Teaching Enhancement Opportunities
Workshop Descriptions
- Course Design Studio (CDS). The purpose of this intensive 15 hour CDS is to provide faculty with the time, resources and support needed to design their courses in ways that will maximize student engagement and learning. Throughout the experience, faculty are provided a Google Sheet, where they use a Backward Design Model to write and align their Learning Outcomes (LO), Assessment and Learning Opportunities (Video Summary). After completion, we are able to design a course by writing measurable, active LO; identifying Evidence aligned with LO using an analytic rubric; pilot, critique and organize several of the 289 Learning Experiences based on empirical research of effective practices to enhance a course; implement Boyer’s Scholarship of Teaching and Learning (SoTL) model as a method for examining; and identify appropriate, relevant and meaningful instructional technologies to empower student engagement. The Office of the Provost and Senior Vice President of Academic Affairs will award a certificate upon delivery of an updated syllabus.
- Active Teaching & Learning. In this session, we will explore a meta-analysis of 225 studies, which demonstrated that students in classes which afforded active learning opportunities performed higher (Friedman, 2015). Instructors who engage students purposefully select research-based techniques to ensure that students actively participate in the learning process and take responsibility for their intellectual development. Attributes of active teaching include engaging students integrating discussion, collaborative projects, metacognitive activities, reflection prompts, etc.; collect just-in-time feedback on student learning; relate course content to real-world, relevant examples; and facilitate integration by encouraging students to make connections. We will share a list of 289 active learning strategies and how you could integrate some of them into your teaching.
- Documenting Effective Teaching. Evaluation should follow substantial amounts of assessment and measurement. In this session, we will provide definitions and models for collecting, analyzing and making decisions for effective teaching, as well as a plan and service to assist. Subsequently, we will offer a class observation protocol, which includes a pre-Observation Meeting; Observation (using a Quantitative Checklist, Qualitative Field Narrative and Faculty Flow Diagram), a Post-Observation Debrief using a measurement [rubric and template for faculty self-evaluation. This session will share a Higher Education Lesson template and a research-based Google Slide Lesson Template. The plans will assist instructors to organize and align their learning activities and provide a vehicle for their reflection for continuous improvement.
- Using Appropriate, Relevant and Meaningful (ARM) Technology to Enhance Teaching Effectiveness. In this session, we will share ARM technology that an instructor could possibly use to enhance their methods. ARM Tech is operationalized as accessible, inclusive; easy to use (for you AND students), enduring (as much as possible); and low/no financial/time cost with high ROI. We will model and share easy to use tech resources which include Word Clouds, Padlet , TedEd, Videoscribe, Stop Motion, Screencast, Green Screen, Blog, Podcast, Pecha Kucha, Plickers, Poll Everywhere, Answer Garden, Kahoot, Padlet, Tricider and Google Drive.
- Assessment and Developing Analytical Rubrics. Rubrics can create a bridge between learning outcomes (LO) and assessment, in which the students and the instructors both use to effectively communicate expectations. They define criteria, especially for abstract concepts. They typically contain three features, evaluative criteria; quality definitions; and a scoring strategy. In this session, we will draft a rubric for one of our assignments. Also in this session, we will discuss Inquiry/Project-Based Learning to develop information processing and problem-solving skills; create a more student centered approach with the instructor as a facilitator; empower students to construct meaning through action; and foster intrinsic motivation for authentic engagement.
- Writing Effective Learning Outcomes (LO). LO’s can assist students by clearly identifying critical concepts for our courses. LOs typically are categorized by What will learners KNOW (Cognitive); DO (Psychomotor Skill); and VALUE (Affective Disposition) as they progress through the course. LOs should be specific, speak to skills and performance rather than knowledge and understanding; and be clearly measurable using action verbs. In this session, we will write, review and align our LOs.
- Scholarship of Teaching & Learning (SoTL). SoTL is an investigation of teaching practice using systematic and intentional methods, which result in publicly disseminated work. The investigation can be highly focused and/or longitudinal, as the outcomes can range from a white paper, conference presentation or peer-reviewed publication. We will begin the discussion on how instructors can consider and plan their learning experiences as academic scholarship. Following an introduction to SoTL, we will share typical formats for SoTL research, which include creating a research question, an experimental design, data instruments, literature review; an introduction, methods, results, discussion and conclusion with limitations and further work section.
- Teaching Students How to Learn (Learning Theories). In this session, we will share how learners process and map information for subsequent application (Novak, 1984). Schunk (1996) defines learning as a behavioral change, or change in capacity for behavior; change endures over time; and occurs through practice or experience. A focus will be on how we process information (Atkinson & Shiffrin, 1971), which demonstrates how we can empower our students to facilitate working to long term memory and productive retrieval for authentic applications. Learning theories of self-regulated learning, self-efficacy, metacognition, constructivism, operant conditioning, social cognitive theory, cognitive development and cognitive load will also be discussed.
- Student Response Systems (SRS). To help us gauge student understanding during class, we might wish to offer frequent formative assessments. In this session, we demonstrate several SRSs, which could include a four quadrant colored piece of paper or electronic alternatives such as Plickers, Poll Everywhere, Answer Garden, Kahoot, Padlet, Tricider, etc. Using SRS can provide a useful springboard for Facilitating Productive Discussions. We will describe productive discussion as opportunities for engaged teaching and learning by creating a safe place; providing ground rules; and appropriate divergent prompts as well as scaffolding argument skills.
- Writing/Updating Academic Portfolios (Teaching Philosophy; Diversity, Equity and Inclusive (DEI) Statements; Research Agendas). In this session, we will share prompts, formats and examples of academic portfolios for your consideration. Formats for a Teaching Portfolio, which include a Teaching Philosophy Statement, academic credentials, course materials, goals, service and evidence of effective teaching. We will also share ideas for writing a DEI statement to share with colleagues and students an idea of who you are- your background, identity, personal history; and to communicate your perspective and outlook on diversity and inclusive teaching and how this relates to your research and/or teaching practices. Finally, we will briefly share formats of research agendas and discuss how SoTL may be integrated.
- Teaching Models, Methods and Strategies. In this session, we share Knowles' (1984) Andragogical approach to adult learning, which is based on a humanistic conception of self-directed and autonomous learners. His theory states assumptions, which include a learner's Need to know, Self-concept, Readiness, Orientation, and Motivation. We will share Teaching Models including Information Processing, Inquiry-based, Competency-based and Experiential as well as methods on sequencing (deductive/inductive), Discussion Norms, and engagement.
- Self-Regulated Learning, Self-Reflection and Metacognition. This session will share an overview of these educational models to help us create learning environments that support our diverse students. We know that self-regulated learners 1) tend to learn better under learner control; 2) are able to monitor, evaluate, or manage their learning effectively; 3) reduce instructional time required to complete the lesson; and 4) manage their learning and time efficiently (Yang, 1993). Metacognition is one’s knowledge concerning one's own cognitive processes and products and anything related to them. (Flavell, 1987). We will share a Motivated Strategies for Learning Questionnaire (MSLQ).
- Creating Inclusive, Accessible Instructional Material. This session will provide information on how to create teaching material, which can be available and accessed by all students. Ideas which will be shared and discussed include choose readings that reflect diversity of contributors; emphasize range of identities and backgrounds; avoid unfamiliar references based on backgrounds; analyze content of examples, analogies and humor; use materials with range of student physical abilities and financial resources; use a variety of methods; and provide verbal and written instructions.
- Social Emotional Competence (SEC). In this session, we share the work of Goleman and Boyatzis on the concept of SEC. SEC is commonly composed of Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making. We will discuss the difference between SEC, IQ. Emotional Intelligence; analyze strategies, discuss the importance of empathy in group discussions; and evaluate current research as it applies to teaching. Finally, we will explore how understanding these concepts and perhaps being intentional about how they can be modeled can help build student skills as well as an effective classroom culture.