gaining further understanding of the relationship between these practices and engagement at JMU.

Faculty participants will make progress toward:

    • Gaining a grounding in research regarding high impact instructional practices,
    • Making connections between instructional best practices and student engagement, and
    • Identifying elements of high impact practices in their own teaching and developing ways of integrating such practices into their courses.

Facilitators: Dr. Katya Koubek, Educational Foundations and Exceptionalities, College of Education; Dr. Raymond Rodriguez, Educational Foundations and Exceptionalities, College of Education

Scholarship Agendas: Organize Projects and Manage Your Time (Workshop) 

2:45-3:35 PM in Rose Library 5110 CFI Innovation Hub

Amidst the busy nature of teaching, scholarship, and service, faculty need to reflect on their personal scholarly process, prioritize projects, and manage their scholarship agenda. Sustaining a scholarship agenda requires mindful planning.  This workshop will aid participants in prioritizing scholarship projects and in building a timeline for completing projects for 2018 and beyond. Walk away with a scholarship timeline and clarified priorities for research projects in the new year.

Faculty participants will make progress toward:

    • Prioritzing scholarly projects.
    • Producing a timeline of action for completing scholarly projects in 2018.

Facilitator: Dr. Edward Brantmeier, Ph. D., Learning, Technology, and Leadership Education and Center for Faculty Innovation

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