Loyola University Maryland

Faculty Development and Diversity

Digital Pedagogy Initiative

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Digital Pedagogy Inquiry Group

Check out the Digital Pedagogy blog, formed by the 2015 Digital Pedagogy Fellows. Stay up to date on their web meetings, resources, and ongoing conversations.

2016 Digital Pedagogy Fellows

Vice President for Academic Affairs, Amy R. Wolfson, Ph.D., announced that nine colleagues, representing all three schools at Loyola and representing all three divisions within the College of Arts and Sciences, have been selected as Digital Pedagogy and Course Design Fellows for 2016:

Karyl Leggio, Finance

Richard Klink, Marketing Business

Hannah Bayne, Pastoral Counseling

Paul Tallon, Information Systems and Operations Management

Teresa Ryan, Writing

Rebecca Trump, Marketing

Kerria Tan, Economics

Roger Eastman, Computer Science

Margarita Zisselsberger, Teacher Education

Each of these fellows participated in a two-week, intensive workshop this summer during which they will develop a course that integrates enhanced web-based approaches and instructional technologies, or an online or hybrid course, that is highly likely to be implemented during the fall of 2016, spring/summer of 2017, or fall of 2017. Education and support was provided by instructional designers and experienced faculty mentors in using instructional technology to engage students within online, hybrid, and face-to-face settings.

2015 Digital Pedagogy Fellows

Vic Delclos, Education Specialties

L. Mickey Fenzel, Pastoral Counseling

Kathleen Forni, English

Greg Hoplamazian, Communication

David Marcovitz, Education Specialties

Tony Mento, Management/Int’l Business

Leah Katherine Saal, Teacher Education

Lisa Schoenbrodt, Speech Language Pathology/Audiology

Jill Snodgrass, Pastoral Counseling

Ravi Srinivasan, Information Systems/Operation Management

Summer Workshop on Digital Pedagogy: June 1 - 12, 2015. 

Ten online and digital pedagogy fellowships were offered a two-week intensive workshop to develop a web-enhanced or online/hybrid course that was highly likely to be implemented during the fall of 2015, spring or summer of 2016, or fall of 2016.

Support was provided by instructional designers and experienced faculty using instructional technology. The program was open to all full-time, particularly graduate faculty converting a course in ways that build capacity toward developing online programs as well as to undergraduate faculty interested in revising a course by more fully integrating web-based approaches using instructional technologies.   Priority will be given to faculty whose course development plans support department/school initiatives.  The workshop was focused on developing a coherent course design and pedagogical approaches that increase communication and collaboration among students, integrate digitally recorded class sessions, and deepen student learning through a variety of “web-based” innovations.  The workshop was followed by meetings in 2015/2016 of an informal instructional technology inquiry group that will provide a venue to share ideas, raise course design and pedagogical questions, and explore new approaches.  Each fellowship came with a stipend of $2,500, funded by a partnership with Academic Affairs and Tech Services.

Check out this brief video montage from the 2015 Digital Pedagogy Workshop.