|KEEP Toolkit Case Studies|
The KEEP Toolkit has been used by our partner institutions and faculty to explore how these tools enable them to document and share their efforts and advance collective knowledge replica watches of teaching and learning in various contexts. With these partners, the KML shares common interests in tool development, implementation and refinement as well as a rolex replica research agenda, such as exploring effective pedagogical uses of the tools.
The following cases present some of our partners' work in this effort. We hope these cases help other institutions and faculty that are interested in initiating similar projects in their local settings. Over time, additional cases featuring our replica watches partners' work will be added to this collection.
San Francisco State University English majors, who plan to enter teacher credential programs have created snapshots and stitched groups to assemble their reflections and work.
Faculty members of the Writing Across the Curriculum project at the College of San Mateo have help students build their eportfolios using the KEEP Toolkit
Galguera shares the ways he has used the KEEP Toolkit to support his preservice teachers' language awareness. His innovative use has helped his students collaborate, consider the environment needed for language development, and record their teaching practice.
Teams of faculty from 10 campuses compile their ongoing documentation of pedagogies, programs, faculty work, and campus-wide initiatives that promote integrative learning. At the end of the 3 year project, ILP staff created this final report.
Jack Mino, used the KEEP Toolkit to capture and make interdisciplinary student learning visible to himself and his colleagues.
The HP Technology for Teaching initiative grants teams of faculty from colleges and universities, an award to redesign a course using technology.
The Quest project facilitated the creation of multimedia websites by accomplished K-12 teachers. These sites, which connected teaching theory and practice, were used to help 20 teacher educators in their pre-service classrooms.
The process of Lesson Study is a unique form of collaborative classroom inquiry, frequently practiced in Japanese elementary schools, in which a small team of instructors designs, teaches, studies and refines a single class lesson.
Whitney Schlegel uses case-based teaching to engage students and allow for uncertainty to be a part of the science classroom.
A prominent cross-institutional open source educational technology development project, shares the essence of their ongoing local efforts by implementing the Open Source Portfolio (OSP).
Sarah Fletcher of Bath Spa University is a professional developer who works with teachers in the United Kingdom. She guides primary and secondary teachers as well as research mentors toward representing knowledge imbedded in teaching.
Students earning their Masters of Education (M. Ed.) in the Department of Educational and Counseling Psychology and Special Education created professional e-portfolios, using these portfolios to serve as a final summary of their work and sometimes as part of a professional package that could be shared with employers.
A professor demonstrates the format and usefulness of ePortfolios by sharing her teaching portfolio, which documents her competency as a higher education teacher. Her students use this model as they begin to integrate their knowledge, documenting their own competency in history.
Selected HHMI professors are documenting and sharing their ongoing work with HHMI, their peers, and eventually the greater educational community.
A professor documents his transformation of a large introductory physics course from a traditional lecture hall format to a student-centered active learning space.
In a pilot effort between Carnegie and MERLOT, selected authors of online learning resources create snapshots that reflect on their pedagogy as well as provide potential users with guidance on how they might adopt the materials for their own use.
A professor investigates her teaching efficacy by tracking her students' development in a public speaking course.
Senior students in the School of Information Technology and Communications Design create individual learning portfolios that represent the skills and knowledge required to fulfill their outcomes-based education.
To facilitate conversation between disciplines, departments participating in the Carnegie Initiative on the Doctorate have documented their work within the program and share their advances and innovations.
This pilot effort between the two foundations is designed to help institutions and programs create succinct project portals that provide quick access to a project overview and selected instruments, materials, data and evidence related to their work.
In an online collaborative workspace for scholars in the CASTL Higher Education Program, the Snapshot tool is used to organize and represent the development of their research projects.
Eight Carnegie Scholars from the 2003-2004 cohort report on a special project sponsored by the Center of Inquiry in the Liberal Arts at Wabash College.
A small group of teachers explores new ways to collectively represent their pedagogical and curricular innovations.
Students in a teacher education course document their learning from multimedia cases of effective teaching and share their reflections with their peers and teacher educators.