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Gary Brown

Assumptions about Setting the Right Classroom Climate - 0 views

www.facultyfocus.com/...ng-the-right-classroom-climate

classroom management agency

shared by Gary Brown on 02 Sep 09 - Cached
  • September 2, 2009 Assumptions about Setting the Right Classroom Climate By: Maryellen Weimer in Effective Classroom Management   SHARETHIS.addEntry({ title: "Assumptions about Setting the Right Classroom Climate", url: "http://www.facultyfocus.com/articles/effective-classroom-management/assumptions-about-setting-the-right-classroom-climate/" });ShareThis For quite some time now I’ve been interested in a widely held set of assumptions faculty make about the need to assert control at the beginning of a course. The argument goes something like this: When a course starts, the teacher needs to set the rules and clearly establish who’s in charge. If the course goes well, meaning students abide by the rules and do not challenge the teacher’s authority, then the teacher can gradually ease up and be a bit looser about the rules.
  • If all potential challenges to authority are headed off at the pass, then the teacher can devote full attention to the content, and isn’t that where the teacher’s expertise really shines? And so the classroom becomes a place that showcases teaching more than learning? My suspicion is that most teachers overreact to potential threats.
  • Gary Brown on 02 Sep 09
     
    Our friend Mary Ellen Weimer sets the stage for addressing a critical bottleneck to innovation, suggesting faculty insecurity/inexperience result in exerting authority.
Gary Brown

Classroom Creativity : The Frontal Cortex - 1 views

scienceblogs.com/...classroom_creativity.php

creative thinking critical thinking

shared by Gary Brown on 26 May 10 - Cached
  • Classroom Creativity
  • Eric Barker recently referred me to this interesting study, which looked at how elementary school teachers perceived creativity in their students. While the teachers said they wanted creative kids in their classroom, they actually didn't. I
  • The point is that the classroom isn't designed for impulsive expression - that's called talking out of turn.
  • ...3 more annotations...
  • The danger, however, is that we're teaching our kids a very narrow and stultifying model of cognition, in which conscientiousness is privileged above all.
  • In recent years, however, it's become clear that daydreaming is actually an important element of the creative process, allowing the brain to remix ideas, explore counterfactuals and turn the spotlight of attention inwards.
  • The solution, I suppose, is rather banal: we really do need arts education in our schools,
  • Gary Brown on 26 May 10
     
    The Teaching Academy has refined critical and creative thinking with a draft definition that presumes they are two different thought processes. In my exploration of the purported diision, I encountered the writings of this neuroscientist.
Peggy Collins

Classroom2.0: Twitter, del.icio.us and participatory learning at melanie mcbride online - 0 views

melaniemcbride.net/...ous-and-participatory-learning

twitter web_2.0 social_bookmark

shared by Peggy Collins on 29 Apr 09 - Cached
  • Peggy Collins on 29 Apr 09
     
    Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.
S Spaeth

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

pbj ALT assessment co-development

shared by S Spaeth on 22 May 09 - Cached
  • Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
  • As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
  • Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
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  • It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  • Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  • One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  • NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  • At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  • A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
  • S Spaeth on 22 May 09
     
    In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
Nils Peterson

Tom Vander Ark: How Social Networking Will Transform Learning - 2 views

www.huffingtonpost.com/...l-networking-wit_b_349467.html

learning web2.0 higher_education

shared by Nils Peterson on 12 Nov 09 - Cached
  • Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement
  • I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement.
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      I just Diigoed UrgentEvoke.com (a game) and Jumo.com a new social site, each targeted at working on big, real-world problems.
  • Theron DesRosier on 12 Nov 09
     
    Vander Ark was the first Executive Director for the Bill & Melinda Gates Foundation. From his post: "There are plenty of theories about how to improve education. Most focus on what appear to be big levers--a point of entry and system intervention that appears to provide some improvement leverage. These theories usually involve 'if-then' statements: 'if we improve this, then other good stuff will happen.'" "One problem not addressed by these theories is the lack of innovation diffusion in education--a good idea won't cross the street. Weak improvement incentives and strong bureaucracy have created a lousy marketplace for products and ideas." "Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement" "I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement."
  • Nils Peterson on 18 Mar 10
     
    "Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement" Vander Ark was the first Executive Director for the Bill & Melinda Gates Foundation. From his post:"There are plenty of theories about how to improve education. Most focus on what appear to be big levers--a point of entry and system intervention that appears to provide some improvement leverage. These theories usually involve 'if-then' statements: 'if we improve this, then other good stuff will happen.'" "One problem not addressed by these theories is the lack of innovation diffusion in education--a good idea won't cross the street. Weak improvement incentives and strong bureaucracy have created a lousy marketplace for products and ideas." "I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement."\n\n\n
Gary Brown

The MetLife Survey of the American Teacher: Collaborating for Success ~ Stephen's Web - 0 views

www.downes.ca/53110

teaching

shared by Gary Brown on 13 Aug 10 - Cached
  • ccording to the study, teachers value collaboration, but do most of it outside the classroom. They believe they set high standards for students and believe core skills (mathematics and language, for example) are important. They believe all staff, rather than individual teachers, are accountable for student progress. They believe it would help a lot if students took responsibility for their own learning, but less than a third (compared to a very high percentage of students) believe students actually do.
  • Gary Brown on 13 Aug 10
     
    A majority of teachers and principals also believe that the following school- and classroom-centered factors would have a major impact on improving student achievement: Connecting classroom instruction to the real world; A school culture where students feel responsible and accountable for their own education; Addressing the individual needs of diverse learners; and Greater collaboration among teachers and school leaders.
Gary Brown

Evaluations That Make the Grade: 4 Ways to Improve Rating the Faculty - Teaching - The ... - 1 views

chronicle.com/...65226

evaluating teaching

shared by Gary Brown on 27 Apr 10 - Cached
  • For students, the act of filling out those forms is sometimes a fleeting, half-conscious moment. But for instructors whose careers can live and die by student evaluations, getting back the forms is an hour of high anxiety
  • "They have destroyed higher education." Mr. Crumbley believes the forms lead inexorably to grade inflation and the dumbing down of the curriculum.
  • Texas enacted a law that will require every public college to post each faculty member's student-evaluation scores on a public Web site.
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  • The IDEA Center, an education research group based at Kansas State University, has been spreading its particular course-evaluation gospel since 1975. The central innovation of the IDEA system is that departments can tailor their evaluation forms to emphasize whichever learning objectives are most important in their discipline.
  • (Roughly 350 colleges use the IDEA Center's system, though in some cases only a single department or academic unit participates.)
  • The new North Texas instrument that came from these efforts tries to correct for biases that are beyond an instructor's control. The questionnaire asks students, for example, whether the classroom had an appropriate size and layout for the course. If students were unhappy with the classroom, and if it appears that their unhappiness inappropriately colored their evaluations of the instructor, the system can adjust the instructor's scores accordingly.
  • Elaine Seymour, who was then director of ethnography and evaluation research at the University of Colorado at Boulder, was assisting with a National Science Foundation project to improve the quality of science instruction at the college level. She found that many instructors were reluctant to try new teaching techniques because they feared their course-evaluation ratings might decline.
  • "So the ability to do some quantitative analysis of these comments really allows you to take a more nuanced and effective look at what these students are really saying."
  • Mr. Frick and his colleagues found that his new course-evaluation form was strongly correlated with both students' and instructors' own measures of how well the students had mastered each course's learning goals.
  • The survey instrument, known as SALG, for Student Assessment of their Learning Gains, is now used by instructors across the country. The project's Web site contains more than 900 templates, mostly for courses in the sciences.
  • "Students are the inventory," Mr. Crumbley says. "The real stakeholders in higher education are employers, society, the people who hire our graduates. But what we do is ask the inventory if a professor is good or bad. At General Motors," he says, "you don't ask the cars which factory workers are good at their jobs. You check the cars for defects, you ask the drivers, and that's how you know how the workers are doing."
  • William H. Pallett, president of the IDEA Center, says that when course rating surveys are well-designed and instructors make clear that they care about them, students will answer honestly and thoughtfully.
  • In Mr. Bain's view, student evaluations should be just one of several tools colleges use to assess teaching. Peers should regularly visit one another's classrooms, he argues. And professors should develop "teaching portfolios" that demonstrate their ability to do the kinds of instruction that are most important in their particular disciplines. "It's kind of ironic that we grab onto something that seems fixed and fast and absolute, rather than something that seems a little bit messy," he says. "Making decisions about the ability of someone to cultivate someone else's learning is inherently a messy process. It can't be reduced to a formula."
  • Gary Brown on 27 Apr 10
     
    Old friends at the Idea Center, and an old but persistent issue.
Gary Brown

The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views

chronicle.com/...7538

grading crowd-sourcing peer review

shared by Gary Brown on 13 Aug 09 - Cached
  • Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says."You've got this real mismatch between the kind of participatory learning that’s happening online and outside of the classroom, and the top-down, hierarchical learning and rigid assessment schemes that we’re using in the classroom from grades K through 12 and all the way up to graduate school," Ms. Davidson says. "In school systems today, we’re putting more and more emphasis on quantitative assessment in an era when, out of the classroom, students are learning through an entirely different way of collaboration, customizing, and interacting."
  • Theron DesRosier on 14 Aug 09
     
    We need to contact Cathy Davidson and work together on this.
Theron DesRosier

Revolution in the Classroom - The Atlantic (August 12, 2009) - 0 views

www.theatlantic.com/...race-to-the-top-education

christensen innovation

shared by Theron DesRosier on 13 Aug 09 - Cached
  • Theron DesRosier on 13 Aug 09
     
    An article in the Atlantic today by Clayton Christensen discusses "Revolution in the Classroom" In a paragraph on data collection he says the following: Creating effective methods for measuring student progress is crucial to ensuring that material is actually being learned. And implementing such assessments using an online system could be incredibly potent: rather than simply testing students all at once at the end of an instructional module, this would allow continuous verification of subject mastery as instruction was still underway. Teachers would be able to receive constant feedback about progress or the lack thereof and then make informed decisions about the best learning path for each student. Thus, individual students could spend more or less time, as needed, on certain modules. And as long as the end result - mastery - was the same for all, the process and time allotted for achieving it need not be uniform." The "module" focus is a little disturbing but the rest is helpful.
Theron DesRosier

Documenting and decoding the undergrad experience | University Affairs - 3 views

www.universityaffairs.ca/-the-undergrad-experience.aspx

credentialing documenting_learning non_curricular_learning

shared by Theron DesRosier on 20 Aug 10 - No Cached
  • Theron DesRosier on 20 Aug 10
     
    "An official transcript shows how well a student did in class, but universities have long recognized that a lot of learning takes place outside the classroom. Now a growing number of schools are developing ways of tracking, measuring and authenticating that learning. Some are giving official sanction to a student's involvement in campus activities - student council or campus clubs, for example - through what's called a co-curricular transcript. Others have developed web-based self-assessment tools that students can use to understand their own knowledge, values and strengths."
Kimberly Green

Movie Clips and Copyright - 0 views

www.insidehighered.com/...copyright

assessment teaching

shared by Kimberly Green on 28 Jul 10 - Cached
  • Kimberly Green on 28 Jul 10
     
    Video clips -- sometimes the copyright question comes up, so this green light is good news. Video clips may lend themselves to scenario-based assessments -- instead of reading a long article, students could look at a digitally presented case to analyze and critique -- might open up a lot of possibilities for assessment activities. a latest round of rule changes, issued Monday by the U.S. Copyright Office, dealing with what is legal and what is not as far as decrypting and repurposing copyrighted content. One change in particular is making waves in academe: an exemption that allows professors in all fields and "film and media studies students" to hack encrypted DVD content and clip "short portions" into documentary films and "non-commercial videos." (The agency does not define "short portions.") This means that any professors can legally extract movie clips and incorporate them into lectures, as long as they are willing to decrypt them - a task made relatively easy by widely available programs known as "DVD rippers." The exemption also permits professors to use ripped content in non-classroom settings that are similarly protected under "fair use" - such as presentations at academic conferences.
Joshua Yeidel

5 Non-Western Teaching Strategies - Commentary - The Chronicle of Higher Education - 1 views

chronicle.com/...123908

teaching education

shared by Joshua Yeidel on 19 Aug 10 - Cached
  • Joshua Yeidel on 19 Aug 10
     
    Methods and attitudes from other cultures can enliven the classroom.
Gary Brown

Student-Centered Learning: Target or Locus for Universities? -- Campus Technology - 1 views

campustechnology.com/...or-Locus-for-Universities.aspx

future technology student centered

shared by Gary Brown on 25 Aug 10 - Cached
  • Student-centered learning has been largely a rhetorical distinction for decades--e.g., more group work or less group work--because, practically speaking, everything happened in the classroom.
  • Now, the distinction is not just rhetorical, but a life style distinction: scarcity learning (content delivery) in the classroom or abundance learning (discovery) often out in real-world situations. In scarcity learning, the student is the target for delivery systems, while in abundance learning the student is the locus, the starting point, of learning.
  • Gary Brown on 25 Aug 10
     
    missing here is the resistance we encounter--from faculty and students alike. Still a good read from our colleague at AAEEBL.
Gary Brown

A Final Word on the Presidents' Student-Learning Alliance - Measuring Stick - The Chron... - 1 views

chronicle.com/...27535

accreditation.

shared by Gary Brown on 22 Nov 10 - No Cached
  • I was very pleased to see the responses to the announcement of the Presidents’ Alliance as generally welcoming (“commendable,” “laudatory initiative,” “applaud”) the shared commitment of these 71 founding institutions to do more—and do it publicly and cooperatively—with regard to gathering, reporting, and using evidence of student learning.
  • establishing institutional indicators of educational progress that could be valuable in increasing transparency may not suggest what needs changing to improve results
  • As Adelman’s implied critique of the CLA indicates, we may end up with an indicator without connections to practice.
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  • The Presidents’ Alliance’s focus on and encouragement of institutional efforts is important to making these connections and steps in a direct way supporting improvement.
  • Second, it is hard to disagree with the notion that ultimately evidence-based improvement will occur only if faculty members are appropriately trained and encouraged to improve their classroom work with undergraduates.
  • Certainly there has to be some connection between and among various levels of assessment—classroom, program, department, and institution—in order to have evidence that serves both to aid improvement and to provide transparency and accountability.
  • Presidents’ Alliance is setting forth a common framework of “critical dimensions” that institutions can use to evaluate and extend their own efforts, efforts that would include better reporting for transparency and accountability and greater involvement of faculty.
  • there is wide variation in where institutions are in their efforts, and we have a long way to go. But what is critical here is the public commitment of these institutions to work on their campuses and together to improve the gathering and reporting of evidence of student learning and, in turn, using evidence to improve outcomes.
  • The involvement of institutions of all types will make it possible to build a more coherent and cohesive professional community in which evidence-based improvement of student learning is tangible, visible, and ongoing.
Theron DesRosier

Half an Hour: The New Nature of Knowledge - 0 views

halfanhour.blogspot.com/...new-nature-of-knowledge.html

downes knowledge learning network

shared by Theron DesRosier on 24 Mar 09 - Cached
  • Theron DesRosier on 24 Mar 09
     
    The very forms of reason and enquiry employed in the classroom must change. Instead of seeking facts and underlying principles, students need to be able to recognize patterns and use things in novel ways. Instead of systematic methodical enquiry, such as might be characterized by Hempel's Deductive-Nomological method, students need to learn active and participative forms of enquiry. instead of deference to authority, students need to embrace diversity and recognize (and live with) multiple perspectives and points of view. I think that there is a new type of knowledge, that we recognize it - and are forced to recognize it - only because new technologies have enabled many perspectives, many points of view, to be expressed, to interact, to forge new realities, and that this form of knowledge is emerged from our cooperative interactions with each other, and not found in the doctrines or dictates of any one of us.
Corinna Lo

A computer science professor at an Australian University is doing something revolutiona... - 0 views

www.readwriteweb.com/...college_credit_via_youtube.php

youtube learning

shared by Corinna Lo on 16 Mar 09 - Cached
  • Corinna Lo on 16 Mar 09
     
    A computer science professor at an Australian University is doing something revolutionary with YouTube - he's offering students who can't attend his classes college credit for watching his videos. Richard Buckland, a senior lecturer at the University of NSW in Sydney, Australia, was frustrated that high school students with a passion for computing and capable of studying at the college level were not able to make the commute to the university fit into their school day. Buckland then decided to turn YouTube into a remote classroom where the students could attend lectures virtually and then complete coursework just as his other students do.
Theron DesRosier

THE FUTURE OF EVERYTHING: - 0 views

feeds2.feedburner.com/academic-commons

shared by Theron DesRosier on 09 Mar 09 - Cached
  • Theron DesRosier on 09 Mar 09
     
    "In the face of an economic crisis of unprecedented and in many ways still not fully understood dimensions, there is a natural inclination to retrench, to stop considering what the next new thing might be, to slow down on innovation and experimentation. This is a mistake. This is the moment when we must confront the core assumptions of our educational enterprises, and to ask hard questions about why we do what we do, and how we can change in order to survive and perhaps even thrive. This symposium, which is part of the Future of Everything project hosted by Academic Commons (http://academiccommons.org/futureofeverything/), brings us together to consider the possible futures of a host of interconnected topics: the book, the library, our system of scholarly communication, classroom technology, software distribution, the lecture, the seminar, existing and future business models,and ultimately, the college and the university. You'll have a chance to hear from leading practitioners who are creating the next generation tools, resources, spaces, and policies, and to engage in on-line dialogue before, during, and after the event. The work of the symposium will be used to inform the publication of an on-line reader that we hope will be broadly useful for all engaged in re-imagining future services, facilities, and policies on campus. Date: May 19, 2009 Place: Norwood, MA"
Nils Peterson

2009 Annual Meeting | Conference Program - 0 views

www.aacu.org/...program.cfm

shared by Nils Peterson on 22 Jan 09 - Cached
  • This session explores the notion that assessment for transformational learning is best utilized as a learning tool. By providing timely, transparent, and appropriate feedback, both to students and to the institution itself, learning is enhanced – a far different motive for assessment than is external accountability.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      need to get to these guys with our harvesting gradebook ideas...
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      decided to attend another session. Hersh was OK before lunch, but the talk by Pan looks more promising
  • Academic and corporate communities agree on the urgent need for contemporary, research-based pedagogies of engagement in STEM fields. Participants will learn how leaders from academic departments and institutions have collaborated with leaders from the corporate and business community in regional networks to ensure that graduates meet the expectations of prospective employers and the public.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      here is another session with links to CTLT work, both harvesting gradebook and the ABET work
  • Professor Pan will discuss the reflective teaching methods used to prepare students to recognize and mobilize community assets as they design, implement, and evaluate projects to improve public health.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Students tasked to learn about a community, ride the bus, make a Doc appt. Then tasked to do a non-clinical health project in that community (they do plenty of clinical stuff elsewhere in the program). Project must build capacity in the community to survive after the student leaves. Example. Work with hispanic parents in Sacramento about parenting issue, ex getting kids to sleep on time. Student had identified problem in the community, but first project idea was show a video, which was not capacity building. Rather than showing the video, used the video as a template and made a new video. Families were actors. Result was spanish DVD that the community could own. Pan thinks this is increased capacity in the community.
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  • Freshman Survey annually examines the academic habits of mind of entering first-year students.  Along with academic involvement, the survey examines diversity, civic engagement, college admissions and expectations of college. 
  • The project aims to promote faculty and student assessment of undergraduate research products in relation to outcomes associated with basic research skills and general undergraduate learning principles (communication and quantitative reasoning, critical thinking, and integration and application of knowledge).
  • They focus educators on the magnitude of the challenge to prepare an ever-increasingly diverse, globally-connected student body with the knowledge, ability, processes, and confidence to adapt to diverse environments and respond creatively to the enormous issues facing humankind.
  • One challenge of civic engagement in the co-curriculum is the merging of cost and outcome: creating meaningful experiences for students and the community with small staffs, on small budgets, while still having significant, purposeful impact. 
  • a)claims that faculty are the sole arbiters of what constitutes a liberal education and b) counter claims that student life professionals also possess the knowledge and expertise critical to defining students’ total learning experiences.  
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      also, how many angels can dance on the head of a pin?
  • This session introduces a three-year national effort to document how colleges and universities are using assessment data to improve teaching and learning and to facilitate the dissemination and adoption of best practices in the assessment of college learning outcomes.
  • Exciting pedagogies of engagement abound, including undergraduate research, community-engaged learning, interdisciplinary exploration, and international study.  However, such experiences are typically optional and non-credit-bearing for students, and/or “on top of” the workload for faculty. This session explores strategies for integrating engaged learning into the institutional fabric (curriculum, student role, faculty role) and increasing access to these transformative experiences.
  • hands-on experiential learning, especially in collaboration with other students, is a superior pedagogy but how can this be provided in increasingly larger introductory classes? 
  • As educators seek innovative ways to manage knowledge and expand interdisciplinary attention to pressing global issues, as students and parents look for assurances that their tuition investment will pay professional dividends, and as alumni look for meaningful ways to give back to the institutions that nurtured and prepared them, colleges and universities can integrate these disparate goals through the Guilds, intergenerational membership networks that draw strength from the contributions of all of their members.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      see Theron's ideas for COMM.
  • Civic engagement learning derives its power from the engagement of students with real communities—local, national, and global. This panel explores the relationship between student learning and the contexts in which that learning unfolds by examining programs that place students in diverse contexts close to campus and far afield.
  • For institutional assessment to make a difference for student learning its results must result in changes in classroom practice. This session explores ways in which the institutional assessment of student learning, such as the Wabash National Study of Liberal Arts Education and the Collegiate Learning Assessment, can be connected to our classrooms.
  • Interdisciplinary Teaching and Object-Based Learning in Campus Museums
  • To address pressing needs of their communities, government and non-profit agencies are requesting higher education to provide education in an array of human and social services. To serve these needs effectively, higher educationneeds to broaden and deepen its consultation with practitioners in designing new curricula. Colleges and universities would do well to consider a curriculum development model that requires consultation not only with potential employers, but also with practitioners and supervisors of practitioners.
  • Should Academics be Active? Campuses and Cutting Edge Civic Engagement
  • If transformational liberal education requires engaging the whole student across the educational experience, how can colleges and universities renew strategy and allocate resources effectively to support it?  How can assessment be used to improve student learning and strengthen a transformational learning environment? 
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Purpose of university is not to grant degrees, it has something to do with learning. Keeling's perspective is that the learning should be transformative; changing perspective. Liberating and emancipatory Learning is a complex interaction among student and others, new knowledge and experience, event, own aspirations. learners construct meaning from these elements. "we change our minds" altering the brain at the micro-level Brain imaging research demonstrates that analogical learning (abstract) demands more from more areas of the brain than semantic (concrete) learning. Mind is not an abstraction, it is based in the brain, a working physical organ .Learner and the environment matter to the learning. Seeds magazine, current issue on brain imaging and learning. Segway from brain research to need for university to educate the whole student. Uses the term 'transformative learning' meaning to transform the learning (re-wire the brain) but does not use transformative assessment (see wikipedia).
  • But as public debates roil, higher education has been more reactive than proactive on the question of how best to ensure that today’s students are fully prepared for a fast-paced future.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Bologna process being adopted (slowly) in EU, the idea is to make academic degrees more interchangeable and understandable across the EU three elements * Qualification Frameworks (transnational, national, disciplinary). Frameworks are graduated, with increasing expertise and autonomy required for the upper levels. They sound like broad skills that we might recognize in the WSU CITR. Not clear how they are assessed * Tuning (benchmarking) process * Diploma Supplements (licensure, thesis, other capstone activities) these extend the information in the transcript. US equivalent might be the Kuali Students system for extending the transcript. Emerging dialog on American capability This dialog is coming from 2 directions * on campus * employers Connect to the Greater Exceptions (2000-2005) iniative. Concluded that American HE has islands of innovation. Lead to LEAP (Liberal Education and America's Promise) Initiative (2005-2015). The dialog is converging because of several forces * Changes in the balance of economic and political power. "The rise of the rest (of the world)" * Global economy in which innovation is key to growth and prosperity LEAP attempts to frame the dialog (look for LEAP in AACU website). Miami-Dade CC has announced a LEAP-derived covenant, the goals must span all aspects of their programs. Define liberal education Knowledge of human cultures and the physical and natural world intellectual and practical skills responsibility integrative skills Marker of success is (here is where the Transformative Gradebook fits in): evidence that students can apply the essential learning outcomes to complex, unscripted problems and real-world settings Current failure -- have not tracked our progress, or have found that we are not doing well. See AACU employer survey 5-10% percent of current graduates taking courses that would meet the global competencies (transcript analysis) See NSSE on Personal and social responsibility gains, less tha
  • Dr. Pan will also talk about strategies for breaking down cultural barriers.
    • Nils Peterson
      Nils Peterson on 24 Jan 09
       
      Pan. found a non-profit agency to be a conduit and coordinator to level the power between univ and grass roots orgs. helped with cultural gaps.
Joshua Yeidel

Wired Campus: A Plan to Develop and Spread Better College Teaching Practices ... - 0 views

chronicle.com/...index.php

sotl

shared by Joshua Yeidel on 23 Mar 09 - Cached
  • Joshua Yeidel on 23 Mar 09
     
    How do we move from innovative but often isolated classroom practice to more far-reaching changes in institutions and the field as a whole?
Nils Peterson

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introducti... - 0 views

www.academiccommons.org/...introduction-issue

shared by Nils Peterson on 12 Mar 09 - Cached
  • A key element in this transformation is shifting the unit of analysis from the learner in a single course to the learner over time, inside and outside the classroom. What does this shift imply for the ways we understand learning and development? If we accept this new learning paradigm, what kinds of accommodations do we need to make in our approaches to the curriculum, the classroom, the role of faculty, and the empowerment of learners?
    • Nils Peterson
      Nils Peterson on 12 Mar 09
       
      See our conversations about transformative assessment and problems as the motivators of study that span courses. We have a blog post from June, early in the Harvesting Gradebook work, that talks about these problems spanning courses
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