Featured Workshops

 Feb 17, 2006

 Using Technology to Improve Traditional Chalk & Talk Lecture

Facilitated by Dr. Doug Carroll - Missouri S&T Interdisciplinary Engineering

Missouri Room

11:45 - 1:00 pm (Lunch Provided)

 Many instructors are interested in using technology in the classroom but can't invest the time required for training or for major content revisions. Yet, they still want "something" to enhance the traditional lecture. Learn how one Missouri S&T instructor has taken commonly used technologies, a computer and projector, and created a teaching model that has enhanced his students learning, is convenient and easy to use, and does not take up excessive preparation time.

 Doug Carroll, professor of Interdisciplinary Engineering has tried several new technologies and software packages to help his students learn the principles of engineering mechanics. Some attempts were successful and others not so successful. The end result of his efforts is the development of a technology-enhanced teaching model that has helped his students understand complex mechanical concepts as well as improving his teaching evaluations. Join us for lunch as we take an in depth look at this model and discuss how it can be integrated into various disciplinary contexts.

 Doug Carroll, is Professor of Interdisciplinary Engineering and a Dean's Teaching Scholar at the University of Missouri-Rolla.

Feb 2, 2006

 Effective Pedagogy and Feedback Devices - Webinar

Facilitated by David McConnell, Univ of Akron

UCTC Classroom 12:00 ~ 1:30 pm

 PROGRAM OVERVIEW

This online web conference will review how to effectively use electronic response systems to increase student engagement, improve student performance, and better assess student learning. Join us to learn about specific technology and pedagogical techniques shown to encourage high-level thinking skills.

PROGRAM AGENDA

The role of technology in the classroom

Teacher-centered vs. learner-centered classrooms

Overcoming obstacles to teaching reform

Electronic response systems

Similar elements, different models

IR vs. Rf

Standardizing across campus

Effective pedagogy: peer instruction and concept tests

Electronic response systems and peer instruction

Case study: University of Akron

Benefits of technology and pedagogy

Potential drawbacks of technology

Technology, pedagogy, and the seven principles of best practice in undergraduate education

David McConnellis a Professor of Geology and the founding director of the Center for Collaboration and Inquiry at the University of Akron. He was instrumental in the Electronic Response Systems pilot program at the University of Akron. David currently directs the Northeast Ohio Center of Excellence for Mathematics and Science Teacher Education, a team of faculty from regional institutions collaborating to create inquiry-based lessons for courses taken by pre-service teachers.

 Jan 5 & 6, 2006

Engaging Students in Large Enrollment STEM (Science, Technology, Engineering and Mathematics) Classes

 Jan 5th 8:30 - 12:00

Enhancing STEM Classes with Active and Cooperative Learning

View Video pt 1

View Video pt 2

View Handouts

Jan 5th 1:00 - 4:00

Design and Implementation of Cooperative Learning in Large Classes

View Video pt 1

View Video pt 2

View Handouts

Jan 6th 8:30 - 12:00

Engaging Faculty & Students in Talking about Teaching and Learning (Informed by Assessment Data) and An Introduction to the Scholarship of Teaching & Learning

View Video pt 1

View Video pt 2

View Video pt 3

View Assessment Handouts

View SoTL Handout

 Click here for links to additional resources.

 Enhancing STEM Classes with Active and Cooperative Learning (1/2 Day)

This session focuses on strategies for actively engaging students in large enrollment classes and demonstrates active and cooperative learning, including simulation and video examples of structuring student-student interaction during class time. Rationale for students and faculty will be provided, as well as the instructor's role in student participation, grading, fairness, and group intervention. The presentation will include modeling of hands-on activities, video examples, discussion, small and large group discussion, and presentation.

 Design and Implementation of Cooperative Learning in Large Classes (1/2 Day)

An ongoing challenge of teaching large classes is engaging students with one another and with the instructor. Many faculty members are exploring cooperative learning or other forms of active engagement to encourage students to be active participants in their own learning as well as the learning of other students. But how do we structure these experiences to ensure that they lead to enhanced learning?

 This workshop emphasizes the instructor's role in designing and implementing individual and group strategies in connection with active and cooperative learning. Individual strategies include engagement writing, reflection exercises, and several classroom assessment techniques. Key elements of cooperative learning that are research-based will be explained and emphasized. These include positive interdependence, individual and group accountability, face-to-face interaction, teamwork skills, and group processing.

 Participants will learn about challenges and barriers to implementing active and cooperative learning and how to overcome them. Participants will experience hands-on activities, video examples, small and large group discussion, and have the opportunity to design and review activities for their own courses.

 Engaging Faculty & Students in Talking about Teaching and Learning (Informed by Assessment Data) and An Introduction to the Scholarship of Teaching & Learning (1/2 Day)

This two-part workshop begins with an exploration of assessment practices designed to inform instruction. These strategies include: knowledge probe, classroom assessment (minute paper), mid-term review, student management team, SGID and peer review. Examples are provided and participants will have opportunities to design assessment strategies for their classes.

 The second part of the workshop provides an overview of national landscape of rigorous research on teaching and learning will be provided. Suggestions will also be given for getting a great start on enhancing teaching and learning.

 Karl A. Smith is Morse-Alumni Distinguished Teaching Professor and professor of civil engineering at the University of Minnesota . His research and development interests include building rigorous research capacity in engineering education, the role of cooperation in learning and design; problem formulation, modeling, and knowledge engineering; and project and knowledge management and leadership. His bachelor's and master's degrees are in metallurgical engineering from Michigan Technological University and his Ph.D. is in educational psychology from the University of Minnesota .

 Karl has written eight books including How to model it: Problem solving for the computer age (with A.M. Starfield and A.L. Bleloch), published by Burgess International in 1994; Cooperative learning: Increasing college faculty instructional productivity (with David and Roger Johnson), published by ASHE-ERIC Reports on Higher Education in 1991; Strategies for energizing large classes: From small groups to learning communities (with James Cooper and Jean MacGregor) published in Jossey-Bass's New Direction for Teaching and Learning series in 2000; and Teamwork and project management published in McGraw-Hill's BEST Series in 2003.