Designing for High-Quality, High-Impact Online Learning
This collaboration with colleagues on the MSU campus and more broadly is focused on identifying and supporting high-quality and high-impact teaching practices in the online college classroom. Focal areas include student interaction, group work, digital media production, active learning/learning-by-doing, and assessment methods.
Scholarly work in process
Developing and Support Platforms for Open and Public Scholarship
As Associate Director of MESH Research I work on a cross disciplinary team of scholars who are building, supporting and studying platforms to support open and public scholarship. Notable projects the team is working to support and create are Humanities Commons, Collaborative Community Review (currently in practice with the Public Philosophy Journal), Developing Local Communities of Peer Review and Publishing, and developing processes for more formative annual review processes.
Our work in these areas is currently supported by the National Endowment for the Humanities (NEH) and the Andrew Mellon Foundation.
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.
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 2017. Oklahoma City, OK.
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.
Thomas, S., Schopieray, S. (2020). The ACE Framework: Case studies on communicating microcredentialing. Educause Learning Initiative. Online.
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 Programs. Educause 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.
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.
|Work Category and Type||Title||Journal/Conference/Publisher Title||Publication Date||Identifier URLs|
|conference-poster||Leveraging Course-Level Data to Support Teaching and Learning||EDUCAUSE Annual Conference 2016||2016|
|dissertation-thesis||Understanding faculty motivation to teach online courses||2006|
|journal-article||Examining technology-enhanced coursework in rehabilitation counselor education using Bloom's taxonomy of learning||Rehabilitation Education||2009||https://eric.ed.gov/?id=EJ932742
|journal-article||Hacking Spaces: Place as Interface||Computers and Composition||2009|
|journal-article||Motivation to Learn in Adult Computer-Based Distance Education: A Review of Literature||Proceedings of MWERA Conference||2004|
|other||Killer Robots and the Humanities: Building an Interdisciplinary UX Program||UXPA Magazine||2015|
For a more comprehensive list of my work please see my CV.
Works in Progress
I publish some of my more informal and emerging work in a different space accessible at http://projects.schopie1.msu.domains/known/