Cooperation: Evidence for Scholarly Cooperative Ability
While being an ETAP doctoral student, I have had ample opportunity to work in cooperation with university faculty and staff members, as well as other doctoral students. In support of my scholarly cooperative ability I would like to present two collaborative projects:
- Online Course Development Project (ETAP 638)
- Curriculum Development Project (ETAP 710)
I. Online Course Development Project: ETAP 638 (Media Literacy)
I was assigned to co-teach the fully online course Media Literacy (ETAP 638) as a part of my graduate assistantship in the fall of 2005, while the course development process took place in the proceeding summer. My graduate advisor Dr. Carla Meskill supervised and co-authored the course. While I had had previous experience in teaching and learning with and about educational technology, at the beginning of the project I had little knowledge in online teaching and felt novice in the theory of media literacy/education. Therefore, I am greatly indebted to my co-author and advisor for the chance to open to myself a new path in my teaching career and finding my niche in educational research – online learning/teaching that since fall 2005 has become the focus of my scientific interest.
As a new online faculty, I took part in three face-to-face workshops in the summer and fall of 2005 designed by SUNY Learning Network staff to assist newcomers in becoming knowledgeable in the theory and practice of online teaching. While I was very much satisfied with the quality of the training, I attribute my growth as an online teacher to my co-developer and co-teacher Dr. Meskill. Our collaborative course development involved initial brainstorming of possible activities, selecting and dividing readings for each learning module, planning grouping of students, and formulating discussion questions. My personal contribution included creating quizzes, developing samples of assigned work, and finding additional electronic resources. One of the most time consuming but worthwhile work involved designing a webpage with interactive activities to supplement one of the assignments. Please see http://albany.edu/~gs2129/.
The newly developed course was first co-taught to three sections of graduate students. In the fall 2005 I taught one section in the course, while acquiring online course management skills from my co-author and supervisor. I taught the same course in the summer-2006, fall-2006, summer-2007, and fall-2007. The success of the course, indicated by student evaluations, is the result of an effective partnership predicated on shared interest in media literacy, a common teaching philosophy, and sincere, personal regard.
I continue refining my online teaching abilities and enriching my knowledge in educational technologies. Some of the principles of teaching with and about media were incorporated in the course in technology-assisted language teaching that I has developed and taught at Kazan State University (Russia). The following webpage was designed to supplement this course: http://albany.edu/~gs2129/tall.html.
The letter of support from Dr. Carla Meskill and the ETAP 638 syllabus are attached below.
Letter of Support
ETAP 638 Syllabus
II. Curriculum Development Project: The Tech Valley Language Academy (ETAP 710)
The project “The Tech Valley Language Academy: A Second Language Program” was a culminating activity for the ETAP 710 Principles of Curriculum Development taught by Dr. Vicky Kouba in the spring semester of 2006. The purpose of this project was to collaboratively deliberate, develop and present a curriculum of a program that would help Tech Valley region grow.
Our team included three doctoral students with different educational and cultural backgrounds, which made the curriculum development project both challenging and rewarding. Team members, Suzanne Levine, math major, Larry Paska, history major, and myself, a language teacher, agreed that one of the most urgent issues for the growing multinational population of the Tech Valley would be a need to develop knowledge and skills leading to proficiency in a second language and cross-cultural awareness. Therefore, our group developed the curriculum for The Tech Valley Language Academy- on-site and online language training to employees of Tech Valley businesses. Because of my background in languages, my major contribution to the project included formulating the details of the curriculum (objectives, logistics of training activities, suggested teaching methodologies, needed facilities and software, etc.), as well as the development of procedures for formative evaluation of the program.
This project significantly enriched my understanding of the curriculum development process as it enabled me to consider the often-competing internal and external forces that impact decisions. My participation fostered both my ability to assume leadership roles when mandated by the situation and my cooperative attitude when working on scholarly tasks in a team setting. The Verification of Scholarly Cooperative Work (Statement of Collaboration) and the written program are attached below.
Statement of Collaboration
The Tech Valley Language Academy: A Second Language Program
My scholarly collaborative ability could also be supported by three other projects included into this portfolio:
- A Corpus Analysis of Online Student Self Introductions
- A Study of Online Students’ Retention Rates
- International Online Distance Higher Education Project