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Recent work/presentations

Designing competency-based learning

This area of work focuses on curricular issues surrounding the design and development of competency based learning. At a root level, all learning should be connected to goals for competence, but these goals are sometimes lost as we develop courses and programs that become more complex. This work helps faculty to start to bring these goals back to the forefront of teaching and to use them when designing instruction.

Select work:

Schopieray, S. & Shellgren, M. (2018). A Framework for Co-Curricular, Competency-Based Learning. Lilly Teaching Conference, Traverse City, MI.

Schopieray, S. & Trego, D. (2018). Behind the Badge: Supporting Robust Cocurricular Competency Tracking ProgramsEducause Learning Initiative. New Orleans, LA. 

Ethics and Access to Data

As data analytics makes its rounds through higher education faculty members and others are being given increasing access to data about students in their courses and programs. At first glance this access seems to be in the support of the students (often referred to as “Student Success” initiatives), however as we take a closer look we can find that there are a large number of ethical issues that come up. Access to data can certainly support ethical uses to support student success, but can also contribute to issues such as digital redlining, or in other ways affect faculty perceptions of students in their courses.

Select work:

Schopieray, S., & Shellgren, M. (2018). Developing an Ethically Minded Approach to Learning Analytics. Lilly Teaching Conference, Traverse City, MI.

Schopieray, S., Knott, J.L., & Kraemer, A. (2016). Leveraging Course-Level Data to Support Teaching and Learning. Proceedings of the 2016 Educause Annual Meeting, Anaheim, CA.

 Schopieray, S., & Kraemer, A. (2016). Investigating Course-Level Analytics in Online Classes. OLC Innovate 2016. New Orleans, LA.

Digital Presence and Public Scholarship

How does establishing a robust digital presence to showcase work enhance the exposure faculty get to their work is one of the driving questions related to this work. We are working with over 400 faculty and graduate students to teach the fundamentals of establishing and growing a digital presence focused on their scholarly work. Our work ranges from looking at how social media, websites, scholarly profile sites, news sites, and others contribute to making work more public and consumable both inside and outside the institution. See http://www.msu.domains/ for more information.

Select work:

Mapes, K. & Schopieray, S. (2018). Digital Presence and Public Scholarship: Empowering Graduate Students as Professionals. Digitally Engaged Learning 2018, York University, Ontario, Canada.

Mapes, K., Shellgren, M., Schopieray, S., Wolf, L.G., & Long, C.P. (2017). Domain of One’s Own at MSU: Promoting Digital Presence and Public Scholarship. Domains 2017Oklahoma City, OK.

Select Peer Reviewed Works

Potts, Liza; Lauren, Benjamin; Tegtmeyer, Rebecca; Schopieray, Scott, 2015. Killer Robots and the Humanities: Building an Interdisciplinary UX Program  http://uxpamagazine.org/killer-robots-and-the-humanities/.

Tansey, Timothy N; Schopieray, Scott; Boland, Elizabeth; Lane, Frank; Pruett, Steven R, 2009. Examining technology-enhanced coursework in rehabilitation counselor education using Bloom's taxonomy of learning  Rehabilitation Education 23(2):107--117

Walls, D.M.; Schopieray, Scott; DeVoss, D.N., 2009. Hacking Spaces: Place as Interface  Computers and Composition 26(4):269-287

Schopieray, Scott E, 2006. Understanding faculty motivation to teach online courses  

Schopieray, Scott, 2004. Motivation to Learn in Adult Computer-Based Distance Education: A Review of Literature  Proceedings of MWERA Conference.

Publication list retrieved from ORCiD using ImpactPubs

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For a more comprehensive list of my work please see my CV.