Conference Theme: “Teaching in the 21st Century”
The Courage to Teach: Using a Faculty Learning Community to Reframe the Role of the Professor
Abstract: Many colleges have embraced “engaged learning” as an antidote to disruptive forces in higher education. Engaged learning environments transform the classroom from a space where the professor is the deliverer of knowledge to the professor as a facilitator of learning, offering authentic opportunities to deeply engage with content and the learning process. Faculty involved in engaged learning need adequate preparation, resources and support. Three faculty members will report on their experiences as participants in a year- long learning community that uses Parker Palmer’s classic text, The Courage To Teach, as a guide to re ect on and develop impactful educational practices.
Enhancing Metacognition, Grit, and Growth Mindset for Student Success
Peter Arthur, University of British Columbia Okanagan
Abstract: Research studies indicate a positive relationship between a student’s metacognition, grit, growth mindset and academic success. These traits can all be taught and enhanced through experience. Further, these traits all assist students with being successful lifelong learners. This session focuses on evidence-based strategies teachers may embed in their learning environments. Participants will then be able to evaluate multiple ways these strategies can be integrated into one’s teaching.
Notes: This is the exam-wrapper SoTL work Peter Felton mentioned in the first SoTL workshop we had in January. Metacognition, Grit, and Growth correlate to academic success (persistence and graduation). His premise is that all three of these characteristics can be taught and scaffolded. He does it by adding “wrappers” to exams and assignments that ask students to anticipate (before, reflect and plan (after) as metacognitive practice for exams. Most of the session focused on metacognition. I didn’t really get what he did to foster grit and growth mindset with students.
- Carol Dweck’s work on growth mindset
- Angela Duckworth’s work on grit
- Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281.
- Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement : theoretical perspectives. L. Erlbaum.
- Research based study tips (in handout)
The Marketing Mindset: Tools to Increase Participation in Professional Development Programs
Diane Boyd, Lindsay Doukopoulos, and Marisa Rodriguez, Auburn University
Abstract: This session will feature data supporting the benefits of cultivating a marketing mindset in professional development. Presenters will share a set of effective strategies for driving engagement in development programs with particular emphasis on a faculty interview campaign that resulted in a persona report. Since we began using this report to cus- tomize communications participation in Biggio programs has increased by over 172%. Participants will use case studies and have access to our methodology to assist them in identifying their own possibilities for increasing professional development “reach” even without a dedicated marketing position in the organizational chart.
Notes: This session showed how the Auburn Biggio center used a marketing hire to build audience for their center. An interesting overview of the market principles was presented, with case studies and a very neat planning diagram.
Are Your Students Effectively Marketing Their Research Experiences?
Rosalie Richards, Stetson University
A student’s ability to successfully map her experiences to the competencies desired by employers and graduate schools sets her apart from other candidates. However, there is often a chasm between what is taught and what students must demonstrate. Undergraduate research as a pedagogy of engagement offers ample opportunity for mentors to evaluate a student’s level of academic preparation. But are faculty well-equipped to help students effectively articulate the competencies acquired from participation in research? During this interactive workshop, participants will work together to help students, in- cluding marginalized students, situate themselves in a position of competitive advantage in a global marketplace.
Notes: This is an extension of the session Rosalie did at CUR, thinking through how faculty can help students articulate their educational and work experiences into transferable skills. We rewrote a cover letter.
Transparent Assignments That Promote Equitable Opportunities for Your Students’ Success
Mary-Ann Winkelmes, Transparency in Learning and Teaching in Higher Education Project, University of Nevada, Las Vegas
Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students’ metacognition, con dence, and their sense of belonging in college in an effort to promote student success equitably. A 2016 publication identi es transparent assignment design as a replicable teaching intervention that signi cantly en- hances students’ success, with greater gains for historically underserved students (Win- kelmes et al., Peer Review, Spring 2016). We’ll review the ndings as well as educational research behind the concept of transparent teaching/learning in this session.
Notes: Mary-Ann showed the data from her work on transparent assignments an UNLV. She also showed the basics of a transparent assignment. We looked at some assignments and improved them to be more transparent.
The Unwritten Rules of College: Transparency and Its Impact on Learning
Mary-Ann Winkelmes, Transparency in Learning and Teaching in Higher Education Project, University of Nevada, Las Vegas
Data from a 2014-2015 AAC&U study of students’ learning at seven Minority-Serving Institutions indicates that transparency in assignments boosts students’ success (and es- pecially underserved students’ success) signi cantly in three important areas: academic con dence, sense of belonging, and mastery of the skills employers value most when hiring (Winkelmes et al., Peer Review, Spring 2016). In this session, we’ll review the nd- ings about how transparent assignment design promotes students’ success equitably, as well as educational research behind the concept of transparent teaching/learning. Then we’ll apply that research to the design of class activities and course assignments. Partici- pants will leave with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning.
Notes: This was a very cool workshop where we worked with someone not in our discipline to make an assignment transparent. We had to explain the assignment to someone and they had to tell us what they would do as a student in that class. I’ve asked her to send her handouts, which are kept in a shared google drive. We will do this at the next BIF.
A Five-Step Model for Deep Understanding: Facilitating Student Learning
Esther Zirbel, Consultant
How can an instructor motivate students to reflect deeply and think critically, expand their world views, and inspire them to think beyond a problem? This ve-step model utilizes constructivist learning theories and supplements them with insights gained from cognitive neuroscience while focusing on several leading questions, including: What are the students’ challenges as they move through all steps? What is likely to happen at each step on a neural level in the students’ brains as they deepen their understanding? What can an instructor do to support students as they move through each step?
Hello, My Name Is Sigmund Freud: Using Role Play Discussions to Facilitate Learning
Jessica Waesche, University of Central Florida
We are always looking for new ways to increase engagement and facilitate student learning, particularly in the online learning environment. I will discuss how, using Mark Carnes’ Minds on Fire, I was inspired to create and implement a role-play discussion assignment in my online Abnormal Psychology class. I will discuss how I created the assignment, how students reacted to it, and the lessons I have learned.
Diversity and Motivation: The Visual Arts Administration Course
Ilenia Colon Mendoza, University of Central Florida
The 21st century teaching strategies for my Visual Arts Administration course center in meeting the four conditions of the motivational framework as presented and discussed by M.B. Ginsberg and R.J. Wlodkowski, Diversity and Motivation, Second Edition (John Wiley & Sons, 2009). I focus on providing: Inclusion, Attitude, Meaning, and Compe- tence to maximize effective learning and cultural responsive teaching. Active partici- pation, choice, real-world experiences, and authentic performance tasks allow students to enjoy rst-hand interactions with art that foster success in the classroom and create long-term impact on their real lives and future careers.
Translating Midterm Student Feedback into Improved Student Evaluations and Learning
Douglas Holton, Hajara Mahmood, and Kathryn Cunningham, Embry-Riddle Aeronautical University
A Midterm Student Feedback survey involves an instructor or outsider asking students for comments and suggestions for improving a course in the middle of the semester rather than at the end. Research studies have shown how to conduct this service such that it may improve both student ratings and student learning. In this workshop, par- ticipants will learn how to design and implement their own Midterm Student Feedback survey. Then we’ll share and discuss the most common student survey comments and how to translate each of them into speci c strategies for improving student evaluations and learning.
Experiential Learning: An Integrative Process to Foster Appreciation of Nursing Research
Carrie Hall, Christy Skelly, Carrie Risher, and Beverley Brown, Florida Southern College
Students often identify the value of research within practice but nd it dif cult to con- ceptualize. In an effort to bridge this gap, nursing faculty at FSC actively worked with senior community health nursing students in the development and delivery of a com- munity educational event to increase female undergraduate college students’ knowledge of women’s reproductive health. The event included a student developed and delivered poster presentation, coupled with an IRB approved descriptive research study to evalu- ate pre/posttest knowledge. Students and faculty worked together in all aspects of the study implementation including: recruitment, consenting, delivery of the intervention, and testing.
Exploring Cohort-Based Delivery of Educational Programs in the State of Florida
Lou Sabina, Patrick Coggins, Chris Colwell, Glen Epley, Rajni Shankar-Brown, and Debra Touchton, Stetson University
This 15-minute presentation will discuss the model currently employed by Stetson Uni- versity to deliver cohort-based delivery of their Master’s Degree in Educational Leader- ship. Participating faculty will discuss the strengths, weaknesses, challenges, and oppor- tunities for growth in county-based delivery of educational leadership courses. While our subject area is educational leadership, our intention is to provide information regarding the model, which could easily be customized across other dimensions of education, in- cluding teacher preparation, curriculum and instruction, educational technology, ESOL, or reading and literacy education.
C. Allen,. (n.d.). 20-Bloom-Question-Cues-Chart.pdf. Retrieved from http://www.asainstitute.org/conference2013/handouts/20-Bloom-Question-Cues-Chart.pdf
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McCuen@aacu.org. (2014, August 5). Transparency and Problem-Centered Learning [Text]. Retrieved February 16, 2017, from http://www.aacu.org/problemcenteredlearning
nicolasimmons. (2016, June 24). Motivation. Retrieved from https://researchsotl.wordpress.com/2016/06/24/motivation/
Review, P. (2016, July 6). A Teaching Intervention that Increases Underserved College Students’ Success [Text]. Retrieved February 16, 2017, from http://www.aacu.org/peerreview/2016/winter-spring/Winkelmes