EDLI Teaching Fellows

Overview: A 2-4 semester-long program where instructors from one of the three EDLI colleges can be paid to engage in a teaching & learning project with the EDLI team. EDLI works with MSU faculty members to implement instructional interventions, measure the effects of those interventions, publish the findings about the interventions, and advocate for broader adoption of the practices where appropriate.

Outcomes: Outcomes for EDLI’s Teaching Fellows is specific to the faculty/staff member we work with. Each Fellow is expected to produce some outcome from the collaboration as either an example of implementation/course improvement represented as curriculum, research as represented to connections to the literature, or evaluation as represented in the collection, analysis, interpretation, and communication of course data. Some examples of this work:

  • The creation of paper models to use as remote alternatives to dissection
  • Change in course structure to align with literature on equitable grading practices
  • The collection, analysis, interpretation, and communication of data showing

EDLI works with faculty/staff members through a “double-diamond” design approach. This entails finding out about the faculty member’s teaching philosophy and approaches, what they value, and what they perceive students value about the classroom experience the faculty member supports. EDLI and the Fellow then connect those ideas to the literature, develop novel curriculum, or design evaluation. Fellows will often engage with EDLI after their initial project to either further explore the concepts or to further develop their initial project.

Future plans: EDLI looks to continue the EDLI Teaching Fellows program in the future, relying on our growing relationship with MSU IT and the incoming research associates to solidify the research, evaluation, and reporting processes. We also hope to expand the ways for faculty to engage with EDLI with two separate experiences with an additional opportunity to engage with consults without the expectation of products.

Publications: Additional blog post on paper dissections

Author/Personnel: Jeremy Van Hof, Jun Fu, Caitlin Kirby, Sarah Wellman, Stephen Thomas

Stephen Thomas

Dr. Stephen Thomas is a faculty member and the Associate Director for the Center for Integrative Studies in General Science at Michigan State University and the Digital Curriculum Coordinator for the College of Natural Science. He provides expertise for the EDLI team in pedagogy, curricular reform, and visual thinking.