Group items tagged

Screen capture presentation tool that is used by many of our faculty, including for GSCC presentations.

DW mentions in Pedagogy Matters! Campaign: Strategies and Resources for Action.

By Andy Lapham, Faculty of the Arts, Thames Valley University, London, UK. This paper from the Proceedings of the 6th European Conference on e-Learning includes literature review and presents a cognitive analysis of tagging.

Excellent resource on e-portfolios. Faculty e-portfolios are a cornerstone of Global Skills for College Completion - a Gates Foundation funded project on improving pedagogy to increase student success (globalskillcc.org)

On YouTube, posted July 2007. Episode 1 of Def Poetry Jam. Mali's poem looks at the role of the teacher. For related work by Taylor Mali, follow the mali tag.

Part of the Passion thread (Faculty Skills and Attributes), this video was included on the poster's own teaching blog and, for him, exemplifies passion.

This site is the "home" of the Myers Briggs Type Indicator (MBTI) personality inventory, which is used both in the workplace and to identify learning styles in students.

Mentioned in the context of learning styles and how instructors adapt to them, in Faculty Skills and Attributes: Adaptability.

A project of LaGuardia Community College's Center for Teaching and Learning. Project Quantum Leap (PQL) seeks to develop new lessons and courses that focus on problem-solving and to integrate these into the developmental math curriculum. See lagcc tag for related bookmarks.

Mentioned in the Contextualization thread, as an example of a program that allows students to learn within the context of "real world" projects like the environment and climate change.

A website "written, drawn, and coded by Matthew Inman" and made up of comics, quizzes, and stories.

From the thread Faculty Skills and Attributes: Adaptability, this site was recommended for their "lovely grammar resources."

Posted online by Dr. Norman E. Cameron, Professor of Economics and Fellow of St. John's College.

Shared in Instructional Strategies:Reflection/Meta-cognition

Learn more about CCBC's Accelerated Learning Project (ALP), including information on their summer institute.

There was a lot of discussion about accelerated learning programs in the Pedagogy Cafe. Michelle Zollars recommended the CCBC ALP summer institute to learn more.

By Gerry Everding, as part of the Washington University in St. Louis Newsroom, March 1 2006. Researchers from Washington University completed this study, saying that frequent quizzes may help students in terms of understanding and retaining information.

GSCC faculty, in the Student Context: Whole Person thread, brought in this article, which as mentioned in either ped circle of Coffee Klatch, as part of a discussion on quizzes.

By Terrie E. Moffitt, Louise Arseneault, Daniel Belsky, Nigel Dickson, Robert J. Hancox, HonaLee Harrington,Renate Houts, Richie Poulton, Brent W. Roberts, Stephen Ross, Malcolm R. Sears, W. Murray Thomson,and Avshalom Caspi in PNAS (Proceedings of the National Academy of Sciences of the United States of America), 2011, vol 108 (7), pp 2639-2640. Full-text PDF is available from this page.

Contributed to the Faculty Skills and Attributes: Adaptability thread in the context of "how my courses can be flexible and yet teach the skills for success."

This is the companion site to Susan Anker's Real writing (4th Edition). The site contains student resources (exercises and advice) as well as resources for writing faculty.

Mentioned in Introduction to Formative Assessment

Banta, T.W., Griffin, M., Flateby, T.L. & Kahn, S. (2009, December) Occassional Paper No. 2 by National Institute for Learning Outcomes Assessment (NILOA)

Of the various ways to assess student learning outcomes, many faculty members prefer what are called "authentic" approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy.

By Nicholas Gage, collected in New Directions: Reading, Writing, and Critical Thinking by Peter S. Gardner (via Google Books). Make sure that you are on page 88 for the Gage essay. This material is under copyright, so the full essay is not available here. Check with your local library for access to the full essay.

Presented as a reading assignment, discussed in the Faculty Skills and Attributes: Passion thread.

By Doug Lederman, April 4, 2011 Inside HigherEd The author discusses a new campaign by AFT Higher Education. The effort will have members of the American Federation of Teachers (represented by more than 200,000 college and university instructors, professional staff and graduate students) more directly involved in national and campus discussions on student success in higher education.