3. Research Support Specialist
The Research Support Specialist works with
faculty and staff to support, facilitate, and
enhance internal and external research across
the Boyer Model of Scholarship.
4. BOYER MODEL
Discovery Integration
Scholarship
Application Teaching
Engagement Learning
17. Questions?
A New Model for Support
Research at
Western Carolina University
Hinweis der Redaktion
Introduce selfWhen it comes to faculty support, many institutions offer only a Tech Help Desk. Though the Information Technology department provides a reliable system, the faculty must rely on their ability to discover how best to implement their systems in already limited time. Western Carolina University's strong research support team will present implementations of ways to bring its faculty greater access to such resources, especially in Qualtrics' online survey software, and will show how WCU has managed to share Qualtrics’ flexibility, ease, and thoroughness with its personnel. This presentation will show how WCU has maximized the use of Qualtrics to enable students to complete pre- and post- project evaluations of group members in order to easily obtain useful and timely feedback from the instructor, allowing the instructor to focus on student skill development rather than data processing. It will also show how the establishment of a Research Support position has helped bring resources like Qualtrics into the Boyer Model of Education and, in turn, brought faculty to better understanding of available resources with the end result of developing better, simpler, and stronger evaluation systems for and between faculty and staff.
Customer at CFC comes seeking one type of supportAs needs are explored, more staff member expertise is called uponTeam of specialist that wrap customer in supportCustomer gets broad range of specialized assistance in one visitThis should be Venn Diagram
What we are looking forTall order to fillThe Specialist will Work collaboratively with the Research Office to support faculty in the identification and development of external funding opportunities Consult with faculty on an individual and/or group basis regarding appropriate research design, methods, and evaluation Provide training and assistance for qualitative and quantitative research projects Assist faculty in the use of research software, such as SPSS, SAS, Qualtrics, ArcGIS, Atlas.ti, R, STATA and others.Identify and facilitate the adoption of emerging research tools, software, or programs Facilitate opportunities for collaborative and peer-to-peer research support Work with other campus stakeholders to develop policies, applications, and professional development opportunities to support research and assessment across the Boyer model of scholarship https://jobs.wcu.edu
In the 1990 publication "Scholarship Reconsidered," Ernest Boyer introduced an academic model advocating four types of scholarship. According to Boyer traditional research, or the scholarship of discovery, had been the center of academic life and crucial to an institution's advancement. Building on that foundation, he also included the scholarship of integration, i.e. making connections within and across disciplines and performing research amid a larger intellectual pattern. Engaging in research that works to alleviate social problems became a part of the scholarship of application, and systematic reflection on teaching and learning formed the heart of the scholarship of teaching and learning (often abbreviated SoTL). Boyer argued for the academy to broaden its definition of scholarship in order to reward faculty for the work they do outside of the narrower conventional boundaries of research, teaching, and service.
Like the Marines, we adapt and over comeOne tool we use is QualtricsWhat is Qualtrics?Online survey tool adopted by WCU in 2009$11k per yearUnlimited number of accounts/surveysAccounts managed by Coulter Faculty CommonsFaculty/Staff/Student AccountsIRB CITI certification requiredFlexible and Intuitive
WCU is using Qualtrics for more than opinion/customer satisfaction surveys Qualtrics Divisions Office of Assessment (sensitive issues) Board of Trustees Deans Department Heads Student Affairs Assessment reporting Coulter Faculty Commons general staff & faculty support Awards Candidate scoring
https://wcu.qualtrics.com/SE/?SID=SV_0fvRQoJuSTIgIGEWCU nutrition program is working with local grade school in cooperation with local farmers to introduce fresh, healthy meals to kids. They try out different recipes and then survey the staff and kids about what they liked and didn’t.
https://wcu.qualtrics.com/SE/?SID=SV_0fvRQoJuSTIgIGETrying out different formats for the questions
Jim ManningHow to assess student development in Interpersonal & Small Group Communication?Phase 1 word document surveydays cutting, pasting, and calculatingPhase 2 Qualtrics reports 15 steps per student still hours, but prettier reportPhase 3 Qualtrics results cleaned in Excel, imported into Access, reports generated 10 steps per group less time creating reportsData being captured for analysisGroup ProjectsNonverbal Sports CommunicationIntergenerational Communication DifferencesCredible First ImpressionsImpression & ImageCMC & GenderCOMM150 Interpersonal & Small Group CommunicationCourse overview & objectivesWelcome to Interpersonal (or “IC”) and small group communication, a core course required of allcommunication majors. In industry studies and academic research, IC proficiency is typically rated the#1 skill needed in today’s workplace. Trailing right behind practical IC, (aka “soft” or “people” skills)employers also look for efficient team players or those who work well in small groups. Researchfurther rationalizes the pressing need for this course given today’s workplace has younger people insupervisor or management positions relative to past generations. Fast forward and visualize thisnotion, look around at your fellow classmates: In a few years, one of them may very well be your boss.The difference between you and them? You probably guessed it: communication skills.Your assigned readings will cover key IC & small group theories. The in-class exercises and assignmentswill bring these concepts to life. Understanding your skills and other communication styles can be adifficult balancing act but doing so will make you a “fluent” communicator. Acquiring truecommunication “fluency” requires your openness and gracious acceptance of constructive criticismfrom the professor and classmates. Bottom line: begin listening and accept criticism now. If youdon’t, your future may well be filled with “bosses.” Becoming a “fluent” communicator entailsachieving the following course objectives:• Identify the basic theories that help us better understand intrapersonal, and practiceinterpersonal and small group communication;• Exhibit interpersonal & small group communication skills through in-class participation andexercises, online peer surveys and group projects;• Successfully articulate basic IC and small group concepts through tests, pop quizzes,individual and group writing and presentation assignments;
How It’s Done - Not the Circle of LifeEarly in the Semester for Pre-SurveyStudents log into course in BlackboardInstructor has group wiki’s set up with link to that group’s surveyEach student rates their group membersQualtrics results are exported into CSV fileMacros in Excel reformat data and do calculationsExcel spreadsheets are imported into AccessAccess generates reports and exports them as PDFIndividual PDFs are emailed to each studentStudent’s take reports and write paper on weaknesses/strengthsStudent’s submit paper thru BlackboardNear end of semesterCycle through again with Post-SurveyMust include comments on strengths/weakness of ratee (justify ratings)Report used to write final IC skill growth paper
Exporting to Excel from QualtricsLog onto QualtricsOpen surveyGo to View Results tabClick Download DataVerify following presetsAll questionsAnswers as LabelsExport Tags – YesClick CSV export optionChoose Open CSV fileSave file as xlsxRun macro Cleanup_1 Delete row 1Delete columns a – k, n, o, u, aa, afFind and replace1 - Inadequate2 - Fair3 - Adequate4 - Good5 - ExcellentRun macro Cleanup_2Truncate column titlesRun macro CalcScore_1VERBAL/NONVERBAL FLUENCY 15 points (5 col c thru g) 21.4%LEADERSHIP, ASSERTIVENESS, GOOD CONFLICT 15 pts (5 cols h thru l) 21.4%RESPONSIVENESS 10 pts (4 cols m thru p) 14.3%GROUP ROLES 10 pts (3 cols q thru s) 14.3%DUTIES & CONTRIBUTIONS 20 pts total (4 cols t thru w) 28.6%For each subheading =SUM(C2:G2)/25*5For total score =SUM((X2*0.214)+(Y2*0.214)+(Z2*0.143)+(AA2*0.143)+(AB2*0.286))/5*70Sort by Ratee
New position in CFCVision may not match realityRespond to needs of community
