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Redesigning Curricula Using "Priming Activities" and an Instructional Designer to Maximize Student Engagement in Class - See on schedule
Thursday at 1:30pm in the Patuxent Room
Curriculum re-design is an ongoing process and consideration of adult learning theory and preferences of millennial learners is essential to effective teaching. We describe a model of collaboration with an instructional designer in course re-design. The model includes: 1) Reviewing and aligning course objectives; 2) Designing "priming activities" using technology to have students prepare ahead of class; 3) Implementing class activities utilizing the knowledge gained through the "priming activities" to engage learners in higher order thinking; 4) Assessing outcomes; 5) Revising the course based on feedback. This process highlights the dynamic nature of curricular design and ensures continuous improvement.
Should I Record My Class meetings? Effects of Online Videos on Student Attendance, Engagement and Performance - See on schedule
Thursday at 1:30pm in the Potomac Room
The present study aims to determine the relationship between providing online recordings of in-class meetings and several educationally relevant variables, such as attendance, overall performance and course evaluations. Meetings of three traditional courses were captured on the classroom computer and videos were posted to the course management website. We will discuss the pros and cons of recording meetings, the effect videos had on student engagement and the barriers that prevented or discouraged some students from viewing the class recordings.
Supercharge Your Classroom Discussions! - See on schedule
Thursday at 1:30pm in the Congressional Room
With: Kimberly Van Orman
Many people like the idea of Team Based Learning or Clickers, but aren't ready to completely redesign their course around permanent teams or invest in technology just yet. In this session, we will have a group discussion about how classroom discussions have gone well (or not) in our courses while experiencing how adapting some of the techniques from these teaching approaches can be used to great effect with small groups in the "regular" classroom. Participants will learn a dialogic notebook technique, how to use low-tech clicker substitutes, and how to apply TBL's "4Ss" to their classroom discussions.
The Culture Bump Experience: Teaching with a Global Perspective - See on schedule
Thursday at 1:30pm in the Ambassador Room
Imagine learning to use any difference you may encounter (gender, ethnic, religious, socio-economic, race, etc.) as a way to connect with others and being able to teach your students to do the same? This engaging and interactive introduction to the Culture Bump Approach will teach participants the change mechanism offered by Culture Bump theory, offering you a process to negotiate new insights into your own character or culture and explore with others beyond the "why" we are different and discover "how" we are the same. The Culture Bump Experience will leave you with teaching and communication techniques from a global perspective.
The Socratic Oath: A Right of Passage for Future Teachers - See on schedule
Thursday at 1:30pm in the Cabinet/Judiciary Rooms
With: Alison Mall
Historically physicians have taken the Hippocratic Oath, thus swearing to practice medicine ethically and honestly. What similar oath might we as educators take? Participants will actively engage in a discussion of the medical and teaching professions as analogized in excerpts from Parker Palmer’s “The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.” Socratic Oaths written by secondary teacher candidates enrolled in a Master of Arts in Teaching program will be shared and discussed. This discussion will serve as inspiration for participants as write Socratic Oaths that represents the ethical and honest practices to which they subscribe.
Why Do Students Fail? Faculty perspective - See on schedule
Thursday at 1:30pm in the Embassy Room
Failing college can cause lasting damage to student's self-esteem, and the consequences can influence an entire lifetime. In this presentation we describe a study we conducted with 50 college instructors in which we asked them to provide their own perspectives on why students fail college courses at the undergraduate level. The analysis of the study revealed surprising outcomes; we will share the results and discuss the implications of the findings on students, instructors, curriculum, and academic leaders. In short, being aware of how students themselves perceive the causes of student failure in academic settings is a necessary first step in clinically analyzing the complexity of the problem and in finding workable solutions that could productively lead to helping students.
Assessment Incognito: Design Thinking and the Studio Learning FLC - See on schedule
Thursday at 2:50pm in the Patuxent Room
With: Joanne Munroe
Based on her recent chapter in the 2013 publication Developing Faculty Learning Communities At Two Year Colleges: Collaborative Models to Improve Teaching and Learning, Joanne Munroe outlines the development of a faculty learning communities program that has resulted in sustainable, scalable faculty development that has design thinking techniques as its heart. In addition to providing a framework for effective grassroots focus on evidence-based learning design, the presenter addresses how one institution created a permanent learning space for teaching the skills we need in a digital age.
Come Right In: What Students Want from Office Hours - See on schedule
Thursday at 2:50pm in the Embassy Room
"Why aren't students coming to my office hours?" Office hours provide an opportunity for student-faculty interaction, one key benchmark of effective educational practice. Yet this potential goes unrealized if students do not show up, or feel uncomfortable. Come to this session to better understand students' expectations of office hours and the type of interactions students perceive to be most helpful. We will discuss our research on why students attend office hours and what they experience during these visits. We will address how we can leverage office hours to enhance student-faculty interactions and discuss how to better incorporate virtual communication tools.
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How Learning Goals Mediate Learning: A Motivational Framework and Results from a Mixed-Methods Study - See on schedule
Thursday at 2:50pm in the Potomac Room
With: Annalee Kodman
How would you teach differently if you knew what really motivates your students? Because motivation is key to academic success, understanding how motivation affects learning is important to developing a learner-centered classroom. This session will present the motivational framework of learning goals developed by Carol Dweck as one way of understanding how motivation mediates learning. The researcher will discuss results from a mixed-methods study that shows how students with different learning profiles (different combinations of mastery and performance goals) engage in revision of a research paper differently. Results will serve as a springboard for a discussion of implications for teaching.
Lessons Learned Over a Decade of Teaching Online - See on schedule
Thursday at 2:50pm in the Congressional Room
With: Charles Cannon
This session will describe the lessons learned over a decade of teaching a nutritional course both online and face-to-face. How the online course has evolved over time as compared to the standard classroom will be discussed. Comparisons between the face-to-fact instruction and online instruction on the dimensions of student engagement, assessment, and responsibility will be shared, providing a clearer understanding of teacher and student commitment required to ensure an effective online course. A case will be presented as to why this online experience is unique in many ways yet participants will leave with new ideas for online activities and content format to apply in their own courses.
Proactive Strategies for Classroom Behavior Management to Maximize Students' Academic Success - See on schedule
Thursday at 2:50pm in the Cartier Room
With: Laura Frey
This session will present ideas for proactive strategies for classroom behavior management that promote a positive classroom climate that will maximize students' academic success. This begins with a foundation of cognitive reflective strategies for educators use to support their teaching philosophy and teacher self-management. This is followed by an overview of proactive: (a) classroom rules, (b) teacher 5-step in-class response template, (c) teacher-student coupling statements, and (d) student send-out template plan. The content is directly applicable to School-wide Positive Behavior Supports. This session is applicable for K-12 educators and teacher preparation professionals.
Engaging Students in Peer Review - See on schedule
Thursday at 3:15pm in the Cartier Room
With: Curtis Naser
Asking students to evaluate their peers can instill expectations and provide for more meaningful participation by students, especially in the context of oral presentations. It is even better if students help define the criteria of evaluation (create a rubric). This session will first engage the audience in the development of an oral presentation rubric and then ask the audience to apply that rubric to the remainder of the presentation. The remaining time will focus on the advantages and results of using the electronic peer review system built into the Mentor course management system at Fairfield University.
"Closing the Gap": Increasing Persistence and Success of Struggling Students - See on schedule
Thursday at 3:45pm in the Cabinet/Judiciary Rooms
With: Kathleen Gabriel
Colleges have many diverse students, with increasing numbers of struggling students. The graduation gap remains among various student groups (i.e. first-generation, students of color, and traditional students). Professors can make a difference in "closing the gap" without lowering their standards. By using learner-centered pedagogy and motivational strategies (including "tough-mindedness"), we can help all students become engaged and improve their performance. Hence, peripheral students will have more than a merge chance of success in college.
Engaging City Landscapes: Built Environments Functioning as Text and Context for Curricular-Based Learning Communities - See on schedule
Thursday at 3:45pm in the Patuxent Room
With: Timothy Peterson
This session investigates how urban environments can add an applied dimension to academic "learning communities" enhancing student learning and improving teaching effectiveness in both non-disciplinary and disciplinary programs. Extending the classroom to include the challenging paradoxes and dynamic patterns of city landscapes provides unique opportunities for achieving undergraduate academic success. A case study of implementing an urban-based "learning communities" model offers insight for how this approach could be implemented in various institutional and program settings.
From Distress to Success: Improving Individual Performance Assessments - See on schedule
Thursday at 3:45pm in the Ambassador Room
With: Deborah Rifkin
In subjects that are skill-oriented, assessment can be problematic. Performing individually for a teacher can be harrowing for a student because it requires on-the-spot application of complex concepts in a time-pressured context. Performance assessments are not always accurate because students are too nervous to perform up to their abilities. In this presentation, I describe the advantages and disadvantages of my redesigned assessments. In the revised assessments, students develop skills for: identifying problems, discussing difficulties, and strategizing solutions. In light of my revisions and how they interact with learning taxonomies, presenters will explore possible revisions to their own assessments.
Multitasking and Learning: What Research Tells us About What Students Can and Can't Do - See on schedule
Thursday at 3:45pm in the Embassy Room
This session examines the digital native conception of college students with a particular focus on teaching practices that are often coupled with such narratives. Empirical research regarding what we actually know about today's college students will be presented that suggests strategies and practices that are in stark contrast to the digital native mythology. Key among the issues to be explored will be conceptions of students as skilled multitaskers. Research-informed guidance for those who teach, especially at the undergraduate level, will be a hallmark of this session.
Should I Flip My Class? Why and how? - See on schedule
Thursday at 3:45pm in the Congressional Room
With: Sabrina Kramer
The term, "flipped" has been used increasingly in the literature to describe a change in the way college, university, and even K-12 classes are taught. If you've heard this term, and are curious, or if you know what it means and are excited to flip your class, come and learn about some of the ways that other faculty have flipped their course. Explore if you should flip, and if so how?
Student Course Evaluations: Class Size, Class Level, Discipline, and Gender Bias - See on schedule
Thursday at 3:45pm in the Cartier Room
With: Jacob Kogan (h)
Based on approximately 20,000 Student Course Evaluation Questionnaires covering 15 semesters and publicly available at the University of Maryland, Baltimore County, we analyze the effect of class size, class level, discipline, and gender on student responses. We compare the results obtained and conclusions drawn with those already reported in the literature.
Teaching Grammar to College Students with Engaging Activities - See on schedule
Thursday at 3:45pm in the Severn Room
With: Ildiko Melis
The presentation argues that the current negative approach to teaching grammar in college level writing instruction needs to be reconsidered because it is not supported by research, and it hurts students, who are expected to perform well on grammar-based standardized tests. Classroom activities will be shared to demonstrate that student-centered methods can be used in grammar instruction, and the process of developing enhanced language awareness can engage students.
Using the Short Story as a Creative Alternative to the Traditional Research Paper - See on schedule
Thursday at 3:45pm in the Potomac Room
With: Angela Lanier
Research papers are common in many college courses, but some argue that the traditional research paper is unauthentic and stifling (Fister, 2011). Narrative writing is one method for engaging students in learning material and demonstrating student knowledge in an authentic way (Miele, 2010). This presentation will explain the use of the short story as an alternative to the research paper in a sophomore seminar course. Students researched social issues then "weaved" their findings into dialogue, setting and narration. This approach promoted creativity and helped students avoid plagiarism, which is often prevalent in research assignments (Smith, Dupre & Mackey, 2005).
Are Assessment Rubrics Really Worthwhile? - See on schedule
Thursday at 4:10pm in the Cartier Room
With: Dian McCallum
The use of assessment rubrics are considered beneficial to assessors, instructors and students. Assessment rubrics are supported in the literature as learner-centered in giving students an organizing framework for completing their course assessment. However, Should students be involved in the development of these rubrics to make them truly learner-centered? How far should this concept of learner-centeredness be taken? Have we moved from one extreme to another in our conception of constructivist learning? This session presents preliminary findings of a questionnaire survey investigating student responses to assessment rubrics. This survey examines the role and utility of rubrics in the assessment of student learning outcomes in a Bachelor of Education Programme in a Higher Education Institution in Jamaica.
"But I'm not a (Fill-in some despised subject) person." Creating comfortable classroom environments for reluctant learners - See on schedule
Thursday at 4:40pm in the Potomac Room
Are your students sometimes their own worst enemy? Do you often hear statements such as "But, I'm not a math-person," "But, I'm not a public speaker," "But, I don't enjoy writing"? Does their emotional "academic" baggage hinder their success? If so, this discussion-based workshop can help you address these concerns. This workshop will discuss Seligman's (1975) concept of "learned helplessness" and how creating a comfortable classroom environment can pull reluctant learners from their shells to achieve educational success. This workshop will focus on helping students move past discipline-specific stereotypes, scaffolding, self-fulfilling prophecies, self-esteem, and self-reflection. Join us for this discussion.
A New Course to Develop Students’ Scientific Reasoning and Practice Skills - See on schedule
Thursday at 4:40pm in the Embassy Room
Recent research has identified characteristics that promote student success in science, including the use of inquiry-based science instruction, participation in an undergraduate research experience, and the use of collaborative quizzes. As a component of an NSF STEM Talent Expansion Program grant, we have developed a new course based on these and other research findings. The new course, Scientific Reasoning and Practices, was offered during a Summer bridge program for incoming first-year students and uses a lecture/activity format to prepare students for college-level science coursework. We will introduce the course, share some of our activities, and discuss some assessment results.
How to Prepare Students to Become Evidence-Based Practitioners - See on schedule
Thursday at 4:40pm in the Cartier Room
With an increased emphasis on the use of evidence in all professions, this presentation describes how one program added an experiential evidence-based project to help prepare graduates for the demands of practice. With faculty mentors, students created a project focusing on hands-on scholarly activity. Students came to appreciate the importance of finding evidence and how they can contribute to this scholarly process. Survey data revealed that teaching students how to become consumers and contributors to evidence-based practice helps them value and incorporate it into practice. Participants will engage in strategies for incorporating evidence-based practice in their courses and across curricula.
Lecture Free Learning Biology in All Classes, Great and Small - See on schedule
Thursday at 4:40pm in the Patuxent Room
Students learn effectively and develop communication skills in an introductory biology course by engaging in team-work. We have adapted approaches used in the teaching of Chemistry (POGIL), Physics (Scale-Up) and Biology (Case Studies). The participants in the session will be provided with a Case Study and data for a Genetically Modified Organism (crop), GMO. They will be guided through the processes of forming a team, acquiring expertise (knowledge), assessment of that knowledge, team analysis of information in a Case Study, written and oral articulations of the analysis, and debating the safety of the GMO.
Teaching as Performance - See on schedule
Thursday at 4:40pm in the Ambassador Room
With: Leslie Felbain
Passion for a subject does not always translate from the podium across a lecture hall to students who would rather be browsing on Facebook than engaging as an active listener. This workshop will explore foundational performance techniques and concepts in order to create a learning environment where performer (the teacher) and audience (the students) engage together in the performance (the class). Teaching as Performance is an interactive workshop where participants will have the opportunity to explore their multi-dimensionality, and apply performance techniques to the subjects they teach.
The Reflective Learning Portfolio: Enhancing and Assessing Student Learning - See on schedule
Thursday at 4:40pm in the Severn Room
With: John Zubizarreta
Interested in learning basic approaches to designing learning portfolios for significant learning? Wondering how reflection, collaboration, and evidence promote higher-level learning? Curious to see what diverse, new models of learning portfolios exist in a variety of courses and programs? Want to see some actual examples of student portfolios? Come find out about the benefits and challenges of learning portfolios. Bring your experiences and varied models for active sharing of ideas and resources on learning portfolios.
Whole Brain® Teaching and Learning in Higher Education: Evidence-Based Practice - See on schedule
Thursday at 4:40pm in the Congressional Room
With: Ann-Louise de Boer
Articles acknowledging diverse thinking preference of individuals have been published the past 30 years, yet very little evidence based literature is to be found on the actual transformation of teaching practices. Our evidence based practice, looks at individual faculties, and trends observed. The initiatives and activities in the School of Engineering are highlighted followed by the application of Whole Brain® principles to add value to a Information Literacy module, and the results obtained by students after being exposed to Whole Brain® teaching. Our final case study, looks beyond the classroom using the Whole Brain® model as a coaching tool.
Guiding Biology Graduate Students and Postdocs Into Effective Teaching Methods - See on schedule
Thursday at 5:10pm in the Cartier Room
With: Sue Wick
We established an informal Scientific Teaching Program for interested postdocs and advanced graduate students to promote evidence-based teaching of undergraduate biology. After introducing principles of effective teaching, participants worked in disciplinary groups to devise short modules addressing difficult concepts. Participants presented their work to each other and some modules were also presented to undergraduates and assessed for their effectiveness. The enthusiasm of participants and generally high quality of the modules that were developed suggests that this is a useful way to introduce the next generation of faculty to effective approaches to teaching.
How Do They Learn to Learn? Teaching students effective strategies for succeeding in your course - See on schedule
Thursday at 6:00pm in the Haverford Ballroom
With: Todd Zakrajsek
Students arrive in our classes with a wide variety of skills, motivational levels, and experiences. Historically, our primary challenge was to cover material and to assess for learning. Over the past decade there has been a steady shift from a "teaching-centered" to a "learning-centered" approach. With this shift comes the added responsibility of helping our students to learn. We still need to cover content and assess learning, but we are now also coaches, tutors, and even motivational speakers at times. In this session we will explore some very easy to implement research-based strategies to help your students be more effective in their learning. In the area of selfish byproducts: better students make our jobs easier and more fun.
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"Where's the Beef?": Critical Analysis of iPad Apps to Maximize Learning - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: Sarah Jane DeHaas
The iPad has revolutionized the way we teach and how our students learn. Grateful as we are to have an abundant bank of iPad apps, it is often frustrating to determine which apps are truly useful for facilitating student learning. Within this session, participants will learn the importance of evaluating and selecting apps to maximize student learning as well as the critical considerations of doing so.
Bridging the Culture Gap - Military Veterans in Your Classroom - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: Mary Kniskern
The experience of military veterans in academia has been described as a culture clash. Less than five percent of students and higher education instructors have contact with military service personally or via a family member. Colleges and universities are recruiting veteran students, but support structures for both the students and faculty members lag behind the recruitment efforts on many campuses. In this session, a PhD-candidate, student-veteran spouse will lead discussions and role-plays to examine both sides of this culture clash and identify solutions to meet the challenges of incorporating this particular group of non-traditional students into your classroom.
Developing Effective Discussion Boards for General Education Science - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: Francesca Catalano
Generating online general education science discussion board topics that both develop class community and pique student interest is a daunting task. Join Dr. Catalano as she shares techniques that will generate results. This interactive and engaging presentation will discuss how to develop discussion board topics based on your student population, how to effectively incorporate technology and social media in the forums and how to use effective rubrics for assessment. Participants will leave with concrete ideas and an opportunity to continue the dialogue with fellow attendees on social media.
Fostering the First-Year Experience Philosophy: Faculty and Staff Learning to Engage in Communities - See on schedule
Friday at 8:20am in the Haverford Ballroom
Howard Community College's First Year Experience (FYE) program does not reside solely in a student seminar. To help faculty/staff learn more about FYE, a faculty/professional learning community was created in 2005. From one came many; members explore self-selected topics throughout the year. Learn how the program grew, how it works, and how it influences faculty/staff development as well as our student experience. Explore ideas that might entice faculty and staff, build community, and disseminate the FYE philosophy to better engage students on your campus.
I Present "Exhibit A": Using Evidence-Based Teaching and Learning Strategies to Ensure Students' Success - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: Karen Schramm
According to students, most teachers are bores who don't "get" what they're supposed to accomplish: motivate real learning. No wonder students don't find courses value-adding; we need to engage them through authentic, innovative pedagogical approaches, not bore them to death. Taking insights from neuroscience, business, legal profession, ad psychology, I ensure success by presenting Evidence-Based Teaching practices featuring field-research, feedback loops, and fun. This approach has students lining up to take my classes. The evidence is incontrovertible: With this method, the "A" in "Exhibit A" will be their grades--and yours!
Increasing Rigor and Engagement to Improve the Outcomes of Student Internships - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: William Spear
Student internships provide significant benefits when properly designed and managed. Students gain work experience but yield limited learning when internship programs fail to engage students, lack proper faculty supervision, provide poor site placement and supervision, or fail to require meaningful reflection, (Bulger, 2006; Evans and Mori, 2005). The business administration internship program at Colby-Sawyer College has evolved since 2009 with excellent results. The purpose of this session is to discuss the benefits and challenges of student internships, describe the internship program at Colby-Sawyer College, provide recommendations for improving internship programs at other institutions, and discuss areas for future consideration.
Lean on Me: Mentorship and Building Communities of Learners - See on schedule
Friday at 8:20am in the Haverford Ballroom
For our presentation, we intend to share our experiences building a community of learners at Cabrini College. In our college, the Center for Teaching & Learning stands as the hub for mentorship at both the student and faculty levels. Our presentation introduces the Center for Teaching & Learning and then proceeds to analyze and interpret mentorship in three different forms. We outline how our students and colleagues use mentorship to create a community of learners at our college. Once we conclude, we intend to provide time for our audience to consider how they build similar communities at their institutions.
Preparing for Employment at a Primarily Undergraduate Institution - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: Samantha Elliott
You have aspirations of teaching at a primarily undergraduate institution, but how do you get there? What can you do in graduate school to be competitive for employment at a PUI? How is a PUI different from a large research-intensive or even a medium-sized school? These are some of the questions that I will address in this workshop. I will talk about my path to tenure at a PUI, and what made me appealing to my hiring committee. Participants will analyze job advertisements and develop ways to target their own teaching statements and applications for primarily undergraduate institutions.
Using Emerging Technologies to Engage Students in an Online Classroom - See on schedule
Friday at 8:20am in the Haverford Ballroom
With: Jennifer Thompson
Engaging students in an online classroom setting can be challenging. However, the appropriate use of emerging technologies can mitigate and enhance that engagement factor. It is not enough to simply put these tools into practice, but rather one must also understand how the use of these tools contributes to the desired outcome of student learning. In this presentation, participants will discuss the role of student engagement in the online classroom. In addition, they will view several emerging technologies in action and will discuss their potential application as a means to enhance student engagement with the course material.
Creating Meaningful Interdisciplinary Educational Activities for Your Classroom - See on schedule
Friday at 9:00am in the Cabinet/Judiciary Rooms
The value of interdisciplinary education is frequently reflected in academic curricula as well as funding initiatives, and it is regarded as essential for higher-order thinking in the 21st century. But how can interdisciplinary education be incorporated into courses already packed with learning objectives, and in a way that genuinely benefits student learning? This presentation will examine the advantages and barriers to interdisciplinary educational activities for undergraduates, and will engage participants in active teaching strategies that can be used to overcome such barriers. Participants will leave the session with concrete ideas for interdisciplinary educational activities to incorporate in their own teaching.
Designing a Course for First-Year Students - See on schedule
Friday at 9:00am in the Embassy Room
With: Claire Parham
After 15 years of teaching, I recently redesigned my course to better meet the needs of first year students, non-traditional, and diverse students. Redesigning the course allowed me to address the varying academic backgrounds of my students, as well as their diverse ethnic and socio-economic backgrounds. Reframing the presentation of course content with both the mindset and skill level of these first-year students led to the incorporation of innovative strategies designed to hold student attention, to evaluate the breadth and depth of their knowledge before introducing new material, and to scaffold both individual and team assignments. This session will describe how course redesign led to a better understanding of my students and helped me to develop new pedagogical skills.
Developing Multicultural Awareness in Higher Education Faculty Members - See on schedule
Friday at 9:00am in the Cartier Room
With: Joyce Armstrong
A sample of faculty members, from a variety of subject areas at a liberal arts college participated in a five-week study of multicultural awareness. A survey was administered pre and post to determine attitudes of multicultural practices of the faculty members. The participants met once a week where multicultural activities were conducted and assignments were discussed. Each participant also adapted one lesson they currently taught to incorporate the ideas presented in the five sessions. Each participant was asked to develop a position paper on his or her views of multiculturalism at the conclusion of the sessions.
Faculty Self-Disclosure of Identities: Decision Strategies - See on schedule
Friday at 9:00am in the Severn Room
Come to this session to explore issues related to disclosure of some aspect of your identity. The presenters themselves embody multiple identities, visible and invisible. Both female, one is a beginning faculty member in the sciences and the other an emerita professor in social science and a faculty development professional. We will present some relevant research from social psychology and higher education, interspersed with faculty experiences. You will use a flow chart to identify some identity that is relevant to you, consider costs and benefits of disclosing to students or colleagues, and clarify your own decision process.
How Often Do College Students Use YouTube to Learn Biology and Chemistry Concepts? - See on schedule
Friday at 9:00am in the Potomac Room
Over three hundred eighty college students were asked to provide their perspectives on the use of YouTube videos to learn biology and chemistry concepts, and how they perceive their educational usefulness in helping them learn the intended concepts. The results of the study were organized around ten main questions. In this presentation we will describe the study, share the results, and discuss the implications of the findings on students, instructors, curriculum, and academic leaders. We will also discuss the possibilities that may be afforded when YouTube videos are included in the teaching and learning of science concepts in the classroom.
Incorporating More Writing in Humanities Courses (While still having a life!) - See on schedule
Friday at 9:00am in the Congressional Room
With: John Immerwahr
Assigning writing is an essential way to enhance student learning, but reading and giving feedback on student writing is extremely time consuming, especially in large classes. In this presentation we'll review some strategies for using writing that can help students learn without taking quite as much instructor time. Specifically we'll focus on three areas: steps to take before students write that can save time later; assignments that help student learn but take less time to grade; time saving approaches for giving feedback on written work. Be prepared to contribute some of your own timesaving tips!
Using Gaming to Develop Interviewing Skills - See on schedule
Friday at 9:00am in the Ambassador Room
With: Michelle Wang
Game-based learning (GBL) is a relatively new pedagogy that can be applied in higher education. A review of past and recent literature reveals a dearth of research focusing on GBL pedagogy in teaching job search skills. A game called "Interview Me!" was created from a group project assigned to students in 2011. This game was developed with the intent to build interviewing skills in an enjoyable, interactive and collaborative learning environment. A research study about "the effects of using the interview game on students' interview self-efficacy and employment confidence" will be presented in the session.
Using iPad Technology to Meet Program and University Learning Objectives- Actively Engaging Students and Faculty - See on schedule
Friday at 9:00am in the Patuxent Room
This session will give a history of the iPad in higher education through case studies, research and findings from other institutions. We will discuss our process of implementation of the iPad to Drexel's Criminal Justice program including, iPad distribution, technical support, and faculty development. The session will identify important uses for the iPad both inside and outside of the classroom and connection to University and program learning objectives. Attendees will then participate in a hands-on demonstration using iPads for active and collaborative learning in the classroom.
Wiki Wonderful: A New Tool for Collaboration and Learning - See on schedule
Friday at 9:00am in the Diplomat Room
A "wiki" is a piece of server software that allows multiple users to freely create and edit Web page content using any Web browser, and is currently the most common collaborative tool used in online learning. The wiki function in recent LMS versions is a very versatile addition to our pedagogical toolbox. This session will describe how wikis function, how they can enrich the delivery of course content, promote peer-to-peer learning, assist faculty in collaborative research projects and, as a bonus, even assist instructors in administrative tasks.
International Teaching Fellows (ITF) Mentoring Program: A Step Towards More Effective Teaching Practices - See on schedule
Friday at 9:25am in the Cartier Room
International Teaching Assistants are educated in different cultural environments and do not know specifics about U.S. educational settings. The University of Maryland College Park (UMCP) as a very diverse institution has experienced the ITA challenge in several instances with its own graduate students. In an effort to train ITAs to transition smoothly into effective teaching practices, the Center for Teaching Excellence at UMCP started a prominent program for ITAs known as the International Teaching Fellows (ITF) Program. With an insider approach, the presenters will share the initial findings of a case study evaluating the ITF program while acquiring valuable feedback.
"Is Anybody in There?" Promoting intellectual engagement in the classroom - See on schedule
Friday at 10:00am in the Ambassador Room
With: Lysandra Perez-Strumolo
Do you ever get the feeling that while your students are physically in your classroom they are really somewhere else? As part of a faculty development initiative, faculty members read Elizabeth Barkley's (2010) Student Engagement Techniques and then went to work to engage the unengaged. Focused on the need to improve participation in class discussion, presenters designed and implemented activities to engage their students in critical thinking and to promote intellectual discussion in the classroom. In this session, we will discuss engagement techniques and our experiences in implementing them. Challenges, successes and student data will be discussed.
25-Word Summaries: Engaged Reading, Critical Thinking, and Deep Learning - See on schedule
Friday at 10:00am in the Congressional Room
With: Peter Doolittle (h)
Motivating students to read with intent, think critically about the reading and its meaning, and represent their learning can be a challenge. 25-word summaries provide an avenue for fostering engaged reading, critical thinking, and deep learning. This session will provide empirical evidence of the effectiveness of 25-word summaries as well as provide participants with guidelines on how to integrate 25-word summaries into their classes, how to write 25-word summaries, and how to evaluate and provide feedback on 25-word summaries. Please note: 25-words summaries are not writing assignments, but rather, thinking activities.
Digital Storytelling: From Social Media to Multimedia - See on schedule
Friday at 10:00am in the Cabinet/Judiciary Rooms
Using iPod Touch cameras, journalism students learned to tell stories visually, requiring a different mindset and perspective than standard written assignments. We will discuss how these communication techniques could be used in any class, from biology to Beowulf. We will show a variety of multimedia and social media platforms to house student work and discuss the problems (technical and ethical) that come with visual reporting.
Engaging Students Through a Class Blog - See on schedule
Friday at 10:00am in the Patuxent Room
With: Daniel Kotzin
A perennial problem instructor's face is finding ways to ensure students actively engage with the material they are assigned in a given course. In this interactive session, I will explore the ways in which a class blog can provide a mechanism for enhancing students' learning experience. By sharing both research in this area and my own experiences with a class blog, my presentation will provide effective models for creating a class blog in ways that actively engage students. Participants will then be provided with the opportunity to develop ways for incorporating a class blog into their own classes.
Generational Impact of Historical Trauma on Teaching and Learning - See on schedule
Friday at 10:00am in the Potomac Room
With: Kathryn England-Aytes
In today's global society faculty must understand the role of historical trauma, unresolved grief, and cultural decimation impacting individuals across generations. Mainstream education often challenges cultural identification and traditional values, resulting in cultural conflict and negation of the individual. This session guides mainstream faculty to better understand contemporary trauma in the context of historical, cumulative, and collective experiences of American Indians. Recommendations will be provided to prevent further reinforcement of historical trauma as a contemporary experience. Application of such strategies creates a more inclusive and empathetic classroom environment that benefits non-Indian students who themselves may be suffering forms of trauma resulting from the structural inequalities their families have experienced.
How Incorporating Online Tools Reduced Lecturing and Increased Active Learning - See on schedule
Friday at 10:00am in the Diplomat Room
With: Cynthia Field
Come learn how I used online tools such as Socrative.com, Pinterest and Dropbox to engage students, encourage active learning, enrich class-time discussions and invigorate my own teaching. I was able to activate a course on architectural theory--a heavily academic subject for future professional architects. Using these tools allowed me to devote myself to reviewing the readings, guiding the discussions and creating "buy-in" in the classroom. Most importantly, learn how by the end of my class my students made history relevant to their future as architects by creating personal text books on theory and the history of architecture.
Preparing Future Faculty: Strategies for Using Rubrics as Student Teaching Tools - See on schedule
Friday at 10:00am in the Severn Room
With: Yvette Turner
Using performance tasks as assessments for learning requires that students be familiar with the rubrics that will be used to evaluate the final performance or product. Simply giving out a rubric in advance and asking students to read it is, more often than not, insufficient. A good rubric can be a very effective and versatile teaching tool and enhance learning over the long term. The purpose of this paper is to present strategies for incorporating assessment for learning into daily teaching activities while introducing the rubric to students in a way that develops their understanding of their appropriate use.
So... What if They Can't Take Class Notes? - See on schedule
Friday at 10:00am in the Cartier Room
With: Gerald Long
Following recent developments in the divided attention literature, the potential distracting effect of note taking during lectures was examined. In a senior, capstone psychology course, student performance and student satisfaction were compared across two fall semesters in which extensive class notes were either provided or not provided by the instructor with the regular topic outlines. Student ratings revealed a significant benefit to the no-notes condition on measures of course/instruction quality and student engagement. Direct measures of student participation (e.g., types of questions raised) during lectures also indicated a beneficial effect of the no-notes manipulation. Implications for course design are discussed.
The Student-Faculty Chasm: Looking at Where Student and Faculty Expectations Meet and Diverge - See on schedule
Friday at 10:00am in the Embassy Room
What happens when faculty and student course expectations do not align? Not only can dissatisfaction within a course develop, but learning is also reduced. We performed two mirrored studies to assess student course expectations, and faculty's perception of these expectations. We looked at 19 student expectations, for 8 of these there were significant differences between student expectations, and faculty perceptions. Furthermore, when we examined what was most valued by both groups, significant differences were found. We will present the most striking differences and discuss what impacts this knowledge can have on learning and pedagogies.
Writing Professional E-mails for Today's Employers - See on schedule
Friday at 10:25am in the Cartier Room
With: Shahabudeen Khan
This Presentation focuses on Writing Professional E-mails for Today's Employers, specifically, to teach students how to write professional e-mails; whether to co-workers, supervisors, clients, or subordinates. E-mail communications have become the norm in the workplace. This raises tremendous professionalism issues particularly regarding the tone, format, and content of e-mails. The training for proper e-mail correspondence deserves more attention in the classroom. Teachers and students spend a tremendous amount of time communicating with each other by e-mail. This Presentation will give teachers a start on how to use those e-mail correspondences to teach their students how to write professional e-mails.
Beyond the CV: The Academic ePortfolio as a Formal Venue for Reflection - See on schedule
Friday at 11:00am in the Ambassador Room
Academic ePortfolios provide a powerful digital tool for doctoral students to demonstrate academic achievements and engagement, and present personalized portraits of teaching, scholarship, and service. ePortfolios offer a formal venue for integrative, evidence-based reflection--a core competency for future faculty--as they document academic and professional growth (Wulff & Austin, 2004). This session delineates how the ePortfolio presents a formal venue for evidence-based reflection that leads to students' articulation of their professional identity, academic accomplishments, and future goals. Participants will engage in reflective inquiry, and doctoral candidates will demonstrate the challenges and rewards of incorporating reflective practice in their ePortfolios.
Digital Formative Assessment: Apprenticeship in Thinking, Seeing, and Talking - See on schedule
Friday at 11:00am in the Potomac Room
In this interactive discussion, faculty in education, mathematics and journalism design will demonstrate digital formative assessment tools for analyzing classroom interaction, coaching visual self-editing, and supporting professional internship. They will analyze such questions as how do I help students see and apply aesthetic conventions in their own work? How do I help students think like a teacher? How do I help students talk constructively about academic content? We will catalyze a conversation where participants will analyze issues in their current practice.
MOOCs: Benefits, Implications and Practices Facing Instructors and the Non-Linear Learner - See on schedule
Friday at 11:00am in the Cartier Room
Massively Open Online Courses provide new learning opportunities for a wide range of students traditionally challenged by common college entry barriers such as financial limitations, age and demographics, campus dynamics and socio-economic status. MOOCs also provide a non-linear learning experience with little intervention from an instructor, which challenges already new and evolving standards and practices in online collegiate academics. In a global online classroom where there are no international boundaries, setting the stage for massive enrollments and completely shared collaborations could serendipitously create an entirely beneficial learning experience for the student, the Instructor, the community, the local work force and beyond. This presentation will discuss the creation, management, risks and rewards of the MOOC environment and what it might mean to a growing campus community.
Preparing Future Teachers through Deep Engagement, Contemplation, Collaborative Conversation, and a Framework of Holistic Thinking - See on schedule
Friday at 11:00am in the Patuxent Room
With: Rupert Collister
It is not news to many of us that "the single biggest problem bedeviling attempts to improve education is a profound misconception about what it means to actually know something" (Caine & Caine, 2001, p. 4,1). Despite, 300 years of educational reform, much compulsory and post-compulsory education still follows a largely transmissive approach, which "tend[s] to equate knowledge about the world with direct knowledge of the world". This workshop will explore how contemplative pedagogy can shift teacher education from knowledge about the world to direct knowledge of the world, and thus improve all education (Caine & Caine, 2001, p. 4,1).
Student / Teacher Communication - Retention Intervention - See on schedule
Friday at 11:00am in the Susquehanna Room
The first year at a new college for a student can be quite intimidating especially when it comes to going to an instructor's office to discuss class work and grades. It is so important though for students and teachers to build that connection for student success. In this presentation, we will be discussing five different strategies/lessons that have been shown to get students more comfortable with not only asking questions in class but also with getting them to start making a connection with their instructors. A CD will be provided to attendees that contain lesson plans and grading rubrics for these lessons. These strategies have been shown to be successful in a variety of themed learning communities.
Student-Facilitated Discussion Teams to Enhance Student Engagement and Vital Skill Development - See on schedule
Friday at 11:00am in the Diplomat Room
This interactive workshop introduces a student-facilitated discussion process based on the collaborative development of divergent perspectives. This small group discussion process can be used in classrooms of all disciplines to enhance students' engagement with learning, improve communication and interpersonal skills, and positively impact students' attitudes about diversity and collaboration. Our workshop will provide a direct experience of this facilitated discussion process, offer a "how-to" account of how we used this pedagogical innovation, present preliminary observational and survey data about the impact on student attitudes and abilities, and collaboratively explore with participants how this innovative technique might have value for them.
Using Course Design to Develop Reflective and Inquiry-Driven Students Despite Increasing Complexity and Diversity - See on schedule
Friday at 11:00am in the Embassy Room
With: Barbara Hornum
This session will draw on one case study model for designing and implementing the development of an active, inquiry-driven course recognizing both cohort factors and student diversity. The model uses techniques such as group-work and team building to incorporate reflection into major assignments which connect to specific learning goals and objectives. After a brief presentation showing how the model has developed and changed over several iterations -- using student input for refining and restructuring activities and assignments-- attendees will work in small groups to construct a course design linking learning goals to specific course activities, assignments and assessments.
Using Facebook to Advance Civic Engagement and Global Learning in a First-Year Seminar - See on schedule
Friday at 11:00am in the Severn Room
With: Carlton Usher
This presentation examines the convergence of social media and in-class instruction to identify effective methods to use social media. Students' perception of the efficacy of this convergence was collected using an automated response and data collection system to assess learning effectiveness and participation. Pre and post course surveys, real-time assessment of learning outcomes and a questionnaire on Facebook use yielded a mixed assessment of viability and effectiveness consistent with the literature. Accordingly this presentation offers a narrative on how to best execute these learning opportunities to advance global learning, civic awareness and engagement.
Overcoming "Pinch Points" in the Quantitative Business Curriculum Through Innovative On-Line Support - See on schedule
Friday at 11:30am in the Cartier Room
With: Ed Hutton
Student learning in quantitative class work does not seem to progress in a linear fashion, but rather through a series of ever higher plateaus of understanding, separated by conceptual barriers, which can be labeled "Pinch Points". By identifying and analyzing these points, a set of innovative on-line support materials was developed specifically to overcome the difficulty in understanding these concepts. Consisting of a series of twelve, very short, (usually of less than five minutes each), presentation videos was developed by using Camtasia software. Through students access to these materials understanding was enhanced and course satisfaction was significantly increased.
Plenary Presentation: Better Designs for Online Education - See on schedule
Friday at 12:45pm in the Crystal Ballroom
The best online programs should use that technology to create experiences that are clearly better (in some ways) than what a campus-bound program offers. For example,
Academic Bullying: Invading University Campuses? - See on schedule
Friday at 2:00pm in the Potomac Room
Academic bullying is increasing across the United States and its' consequences are receiving increasing public recognition. Faculty need to acknowledge that academic bullying is invading our higher education departments. Some research addresses the concerns of academic bullying by university faculty and the devastating effects of bullying to faculty, to departmental programs, to students, and to universities. A contravene in the literature regarding academic bullying and social work departments exists. Our initial research summarizes the literature on workplace and academic bullying including defining academic bullying, the reasons bullies bully, and the consequences to departmental programs, Professional Code of Ethics and professional behaviors of faculty. We explore ethical considerations for faculty and present solutions for academic bullying.
Changing Student Attitudes Toward Learning: A Framework from Social Psychological Research on Persuasion - See on schedule
Friday at 2:00pm in the Embassy Room
Students often have negative attitudes toward new approaches to teaching (e.g., learner centered teaching). How can we persuade students to adopt more productive attitudes? Participants will apply the Elaboration Likelihood Model of persuasion (Petty & Wegener, 1999), which highlights the importance of student motivation and ability to process our persuasive messages. Using Krathwohl's affective taxonomy, participants will choose an attitude that is important to them, and use the ELM and others' comments to plan a persuasive approach to apply to their own students. Each participant will leave with a written plan to change students' attitudes toward learning.
Cognitive Science: How Deep Approaches to Learning Promote Metacognitive Strategies to Enhance Integrative Learning - See on schedule
Friday at 2:00pm in the Cabinet/Judiciary Rooms
With: Mildred Pearson (h)
This research examines how deep approaches to learning assist students in developing meta- cognitive strategies to enhance integrative learning. A triangulational study was conducted through the use of two surveys. Student data consist of a questionnaire with adaptations from the National Survey of Student Engagement (NSSE) 2008. Faculty data stems from the Faculty Survey of Student Engagement (FSSE) with permission from Dr. Laird, Project Manager. Deep approaches to learning promote strategic thinking, critical thinking, reasoning skills, connections to relevant learning, and creativity. Thus, students are able to integrate information learned and apply it beyond the four walls of a classroom.
Differentiating Instruction to Maximize Student Engagement - See on schedule
Friday at 2:00pm in the Patuxent Room
With: Matthew Ratz (h)
Our classrooms are more diverse than ever, comprising students from a kaleidoscope of backgrounds, ages, beliefs, and levels of academic readiness and motivation. To ensure we engage this vastly diverse audience without sacrificing content or relaxing standards we must differentiate instruction within our classrooms. This workshop will explore more easy-to-incorporate methods to effectively and efficiently tailor content and learning experiences in a rigorous and academically responsible way. We will also engage in small and whole group discussion to share and explore differentiation methods, challenges, and strategies.
Employing What We Have Learned From the Faculty Learning Community Movement to Build and Sustain Effective FLCs Today - See on schedule
Friday at 2:00pm in the Congressional Room
With: Milton Cox
Faculty learning communities (FLCs) were initiated in 1979 and have now been implemented at hundreds of institutions, including two-year colleges, four year liberal arts colleges, comprehensive and research universities, and medical schools. FLC programs have been initiated by individual entrepreneurs, teaching and learning centers, and system-wide consortia. We will begin our session with an overview of FLCs, some of the results about them reported in the Learning Communities Journal, and the experiences Milt has encountered in his work with colleagues engaged in starting and sustaining FLCs.
How Principles of Learning Can Drive Planning for Teaching - See on schedule
Friday at 2:00pm in the Ambassador Room
Few would argue that the job of an instructor is to design and deliver learning experiences that result in student learning. The process of course design and planning, however, often focuses on what students need to learn rather than how they learn. This session will demonstrate how a faculty Course Design Academy using the book, How Learning Works (Ambrose et al., 2010), utilized principles of learning to drive course design. This interactive session has implications for anyone interested in looking beyond the mechanics of course design and toward an approach grounded in the latest research on student learning.
Inspiring, Preparing, and Launching Future Faculty - See on schedule
Friday at 2:00pm in the Cartier Room
Besides its strong commitment to research, the George Washington University is also committed to outstanding teaching. An important part of the teaching commitment refers to training doctoral students to become future faculty. We will present how the university and the Physics Department initiatives led to an approach to train these students that includes: a) a graduate teaching assistant certification course, b) a training program within the department, and c) a future faculty training program. We will also discuss the multi-dimensional assessment we use that features graded papers, graded classroom observations, interviews with outstanding teachers, surveys, and instructors' and students' evaluations.
Side-by-Side Guides on the Side: Team Teaching as Faculty Development - See on schedule
Friday at 2:00pm in the Severn Room
Framed using a collection of case studies edited by Kathryn Plank (2011) called Team Teaching: Across the Disciplines, Across the Academy, this team of colleagues from Tacoma Community College present a session on how teaching together changed them as they worked collaboratively to plan, teach and assess their courses.
Using Group Quizzes to Promote Student Learning - See on schedule
Friday at 2:00pm in the Susquehanna Room
With: Samantha Elliot
Do you wish your students had actually done the reading before class? Do you want to promote robust discussion in the classroom? Would you like to tackle common misconceptions head-on? Do you need to create classroom content now that you've "flipped" most of your lectures to an online format? Group quizzes can help! This session will explore collaborative, cooperative and think-pair-share quiz formats with immediate feedback to reduce instructor time investment, maximize student learning, and elevate classroom discourse to tackle complex problems.
Wikis: Motivating Internal and External Students to Engage and Work in Groups - See on schedule
Friday at 2:00pm in the Diplomat Room
Group work often results in moans and groans from students across a program. Student conflict around expectations and sharing of power points and other preparations is common. Wikis provide a motivating and efficient tool to engage students internal, external or combine to work cooperatively together. Participants will engage in constructing an evaluation tool to explore student experiences around group activities, including use of wikis. Current wiki activities undertaken by first year Bachelor of Disability and Development Education students will be reviewed.
Integration of New Literacy Studies into Teaching at the Doctoral Level - See on schedule
Friday at 2:30pm in the Cartier Room
In response to curriculum efforts at this institution, a web-based survey was conducted to explore doctoral graduates' perceptions about the relevance of a teaching methods course as a requirement in their program of study. Findings from this study informed the revision of the Teaching and Learning at the University Level course with a focus on teaching practices which take into account a diverse student population and the role of faculty as active members in the learning process. Presenters will share the revised course syllabus and doctoral students' work with emphasis on the integration of New Literacy Studies and inquiry-based practices.
Assessment Made Easy: Writing Learning Outcomes - See on schedule
Friday at 3:20pm in the Ambassador Room
All good assessment begins with well-written learning outcomes. In this workshop the role of learning outcomes in developing an assessment plan will be discussed. Participants will classify learning outcomes using Bloom's taxonomy, write learning outcomes specific to their course or content and match learning outcomes to the appropriate assessment tool. These activities will give participants hands-on practice in writing learning outcomes for their courses and aligning assessment to those learning outcomes.
Engaging Students Through Critical Reading - See on schedule
Friday at 3:20pm in the Patuxent Room
With: Alice Horning
This session will report on a set of case studies (conducted in an IRB-approved process) that show how highly engaged students respond to an assignment in critical reading and thinking as part of an inquiry project. The outcome of the study suggests that assignments that require the critical thinking and reading skills students need can lead to a much greater level of engagement in research, writing and course work. Participants will create their own assignments to engage students in critical reading and thinking in conjunction with research and inquiry assignments.
Maximizing Impact: Course Design for Engagement and Retention - See on schedule
Friday at 3:20pm in the Cabinet/Judiciary Rooms
This workshop will help participants assimilate principles of adult learning and effective instructional design as they integrate active learning techniques into their existing or future courses. Participants will be provided with frameworks and resources to guide them through the design process, with intensive support from the workshop facilitators. Participants will leave the session with a Handbook of Design Resources (including a step-by-step class design framework, descriptions of 22 active learning techniques, and a reference list), a Class Design/Redesign for one of their sessions, and a Personal Action Plan for their further development as adult educators.
No Texting in Class! No Facebook in class! - See on schedule
Friday at 3:20pm in the Susquehanna Room
Here is the evidence for what we already knew; students who are distracted by technological devices during class don't perform as well. We will discuss our own research and past research that shows how distraction hurts class performance. So what do we do about it? Is it really possible to police how your students use technology in your classroom? We will discuss ideas on how to minimize distractions and change students' perceptions of how technology affects their academic success.
No, I Am Not Shy!: Engaging Students AND Empowering Introverts - See on schedule
Friday at 3:20pm in the Embassy Room
Melissa Stoddard, Emergency Medicine, and Alexis McMillan-Clifton, English, have navigated academia first as introverted students and then introverted educators, and experienced the discomfort this brings. Now we embrace new research showing "the power of introverts." We would like to share this power's applicability to the college classroom. This session will view connections between introversion and academic performance. We will model practices designed to appeal to introverts, and invite you to share strategies as well. This session WILL NOT include small group discussion. This session WILL include participation activities designed to appeal to introverts.
The Evolution of a Hybrid Learning Faculty Institute: Lessons Learned and Changes Made - See on schedule
Friday at 3:20pm in the Cartier Room
With: Andreas Brockhaus
While research shows that hybrid courses can produce better outcomes than face-to-face or fully online courses, learning how to teach in a hybrid format is often more difficult than teaching in either of those formats. At UW Bothell, we recently did a radical redesign of a 10-week hybrid learning faculty institute, changing to a 6-week model to make it easier for faculty to complete the institute and teach a hybrid class. This session will examine why and how we redesigned the institute including what improved and what still remains a challenge. We'll also discuss hybrid learning efforts at other campuses.
Two Birds/One Stone: A Course-Specific Assessment Instrument that Measures Progress Toward Departmental Learning Objectives - See on schedule
Friday at 3:20pm in the Severn Room
The SALG (Student Assessment of their Learning Gains) is a valid, reliable, FREE, online instrument developed with funding from the National Science Foundation to improve teaching by providing course-specific feedback on students' learning gains and the pedagogy responsible for those gains. It drives learning by promoting alignment of objectives and pedagogy. Originally designed for individual instructors, the newly redesigned SALG allows departments (and researchers) to collect and analyze data about shared learning goals while preserving faculty's privacy and ability to customize the instruments for their classes. In this session, you'll learn how it works then develop your own department instrument.
Understanding the Psychology of Today's College Students: Engaging a New Generation of Learners - See on schedule
Friday at 3:20pm in the Congressional Room
To successfully engage a new generation of learners, it is important for educators to understand the motivational and psychological factors that drive the behaviors of college students. This presentation will give participants an opportunity to better understand the psychology of the current generation of college students based on empirical evidence and research findings. Personality traits, demographics, learning preferences, educational choices and expectations, and mental health issues will be examined. Classroom and teaching implications will be explored and discussed. Participants will have opportunities to assess their own knowledge and share their teaching experiences and challenges.
Unlocking the Black Box: Facilitating and Capturing Thinking and Processing - See on schedule
Friday at 3:20pm in the Diplomat Room
Learning is a Partnership. Faculty is masterful at designing learning inputs but it is the students that must process the inputs appropriately for successful outcomes. For faculty, student processing can feel like a "black box". How do we unlock that "black box" to better understand how students think so we can become better partners in their learning process? In this session participants will explore a multi-step reflective process that enables students to deconstruct content and articulate their thinking and enables faculty to assess, refine and shape student processing. Outcomes of this process also can be used to further refine curriculum.
Using EduBlogs to Teach Pre-Service Teachers How to Integrate Technology and Encourage Authentic Learning - See on schedule
Friday at 3:20pm in the Potomac Room
With: Howard Slepkov
This presentation will walk participants through the creation and use of an EduBlog (a blog dedicated to classroom instruction) and used to open up the walls of the classroom. It will show first how any instructor can use it to direct students to resources and non-standard learning objects. It will then exam the pedagogy underpinning its use as an assessment tool and a way to integrate technology in a non-standard way when used as an authentic assignment given to students. It will show how the use of such a strategy can be an invitation to learning in the classroom and help students see beyond a specific subject area, such as science and understand how it can be used to link topics and blur the lines between subject areas which is a growing trend in courses at the post-secondary level.
The Results of Creating Communities of Learning Through Course Redesign - See on schedule
Friday at 3:50pm in the Cartier Room
In 2005, members of an interdepartmental committee at UMBC were charged with expanding the scope of a freshmen course to a one targeting the needs of upper-classmen at the suspension/dismissal level. The result of this collaboration is a course using learner-centered teaching methods in the core curriculum while concurrently using intrusive advisement, career exploration, and financial literacy as ways of engaging students. Currently in its fourth year, the multi-sectional course has been recognized by Institutional Research as a successful retention tool. Last year, the presenters demonstrated the pilot program. In this session, the presenters will describe their the current program, their current methods of assessing data, demonstrate how peer mentors work with students inside and outside of the classroom, and provide participants with activities to apply these to their course or program.
Bingo Rubrics: Self-Regulation Strategies to Engage and Motivate Students - See on schedule
Friday at 4:30pm in the Severn Room
This session compares the use of learning journals and rubrics as strategies to engage and motivate students in upper-level undergraduate courses, while helping them develop self-regulation strategies. Rubrics can also be used in class activities focused on self-reflection, self-assessment, and peer review. Bingo rubrics are a fun way to address serious issues that trigger student success or failure. Modeling the use of rubrics in class will help students understand how to make the most of rubrics provided by instructors for graded assignments.
Don't Try to Be Cool: Three Simple Rules for Using Pop Culture in Your Classroom - See on schedule
Friday at 4:30pm in the Susquehanna Room
With: Jessamyn Neuhaus
Do you love Buffy the Vampire Slayer? Comic books? Real Housewives? Rihanna? Or are you baffled by Bieber, Twilight, and memes? Whatever your own media consumption habits, and whatever field you teach, you can effectively incorporate popular culture into your curriculum. But pedagogical planning is crucial in order to avoid some common mistakes educators often make when using pop culture. I propose three easily implemented and practical rules for avoiding these pitfalls, effectively utilizing popular culture in the classroom, and fostering student learning. Participants will workshop these rules, brainstorming and discussing how they can apply them to their own courses.
Effective and Critical Use of Discussion Boards: Creating an Online Community of Learning - See on schedule
Friday at 4:30pm in the Embassy Room
In this interactive session, the presenters will talk about the vital role of a discussion board in fostering a community of learning for fully online teacher education courses. They will demonstrate how the discussion board can be used to enhance students' emergent understanding of course content, and to meaningfully engage students. They will also present actual discussion board data as a way of showing evidence of students' development as learners in each course. Finally, they will talk about the development of a practitioner inquiry group where they gained support and advice for challenges that emerged from their classes.
Engaging Students via TedEd and YouTube - See on schedule
Friday at 4:30pm in the Cartier Room
With: Melissa Awenowicz
Educators are constantly seeking effective pedagogical approaches to engage students, approaches that make academic content meaningful in authentic contexts. Students crave instruction that is relevant, contextualized; they want to know how, when, and why the information they are learning will be useful. One approach is the "flipped lesson, an excellent tool to use to engage students, make connections, provide authentic contexts, and encourage perspective taking at various stages in the instructional process: pre-assessment, introduction, guided practice, independent practice, collaborative learning, stations or centers, closure. Flip the same lesson multiple times to provide specialized instruction for remediation or enrichment.
Leadership and Dialogue: Across and Through Lines of Difference and Diversity - See on schedule
Friday at 4:30pm in the Patuxent Room
The purpose of this session is to model an interactional and collaborative pedagogical approach to teaching and learning. Faculty members at Villanova University have developed a course in Multicultural Leadership and Dialogue that is paired with a 1-credit, 12 -hour experience in dialogue practice. Students learn about issues of social justice while also learning about such communication skills as dialogic listening, speaking and facilitation. Through a dynamic engagement of students' knowledge and understanding of justice and equity issues, students develop a dialogic perspective and a set of dialogic skills as one of the means of transforming themselves and their communities.
Service/Experimental Learning: Developing Student Portfolio Activities Based on Job Descriptions to Aid Experiential Learning and Graduate Employment - See on schedule
Friday at 4:30pm in the Potomac Room
Students often experience difficulties linking their university experiential learning to criteria in applications for employment. Reflective portfolios serve as a means of demonstrating and recording scholarly engagement, service and theory to practice. The process of creating a portfolio based on the analysis of criteria from job descriptions related to graduate positions is presented. The most common criteria can be developed into a staged approach to reflecting and recording experiences during practica. Upon graduation this portfolio can assist with addressing criteria in employment applications. Participants will analysing job and placement descriptions to develop a conceptual portfolio framework across a program.
Using What They Got- Designing Assignments for the Technology that Students Already Have - See on schedule
Friday at 4:30pm in the Diplomat Room
With: Sabrina Kramer
When designing technology-based assignments, we can be very intimidated by all the myriad of options out there, and reluctant to assign anything that requires the students to own or use any one piece of technology or software. Even when we do, the logistics of loaner devices turns the technology into the distraction rather than enabling learning. I will present some ways that faculty are using the technology that takes advantage of what the students already own and use in their daily lives. We will also work on developing assignments for our own course, which takes advantage of students' technology.
iBooks for iPads for You?: Exploring iBook Author as a Collaborative Tool - See on schedule
Friday at 5:00pm in the Cartier Room
This presentation explores iBook Author for the iPad as a tool for student collaboration. It describes how students in a literature course collaborated on writing a handbook using iBook Author. At the same time, students also had the opportunity to create similar content for a class wiki. At the end of the course, students were surveyed about the two approaches in terms of generating engagement with the subject matter and enhancing their learning. Building on this example, participants will discuss whether this tool can be purposefully integrated into a variety of disciplines to generate greater student engagement and interactive learning.
Poster Sessions - See on schedule
Friday at 5:30pm in the Crystal Ballroom
See additional schedule for information about poster sessions.
Building a Small Service Unit in First-Year Writing Classes - See on schedule
Saturday at 8:00am in the Haverford Ballroom
We know that service learning can engage students in their new communities as they move into college environments. Building semester long projects takes time and may only work for a few sections of a course. How do you make service meaningful to content in a writing course that all first-year students take? We'll discuss how we've implemented 5 hour service projects in English 101 classes at Marymount University, and we will share how we found and worked with community partners to best serve their needs and our needs for engaging first-year students in the community.
Dialogue as a Tool for Motivating Multicultural Learners’ Critical Thinking - See on schedule
Saturday at 8:00am in the Haverford Ballroom
With: Hui-wen Tu
One of the common challenges business educators face in America today is that of cultivating and growing critical thinkers from classrooms to workplace. Several approaches for developing critical thinking have been postulated by scholars ranging from teaching styles focus to learning styles. The discussion sustains that dialogue could be an effective tool for stimulating student’s critical thinking skills. While many researchers have studied the relationship between learning and teaching, few have shown particular interest on how to motivate multicultural learners’ critical thinking across business disciplines. Thus, this study sought to demonstrate how dialogue can be used across learning styles in a school of business.
Factors that Promote or Inhibit Students' Reflective Habits - See on schedule
Saturday at 8:00am in the Haverford Ballroom
With: Rosemary Nyaole-Kowuor
This discussion is based on an action research that employed class activities designed to foster reflective thinking to nurture different levels of reflection: habitual action, understanding, reflection, and critical reflection. We hypothesized that students actively involved in problem-based learning experience would demonstrate deeper levels of reflection as compared to those involved in passive learning. The results did support the hypothesis to some extent, but an interesting pattern occurred for students in their third year of study compared with their second year counterparts who displayed considerably higher reflective habits during studio sessions.
It Takes a Village: Building Learning Communities in a First-Year Women's Leadership Program - See on schedule
Saturday at 8:00am in the Haverford Ballroom
Learning communities in higher education have been used to achieve goals such as promoting deep learning and the ability of students to make connections across disciplines, enhancing student motivation and engagement, and encouraging the transfer of knowledge across contexts. In this roundtable discussion we share the strategies we have used in building a learning community that supports leadership development by creating a shared mission, cultivating a culture of valuing expertise, and providing opportunities to adopt the identity of leader, colleague, and emergent scholar.
Preparing Effective Pre-services Teachers Using an Integrated Approach - See on schedule
Saturday at 8:00am in the Haverford Ballroom
With: Luchara Wallace
This research bridges the gap between what is currently offered and what has been empirically proven as essential components of effective teaching. Upon embarking upon this scholarship of teaching and learning, it was determined that more was needed to best serve pre-service teachers pursuing a teaching certificate in special education. The research utilized five essential methods to ensure the success of students pursuing a teaching certificate in special education. This presentation will show how using an integrated approach to pre-service teacher preparation increases the effectiveness of pre-service special education teacher candidates.
Special Education in Higher Education - See on schedule
Saturday at 8:00am in the Haverford Ballroom
With: Elizabeth Mason
In this discussion, I investigate the ramifications that the rise in students, falling on the autism spectrum and successfully completing mainstream curricula may have on college faculty who may not be entirely prepared to meet the challenges of educating students with disabilities in a collegiate setting. While every teacher certified to educate students at the elementary school, middle school or high school level has likely taken or been required to take courses in special education, most college professors have little classroom or workshop training in meeting the needs of students with disabilities. Evidence indicates that this needs to change.
Understanding What the Student Needs - See on schedule
Saturday at 8:00am in the Haverford Ballroom
With: Kristi Dean
Given the current economic market, the business environment has become more competitive; organizations are becoming leaner and more efficient with fewer resources. Kanazaw (2009) argues that to survive organizations need to retract to the core of its business. Human Resources expeditiously allocate and protect resources as economic scaling down. Such limitations stress the justification of employee education and training and emphasize the disconnect between theoretical learning versus application. How does higher education address adult learner's needs in relation to current employment? How do we keep in touch with what industry and adult learners need?
Use of Mobile Devices in the Classroom: Comparison Across Disciplines - See on schedule
Saturday at 8:00am in the Haverford Ballroom
A community of faculty members from different disciplines collaborated on the use of mobile devices in the classroom. Projects developed by each faculty greatly varied: 1. Creation of video narratives for Astronomy class; 2. Use of Twitter for engaging students in a Chemistry class; 3. Use of Goodreads for Teacher Development students. A CMS-based communication hub was used for relevant literature and asynchronous discussions outside of the regular monthly meetings. The group involved in the process of developing their projects a faculty teaching technology instruction and a computer staff to assist with fine-tuning the projects.
Using an Academic Service-Learning-Based Capstone Course for Programmatic Assessment - See on schedule
Saturday at 8:00am in the Haverford Ballroom
Many academic programs either currently incorporate or are contemplating developing a capstone course. This presentation will explain the process of structuring a capstone course that is a meaningful experience for students and is beneficial in providing useful information for programmatic assessment. It will explore developing clear and specific learning outcomes that reflect the culmination of the students' program, using an academic service-learning requirement to prepare students for professional and civic life, creating meaningful assignments to capture learning, and using student work to conduct productive and ongoing programmatic assessment.
Wikis, Clickers, iPads, Blogs, Electronic Simulations, Video Parodies, What’s next? - See on schedule
Saturday at 8:00am in the Haverford Ballroom
Technology is changing daily making it challenging to remain current on the use of technology to enhance classroom learning. Adding to the challenge is the potential disconnect between the skill levels of teachers and learners. Many of today’s learners are technophiles; while many of today’s teachers are technophobes. This roundtable is designed to elicit conversation around advantages and challenges of incorporating technology in the classroom and solutions to those challenges. More importantly this will be a forum for participants to share strategies used and successes they have had in incorporating various types of technology into the undergraduate and graduate classrooms.
Addressing Barriers to Discussions About Race - See on schedule
Saturday at 8:45am in the Ambassador Room
Diverse perspectives are a tremendous resource in classes that address race, enabling students to encounter new knowledge about the world, look through different lenses, and feel connected and responsible to fellow citizens in a diverse democracy. But worldviews only expand when we get out of our comfort zones. Some discomfort, or what Piaget calls "disequilibrium," is good for learning. However, many educators find it challenging to facilitate class discussions so that conflict is productive. This session will introduce a framework for differentiating healthy conflict from counterproductive conflict and share strategies for facilitating conflict in the classroom.
Classrooms Without Borders: A Case Study Analysis of Cross-Institution Collaborative Teaching and Learning Across Cultures - See on schedule
Saturday at 8:45am in the Potomac Room
With the increasing need to prepare undergraduates for the global workplace and professional life that will operate in a digital mode, a cross-institutional course in Fashion Communication was devised and implemented. The intention is to activate an effective collaborative classroom experience around active cooperation where students interact across the globe and complete a project founded on input from both sides. Using technology to facilitate the teaching and learning process and global connections, groups of students in each city are partnered with their global peers to plan and promote a new fashion brand in an allocated zone in each other’s city.
Increasing pre-Professionals' Engagement in the Reflective Process of Active Learning Classroom Activities - See on schedule
Saturday at 8:45am in the Embassy Room
An increasing amount of research has attempted to investigate the effectiveness of various forms of active learning although there is little conclusive evidence to pinpoint 'best practice'. The ideas associated with active learning align fully with the practical application of material required in the fields of Athletic Training (AT) and Physical Education Teacher Education (PETE). This presentation will describe how mixed methodology was used to investigate students' engagement on a daily and weekly basis in two classes. General trends revealed students' perceptions of high relevance among class content and active learning instructional activities relative to pre-professional practice.
The Parts and the Puzzle: Mastering the Essentials of Curriculum and Course Design - See on schedule
Saturday at 8:45am in the Diplomat Room
With: Mary Stewart
This hands-on workshop will provide the essentials of curriculum and course design. A curriculum (the puzzle) is constructed from multiple parts (the courses, the lessons, and the evaluation). By developing a clear and authentic mission, thoughtfully organizing courses using a scope and sequence chart and applying effective assessment strategies, we can create a compelling curriculum that serves student needs while engaging faculty. Focusing on undergraduate curriculum/course development, we will use a concise process that can be adjusted to meet the needs of individual disciplines. Alternating between presentation and hands-on work, participants will gain skills that can be applied to their own situation.
Transformational Teaching: Leading Your Class to Deeper Learning and Increased Productivity - See on schedule
Saturday at 8:45am in the Congressional Room
With: Tamara Rosier
Teaching is much more than simply dispensing content with the expectation that students will do more than memorize the information for the next exam. Even in the most collaborative of classrooms, learning requires a leader. Classrooms are dynamic environments and you, as the teacher, are expected to be the leader of the group. Classroom leadership skills are often overlooked, but essential in creating deep and meaningful learning. This interactive workshop is designed to help you to create independent, self-directed, self-motivated learners who are capable of developing higher-order thinking skills and also both critiquing and directing their own work. Come learn a few fundamental skills to be an even stronger leader in the classroom.
When Faculty Learning Communities Focus on Designing Backwards: Collaboration to Improve Teaching and Learning - See on schedule
Saturday at 8:45am in the Patuxent Room
As Sipple and Lightner note in the recent work Developing Faculty Learning Communities at Two-Year Colleges: Collaborative Models to Improve Teaching and Learning, FLCs provide a variety of benefits for faculty, professional developers, the institution, and students. In this session, members of three different FLCs at Tacoma Community College present the results of collaborating together in FLCs convened specifically around designing for the student experience of learning.
Why Seeing is Learning: The Neuroscience Behind Visual Teaching - See on schedule
Saturday at 8:45am in the Cabinet/Judiciary Rooms
With: Pratt Bennett
A host of recent neuroscientific studies show why teaching with carefully-crafted or selected visuals can help our students retain much more of what we teach than if they only get the information orally. In this session, participants will learn why the visual systems of the brain are so efficient at storing concepts, how to craft powerful visuals for key teaching points, and why to consider using a unifying system of SICC visuals for an entire course/semester. Guided by examples from several disciplines, participants will be helped to define and design ones for their own courses.
Appreciating Developmental Differences of Your Students - See on schedule
Saturday at 10:00am in the Embassy Room
Not all students arrive at your class at the same level of readiness to tackle course material. It is not unusual to encounter a range of abilities, life experiences, ages and developmental stages in any given college classroom. How do faculty determine learner readiness? How can faculty appreciate where students are developmentally? In this interactive presentation, participants will respond to a variety of social dilemmas and review a sample of college students' responses to these dilemmas. By applying theories of cognitive development in post-adolescence and adulthood, we can better appreciate where our students are. During the session we will generate supplemental approaches to fostering continued cognitive development in our diverse groups of students.
Fostering Critical Thinking Skills Via Online Discussions - See on schedule
Saturday at 10:00am in the Cabinet/Judiciary Rooms
Online conversations are often a primary learning activity in online coursework and are also being used more frequently as a supplement to traditional class experiences. However, it can be quite challenging to craft questions or prompts that will serve as a springboard for high level conversations. During this interactive session, best practices in online conversations will be discussed. Participants will be engaged in dynamic exercises related to developing discussion prompts. Come discover how to get the most out of online conversations, building critical thinking skills, as we tackle difficult issues such as question creation and managing discussions.
How Teachers Help Students Make Meaning - See on schedule
Saturday at 10:00am in the Diplomat Room
With: Carl Moore
Have your students ever seemed confused no matter how much explanation you provided? Ever feel like you are speaking a completely different language? Well maybe you are! Symbolic Interactionism (SI) theory suggests the way that individuals make meaning of content is based off of symbols, language, and thought they associate with it. In this session we will explore the ways that simple information delivery can become a complex barrier to teaching and learning in classroom settings. Come join us if you are interested in learning and reflecting on the symbolic teacher within you.
Seek, Find and Apply - Free Web Resources for Creative Thinking - See on schedule
Saturday at 10:00am in the Ambassador Room
With: Susan White
This session will explore using web tools to find content and create assignments. The session will first present a variety of content tools, how to search them, and how to save/display the content when found. Participants will explore ways to include this content, including embedding in a power point presentation, and screencasting. The session will demonstrate class activities and assignments created using web tools. Participants will then create assignments and activities in small groups to share with other session participants. Participants should bring a laptop or IPad to this session, if possible.
Seven Tools, Seven Classroom Applications and the 7-Minute Workshop - See on schedule
Saturday at 10:00am in the Congressional Room
With: Joanne Munroe (h), Alexis McMillan-Clifton, Alice Di Certo, Christopher Soran, Danielle Ritter, Gina Hatcher, Jonathan Eastabrooks, Kristina Young, Mary Jane Oberhoffer, Rebecca Jayasundara, Sylvia Summers, Wendy Larsen
This fast-paced, interactive session moves participants through 7 tools and classroom applications, Educause "7 Things" literature, and 7 minute presentation limits with a nod to Todd Zakrajsek's award - winning "5 minute workshop" model. Because they are using and teaching technology, session presenters playfully claim a two-minute handicap to implement Todds strategy for quick, practical workshops that are immediately useful to faculty and prompt thinking while pointing to directions for future research. The session adapts Todds 3-part model: 1) Teaser/problem/challenge 2) explore and engage 3) Provide tools/ solutions to demonstrate the connections between using technology and achieving deeper learning.
Using Facebook as an Instructional Network to Enhance Undergraduate Mathematics Instruction - See on schedule
Saturday at 10:00am in the Susquehanna Room
Facebook is a website that is synonymous with social-networking. However, in this study, we explored the use of Facebook as an "instructional network". Two sections of an undergraduate calculus course were used to study the effects of participating in a Facebook group devoted to instruction. One section was given the opportunity to participate and the other was not. Based on test scores, homework scores, and survey results, we found that students who participated in the Facebook group were more engaged and satisfied with the course and performed better than those who did not participate.
Welcome to My ePortfolio: The Mother of All Reflections! - See on schedule
Saturday at 10:00am in the Patuxent Room
ePortfolios support assessment and learning. Accreditors require programs to provide evidence of achievement of their mission. Faculty defines the mission, operationalizes objectives, and provides opportunities for student achievement. However each learner experiences these opportunities differently. The ePortfolio is a powerful tool to capture the students' perspectives. More importantly, the process of ePortfolio development engages learners in further exploration and deeper reflection on their experiences and the meaning they make along their journey. The ePortfolio provides insight to the student experience further enabling ongoing assessment of the curriculum. This workshop will prepare participants to implement successful ePortfolios for learning and assessment.
Writing as a Learning Community to Promote Student Authentic Assessment and Transformation - See on schedule
Saturday at 10:00am in the Potomac Room
With: Maryann DiEdwardo
My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop self understanding. By telescoping into a shorter version, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
Applying a Set of Student Learning Priorities in Different Course Formats - See on schedule
Saturday at 11:00am in the Severn Room
As part of its educational mission, Drexel University has identified a core set of Student Learning Priorities (DSLP) that are a university-wide set of guidelines for the intellectual and professional development of students. In this session, participants will be introduced to different ways in which these learning priorities have been applied in a range of classroom settings. Participants will be introduced to technologies and techniques that can be used in both large and small face-to-face course formats, as well as in the virtual classroom.
Becoming a Reflective Teacher: Jump Start Your Teaching Philosophy Statement and Portfolio - See on schedule
Saturday at 11:00am in the Patuxent Room
With: Kimberly Van Orman
What makes YOU a good teacher? Many of us hope or believe we are, but our knowledge of our ability can be tacit. When you are on the job market or applying for tenure, you need to be able to demonstrate how you are (or will be) a good teacher in a teaching philosophy statement. Participants will complete the Generate Knowledge Inventory to draw out this knowledge and better articulate their strengths as an instructor. We will use the information gathered through this process to start drafting a teaching statement and plan to develop this statement into a portfolio.
Enhancing Learning Through Curatr, a Social Learning and Game Theory Platform - See on schedule
Saturday at 11:00am in the Potomac Room
Case studies, lectures, and lab experiences have traditionally been used to teach college courses. However, new advances in learning technologies now allow integratiion of constructivism, social learning theory, gamification, and motivational theory to engage students in learning content while becoming active participants in a community of inquiry. Using an online social learning based platform called Curatr, teacher/researchers at Stratford University have designed a new Anatomy and Physiology course that, while maintaining its rigor and high standards necessary for the medical professions, provides a learning environment that motivated students to be actively engaged, socially interactive, and develop deep conceptual understanding.
Impact of Peer Instruction Method Supported by Clickers on Student Learning in Basic Maths - See on schedule
Saturday at 11:00am in the Embassy Room
With: Rafael Escudero Trujillo
The objective of this research was to determine the impact of Peer Instruction method supported by clickers on student's learning of basic Mathematics. There were founded significant results beetween pretest and postest scores that were applied to 224 students. Indeed, the students showed positive opinion about Peer Instruction method supported by clickers in a survey Lickert Scale as following: dynamic and interactive classes (80%), more participacion (85%), improved learning (82%) and motivation (85%).
Innovative Online Teaching and Learning Strategies - See on schedule
Saturday at 11:00am in the Ambassador Room
With the massive amount of on-line classes offered, universities are starting to offer equivalent quality classes compared to more traditional on-ground courses. The components of high quality on-line courses will be defined, along with strategies for providing quality on-line courses. Multiple course assessment means will be used to demonstrate student learning and mastery of course learning outcomes in the syllabus and course quality. Important course components, design and technology will be defined for inclusion in course shell. Most importantly, the role, training and strategies of online instructors will be analyzed to assure quality instructional delivery.
Scaffolding Habits of Mind: How Guided Reflection Helps College Students Become Independent Writers And Revisers - See on schedule
Saturday at 11:00am in the Diplomat Room
With: Jeanne Smith
Research writing has long challenged college and university instructors at every level and in every discipline because research writing demands a great deal of self-regulation, self- assessment and independent writing and revising on the part of relatively novice academic writers. Reflection assignments can promote the critical thinking and self-regulation necessary for successful research project outcomes; and they can improve the quality of students' independent writing and revising behaviors. However, novice writers need substantial scaffolding to reflect in ways that deliver these results. This session will help faculty create prompts that will teach students how to "teach themselves" to write research projects and that can be adapted to any course content where faculty wish to encourage independent learning.
Teaching and Learning in the 21st Century: An Examination of Students' Use of Technology in the College Classroom - See on schedule
Saturday at 11:00am in the Susquehanna Room
Previous research has shown that students who use technology in the classroom for non-academic purposes suffer decrements to their academic performance. However, no current study has examined the sorts of technology that students use in class, their reasons for using it, and whether they feel that it is acceptable to use it. The current study sought to qualitatively explore these questions across a sample (N= 105) of college students. Results reveal that the most common use of technology in the classroom is text messaging and emailing, and that students commonly use technology for a variety of non-academic reasons.
Teaching Climate Change and Sustainability in any Discipline - See on schedule
Saturday at 11:25am in the Susquehanna Room
With: David Fallick
With a basic understanding of the amplified greenhouse effect and an interest in any of the many topics related to it, you, too, can incorporate global warming, its effects and mitigation, and sustainability into a class of any discipline. Through active participation and presentation, this session will introduce you to print and audio-visual resources, many free, organizations and teacher networks to support your endeavor, assignments and class activities that accommodate various learning styles and strategies and examples of working with both academic and non-academic colleagues for assistance with planning activities and getting resources.
Intelligent Design: Web-Based Tools to Facilitate Critical Thinking Through Writing - See on schedule
Saturday at 1:00pm in the Diplomat Room
With: Grace Earl
Educational technologies used in a large-class setting are growing rapidly. This session will portray the teacher as the navigator who directs students on their semester journey to use more than 10 tools posted on the course webpage to promote critical thinking. The audience will discuss the advantages and disadvantages of these web-based tools including use of links to readings and internet sites; database searching tutorials; PowerPoint® tutorials, and PREZI® tutorials. Participants will develop ways to aid students in navigating to the resources by addressing design features of your website; using games and meta-cognition strategies; and email and announcement features.
Learning Spaces: How Classroom Space Impacts Student Learning - See on schedule
Saturday at 1:00pm in the Congressional Room
With: Spencer Benson
Learning can and does occur in a wide variety of formal, informal and virtual learning spaces. However the physical layout and attributes of a classroom’s learning space can have profound impacts on student learning from enhancement to hindrance. This session will look at what we know regarding the influence that space can have on student learning, what makes for a good learning space and how one goes about designing highly functional learning spaces that facilitate effective teaching and learning. Participants will be encouraged to share their insights and thoughts regarding the role that physical space plays in their classrooms.
Outcome-Based Teaching with Social Media - See on schedule
Saturday at 1:00pm in the Severn Room
With: S. Pixy Ferris
Social media offer exciting ways to reach our students meaningfully while offering tools for professional and personal success. But we often do not make optimal use of social media to help our students meet discipline-specific and general education learning objectives. A new book, The Plugged in Professor shows educators how to utilize social media effectively. Drawing from the book, this session demonstrates how to use five social media (Blogs, WIMBA Voice Board, Streaming video, Wiktionary, Clickers & Twitter) in ways clearly linked to student learning objectives (SLOs). Participants will leave with clear step-by-step directions.
Relationships Among Cooperative Learning, Collaborative Learning, and Problem-Based Learning - See on schedule
Saturday at 1:00pm in the Potomac Room
With: Neil Davidson
Cooperative learning, collaborative learning and problem-based learning are the group learning approaches that appear most frequently in the higher education literature. This presentation is a theoretical comparison and contrast of these three approaches to group learning. How are they similar and how are they different? We are making clear distinctions between approaches that are often conflated. Cooperative and collaborative learning are sometimes viewed as being interchangeable, or as one being a special case of the other. Problem-based learning is sometimes considered to be a form of cooperative or collaborative learning. To clarify these conceptions and misconceptions, this presentation will include a cooperative learning experience, a collaborative learning experience, and a simulation of PBL. My co-author on the related paper is Claire Major.
Rubrics to Assess Information Literacy: Aligning with Accreditation Standards and Guidelines - See on schedule
Saturday at 1:00pm in the Ambassador Room
With: Jeanette McVeigh
Accrediting bodies for higher education identify information literacy as a necessary skill and require its assessment. This session will identify information literacy activities relevant to participants’ courses, promote discussion of the activities across disciplines, create an assessing rubric and further discussion about the challenges of creating and using this type of assessment. If you require a literature search and references in a particular format, have assignments that develop summarizing and synthesizing of information, relate new knowledge to previous knowledge and/or culminate in a report or presentation aimed at a specific audience, you will leave with a tool to measure it.
The Jigsaw Strategy: Docendo Discimus - See on schedule
Saturday at 1:00pm in the Cabinet/Judiciary Rooms
Docendo Discimus, we learn by teaching. Learning requires work and we aim to have the students do the work of learning not the teacher! The Jigsaw Technique relies on cooperative learning and peer instruction and can be used to facilitate reflection and higher order thinking, encourage group work, and make all students accountable for teaching and learning from peers. We will present several examples of how the Jigsaw Technique has been used successfully throughout two graduate level curricula, including preparing students for a professional licensing exam. Participants will be encouraged to design a Jigsaw for use within their own curriculum.
Using Program Curriculum Components to Create a Community of Learners - See on schedule
Saturday at 1:00pm in the Patuxent Room
This presentation will briefly describe learning communities and why they are important for Institutes of Higher Education and their students in the 21st century. The main focus of the presentation will be to inform participants of Shepherd University’s Teacher Education Programs curriculum design and how this design supports and encourages a community of learners. Participants will also have an opportunity to brainstorm ways that their own program design could support learning communities.
Wiktionary: A Tool for Improving Student Comprehension of Key Terminology - See on schedule
Saturday at 1:30pm in the Severn Room
With: Jeffrey Olimpo
Introductory courses in the sciences are rife with terminology. This demand presents a challenge for novice students, many of whom will go on to major in a science field and whose success in the discipline is, therefore, predicated on their understanding of such concepts and processes. We have developed and implemented a Biology Taboo Wiktionary activity that provides students with an interactive opportunity to review and describe concepts they had encountered during their first semester in an introductory biology course at our university. Students collaboratively constructed an online wiktionary, which contained over 200 terms, with some entries receiving 100+ hits.
Effective Teaching Methods to Engage Students: A Closer Look at Learner-Centered Teaching - See on schedule
Saturday at 2:15pm in the Congressional Room
With: Lynann Annie Butler
The presentation will examine the new principles of learner-centered teaching as compared to traditional pedagogies. Participants will learn strategies to actively engage students in the material, ways to offer more choices in the curriculum without compromising student learning, and the benefits and challenges faculty may face when adopting this philosophy of teaching. Attendees will leave with specific goals of changes they would like to implement in the classroom.
Click here for PDF
From Theory to College Classrooms: Collaborative/Cooperative Learning - See on schedule
Saturday at 2:15pm in the Ambassador Room
With: Judith Longfield
Research demonstrates that engaging students in the learning process leads to improved attitudes, enhanced learning and student retention. In this session attendees will learn about the research behind cooperative and collaborative learning, how to form groups and create effective learning tasks, and be introduced to a variety of active learning techniques. Participant will also practice integrating collaborative learning techniques (CoLTs) into a course by developing a plan for using, grading and evaluating one or more CoLTs.
Global Citizenship by Design: From the Research to the Classroom - See on schedule
Saturday at 2:15pm in the Patuxent Room
This session will present preliminary research findings from an experiential, globally-networked, honours course “The Global Village” co-taught by instructors from the United States and The Netherlands. This research evaluates the effectiveness of a conceptual model with associated design principles that was developed as part of a doctoral research project on global citizenship education and service learning. Using the Global Village course as a case study, qualitative and quantitative data focusing on aspects of cultural and ethical sensitivity were measured before and after completing the course. We will discuss this conceptual model, implementation and our initial results.
Multi-faceted Curriculum Designed to Meet the Needs of Students with Multiple Learning Styles - See on schedule
Saturday at 2:15pm in the Diplomat Room
This interactive learning session promotes engagement by the attendees in experiencing first-hand the modalities used by an academic health center’s School of Nursing to engage and promote learning in students with various learning styles. These modalities include visual, kinesthetic, and auditory approaches to learning (Diekelmann, 2004; Kohtz, 2006). The theoretical and clinical components of any nursing program are demanding and often stressful for students. High- and low-fidelity simulations can enforce theoretical learning, support clinical learning and provide an opportunity for the application of skills to maximize learning in a safe environment.
Scaffolding Up Doctoral Students’ Knowledge and Skills in Research - See on schedule
Saturday at 2:15pm in the Embassy Room
Drexel University’s EdD program in Sacramento, CA, has taken a deliberate approach in moving doctoral students to become successful researchers and authors of high quality dissertations. A tightly constructed curriculum gradually scaffolds up students’ research knowledge and skills. Learning activities challenge students to demonstrate elements of that knowledge and perform research skills. Supporting student learning, faculty members use both direct instruction and coaching. Teaming, faculty achieve constancy and consistency of focus across the curriculum bringing students to “readiness”. Participants will interact with each other to examine the model and identify its intersections with other universities’ approaches to developing doctoral level researchers.
Technology As A Tool To Develop Problem Solving Skills - See on schedule
Saturday at 2:15pm in the Severn Room
Using Anderson et al's revised taxonomy, we classified General Chemistry problems: Level-1 problems involve a single concept or formula, Level-2 problems involve application of a concept or formula, and Level-3 problems involve multiple concepts and/or formulas in a different context. Using existing technology such as personal response systems, online homework systems as well as LMS systems, we planned to build students' problem solving skills (up to Level-2) prior to group work in recitations. In recitations, multi-skilled groups of four students are used to work on more challenging Level-3 problems. The method and results will be shared.
Creating a Video Dialogue with Streaming Video Clips - See on schedule
Saturday at 2:40pm in the Severn Room
With: Sandra Miller
We can all remember when the instructor took class time to show a movie. Often, we discussed it afterwards - that is, if there was time. However, today, methods of instructional delivery have changed largely due to the Internet, thus leaving more class time available for discussion. Moreover, with today's video teaching tools, discussion has evolved as well. Discussion can now be conducted electronically with annotated clips punctuating key points in debates created by reviewing a film or set of film clips (playlist). Using these tools and building interactivity into the experience removes the passivity of watching, making active learners of today's students.
Carpe Diem: Making the Most of a Paired Reading Course for First Semester Students - See on schedule
Saturday at 3:30pm in the Ambassador Room
With: Suzanne Shaffer
The college reading course on our campus has always been taught as a standalone course for students whose placement scores indicate a need for assistance. Concerns about successful transfer of skills and subsequent college readiness created an opportunity to consider a major redesign of the course. The new course was designed to be paired with an introductory psychology course for immediate application of reading skills and strategies. A wide variety of activities and assessment types were used to address both hard skill development and student success behaviors. Course activities and assessments, student reactions, and learning outcomes will be presented.
Kick-Starting Blended Learning: Lessons Learned from the UMD Blended Learning Initiative - See on schedule
Saturday at 3:30pm in the Patuxent Room
How do you blend your course? What does it mean to have a successful blended course, and how do you assess success? What are some problems that you might encounter? These are some of the questions that we will address in this session. We will engage participants in a problem-based session to develop their own solutions to challenges that individual faculty and institutional blended learning programs face, and discuss lessons learned from the perspective of a faculty member, instructional designer, and a faculty developer in a Center for Teaching Excellence.
Preserving the Natural Order of Learning - See on schedule
Saturday at 3:30pm in the Diplomat Room
We present evidence, based on the work of Wason, Cosmides & Tooby, and Zull, of there being a natural sequential ordering to learning: first, presentation of concrete situations embodying abstract content, second, the isolation of the abstract content. We contend that in courses one of whose goals is student comprehension of abstract content, in order to preserve the natural ordering, it’s vital to allow students to confront abstract concepts embedded within a concrete context. We present strategies we have adopted in our own courses (philosophy and freshman composition, respectively) and ask audience members to share their own ideas and/or strategies.
The Missing Link to Competency-Based Course Design and Meaningful Classroom Learning - See on schedule
Saturday at 3:30pm in the Embassy Room
Students often find it difficult to understand how assignments in a course syllabus connect to the learning objectives, and what it means to them as individual learners. Often the course objectives are reviewed the first day of class as instructors go over the course syllabus, but students do not relate assignments to course goals. The purpose of this session will be to familiarize participants with our process to redesign learning outcomes in a way that helps students understand course expectations through meaningful assigned work and course activities. We will share results of student surveys comparing former and redesigned course goals.
Using Team-Based Learning in the Quantitative Sciences - See on schedule
Saturday at 3:30pm in the Congressional Room
With: Kalman Nanes
Team-Based Learning is a pedagogical strategy aimed at using active learning techniques to turn students of all levels into active, engaged, and successful learners. When thoughtfully applied to the classroom, TBL has a dramatic impact on student learning and student success. This presentation demonstrates how to adapt TBL into the quantitative Sciences, particularly mathematics. Benefits and challenges of implementing TBL into the classroom will be discussed.
Click here for PDF
Plenary Presentation: Do You Want to Teach More Effectively? Then "Grow" your Teaching - See on schedule
Saturday at 4:30pm in the Crystal Ballroom
With: Phyllis Blumberg
This presentation describes a new personal growth model. Using this model your teaching will promote deep and intentional learning. I will address four hierarchical levels of growth: (1.) define the essential aspects of your teaching, (2.) critically reflect on how you teach. Many valid information sources can inform your teaching, (3.) incorporate evidence-based teaching methods by reading the literature on teaching in higher education, and (4.) conduct rigorous systematic investigations of your teaching. You can incorporate one layer at a time and progressively teach better as you add each additional growth layer.
Click here for PDF 1
Click here for PDF 2
Closing Plenary: Publish and Flourish: Become a Prolific Scholar - See on schedule
Sunday at 9:00am in the Cabinet/Judiciary Rooms
With: Tara Gray
Many scholarly writers are educated at the School of Hard Knocks, but it's not the only school, or even the best. Much is known about how to become a better, more prolific scholar and anybody can. Even when you can't work harder, there are important ways to work smarter. Research points to specific steps scholars can take to become better, more prolific scholars, including: