Work in Progress: Let's Play — Improving Our Teaching by Reversing Roles and Being a Learner with Board Games

Peter Jamieson; Eric James Rapos; Nathaniel Bryan

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Faculty Development Division (FDD) Technical Session 9
Tagged Division: Faculty Development Division (FDD)
Page Count: 7
DOI: 10.18260/1-2--44307
Permanent URL: https://peer.asee.org/44307
Download Count: 154

Paper Authors

biography

Peter Jamieson Miami University

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Dr. Jamieson is an associate professor in the Electrical and Computer Engineering department at Miami University. His research focuses on Education, Games, and FPGAs.

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biography

Eric James Rapos Miami University

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Dr. Eric Rapos is an Assistant Professor of Software Engineering at Miami University, specializing in research in tool and interface design aimed at collaboration and user interaction. Recent projects have involved virtual reality, voice interfaces, and sketch recognition, all aimed at collaborative software modeling. He also is actively researching the use of games in teaching and faculty development, and is an avid tabletop gamer in his spare time.

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Nathaniel Bryan

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Abstract

The focus of this work-in-progress (WIP) paper is on the creation and evaluation of a faculty development activity to improve teaching through reflection and empathy. Our intervention takes the form of a Faculty Learning Community (FLC) where staff and faculty participants have frequent opportunities to experience role reversal through being a learner again. Participants become active learners by playing modern board games that help them remember the experience of being a learner once again. By choosing different types and styles of games we are able to provide a space for the participants to discuss broader teaching practices such as the importance of technical vocabulary, scaffolding ideas as we teach them, and the benefits of student-centered learning approaches. Another critical aspect of this intervention is that we hope to use role reversal to remind teachers how hard it is to learn by giving the teacher more empathy for the learner.

In this paper, we describe our FLC organization, which we are conducting over the 2022-23 academic year with 9 participants and 2 facilitators. We begin by briefly describing the FLC meetings completed and planned for this time frame, followed by a detailed description of how we are investigating the impacts of this intervention. We will present the design of our qualitative study which includes evaluating participant feedback. We are collecting feedback within each session, as well as over the complete experience. Additionally, we plan to collect data from our participants’ students in their Spring semester classes to examine potential impacts made by our members’ application of concepts gained through the experiences of the FLC. We conclude by describing our hypothesized expectations for this work and look forward to feedback from the community on these efforts.

This work is a - Work-in-Progress (WIP) Paper, Poster Presentation (Noting, we believe that this would be an excellent Mini-demonstration if the organizers would like this, in that we could have a mini-session so that the audience could experience a short board game to understand the experience and we could as a group discuss it.)

Citation
Format

Jamieson, P., & Rapos, E. J., & Bryan, N. (2023, June), Work in Progress: Let's Play — Improving Our Teaching by Reversing Roles and Being a Learner with Board Games Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44307

TY  - CPAPER
AB  - The focus of this work-in-progress (WIP) paper is on the creation and evaluation of a faculty
development activity to improve teaching through reflection and empathy. Our intervention takes
the form of a Faculty Learning Community (FLC) where staff and faculty participants have
frequent opportunities to experience role reversal through being a learner again. Participants
become active learners by playing modern board games that help them remember the experience
of being a learner once again. By choosing different types and styles of games we are able to
provide a space for the participants to discuss broader teaching practices such as the importance
of technical vocabulary, scaffolding ideas as we teach them, and the benefits of student-centered
learning approaches. Another critical aspect of this intervention is that we hope to use role
reversal to remind teachers how hard it is to learn by giving the teacher more empathy for the
learner.

In this paper, we describe our FLC organization, which we are conducting over the 2022-23
academic year with 9 participants and 2 facilitators. We begin by briefly describing the FLC
meetings completed and planned for this time frame, followed by a detailed description of how
we are investigating the impacts of this intervention. We will present the design of our qualitative
study which includes evaluating participant feedback. We are collecting feedback within each
session, as well as over the complete experience. Additionally, we plan to collect data from our
participants’ students in their Spring semester classes to examine potential impacts made by our
members’ application of concepts gained through the experiences of the FLC. We conclude by
describing our hypothesized expectations for this work and look forward to feedback from the
community on these efforts.

This work is a - Work-in-Progress (WIP) Paper, Poster Presentation (Noting, we believe that this
would be an excellent Mini-demonstration if the organizers would like this, in that we could have
a mini-session so that the audience could experience a short board game to understand the
experience and we could as a group discuss it.)
AU  - Peter Jamieson
AU  - Eric James Rapos
AU  - Nathaniel Bryan
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Work in Progress: Let's Play — Improving Our Teaching by Reversing Roles and Being a Learner with Board Games
UR  - https://peer.asee.org/44307
DO  - 10.18260/1-2--44307
ER  -