Objectives

Objectives: a class member should be able to . . Class descriptions Session descriptions Session 3: Creating a syllabus • List the basic elements of a syllabus • Explain how learning objectives function to anchor the content, methods and assessments • Discuss the importance of the syllabus in setting the for their courses and why and how the syllabus can be used as a learning and engagement activity on the first day of class Participants will engage in the initial steps of syllabus construction: identifying the necessary pieces of information to include, deciding how they will set the tone for their course through statements on civility, respect, diversity, etc., and begin to think about writing learning objectives as the first step in framing the content, methods and assessments for their course. The workshop will finish with a discussion and brainstorming of ways to use the syllabus for active engagement on the first day of class. Session 4: Learning theory • Describe how learning theories influence various teaching models. • Identify theories of learning embedded within planning and implementing lessons within one's academic discipline. • Demonstrate coherence among lesson design, instructional strategies, classroom procedures and student assessment by identifying the associated learning theories. Session 5: Learning objectives •

Describe the 5 basic steps of course design.

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Apply the steps of course design to your class.

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Identify the benefits to following a design process.

Session 6: Learning styles • Identify their preferred learning styles. • Discuss the impact of learning styles on teaching and learning. • Brainstorm alternative ways to present teaching activities to accommodate multiple learning styles. In this session students will complete two learning style assessments to determine what their preferred methods are for taking in (sensory) and processing (personality type) information. Students will complete a sensory learning style inventory (visual, auditory, kinesthetic, etc) and the Personal Style Inventory (PSI) which is based on the Myers-Briggs Personality types. We will discuss how each type impacts student learning and teacher preparation. We will also examine different ways teachers can present the same content to accommodate multiple learning styles.

Session 7: Effective presentations (X) • Describe a style of effective presentation that works well in a small 20-40 seater classroom. • Relative to a large classroom (100+), list 3 problems and 3 effective ideas for learning. • Give 3 specific examples where the use of video segments work well and why. This session will focus on effective teaching strategies that encourage classroom interaction and good learning. Bloom’s educational taxonomy of educational objectives will be a foundation of much of the class but other major factors such as building rapport, classroom culture, faculty attitudes, and good communication will be discussed. Good pedagogical use of audio and video examples will be embedded into the session. Session 8: Creating writing assignments • • •

Articulate the differences between write-to-learn and learn-to-write assignments. Explicitly communicate, in an assignment sheet, the audience, genre, and process features of each major writing assignment. Design at least one informal write-to-learn or exploratory assignment that feeds each larger, formal assignment.

How can we steer students toward the kinds of thinking and writing that we value? The answer often hinges on how we frame our assignments. This informal workshop will explore how to make assignments more effective (not to mention more interesting) for both teachers and students. The writing assignments session will focus on assignments across various disciplines. In fact, the examples I use tend to be distributed across the sciences, social sciences, and humanities. Session 9: Powerpoint workshop • • •

List three good PowerPoint practices and explain why they are beneficial. Given a PowerPoint slide, identify elements which do not follow best practices and give examples of ways in which improvements could be made. Demonstrate the following tasks: ○ Using/modifying the slide master ○ Changing slide background color ○ Adding images, sounds, and movies to slides ○ Using the drawing tools to create several shapes and then  Grouping/ungrouping the shapes  Align/distribute  Rotate/flip 

Apply animation which results in a preset sequence of movements

PowerPoint offers many options beyond bulleted lists of text. In this hands on session participants will learn how to create multi-media rich PowerPoint presentations designed to enhance student learning. Session 10: Engagement in the classroom •

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Define what engagement is from the perspective of both the teacher and the student. Describe what is effective engagement. List five general engagement strategies to be used in any course. Explain whether or not engagement needs to happen in a timely manner.

“How to best engage and motivate students in the classroom?” is a question as old as the study of education itself. Engaging and motivating students is a daunting task, but there are ways to get them involved in their learning. When students engage actively with material, they generally understand it better and remember it longer. This session offers a “How To Engage Top Ten,” an “Engagement (Contextual) Model,” a list of engagement activities, and an exhaustive activity list by students gathered through the years. Engaging students helps them consider their learning and in turn, helps us consider our teaching! Session 11: Diversity factors in instruction and book discussion: Chapters 1 & 2 • • • •

Identify the four parts of a framework for incorporating diversity considerations into course design and teaching Discuss the range of diversity issues confronting faculty in higher education today Explain how generational issues may interface with other kinds of diversity challenges Identify several teaching strategies that can address diversity challenges in the classroom

Participants will be invited to create a working definition of diversity on which the workshop will be based. A framework for incorporating diversity issues into teaching and curriculum will be presented and used as a heuristic device to examine all aspects of diversity in higher education. Participants will be invited to engage in self-reflection and discussion of the topics in the assigned reading. Session 12: Cheating, plagiarism, and copyright • • • •

Explain something of the extent of and reasons for the problem of academic dishonesty in North American universities Outline strategies for preventing and detecting plagiarism (ethical), cheating, and copyright violation (legal) Understand how cases are adjudicated (new vs. old policy changes at UConn) Utilize tools in HuskyCT that are available through Blackboard (DirectSubmit & SafeAssign)

Session 13a: Leading discussions in Humanities and Social Sciences • •

Identify the components of effective discussion sections Model best practice in getting a discussion started (at least two techniques)

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Use at least two different kinds of small group discussion techniques Identify at least two specific techniques to increase student participation in a discussion Explain how learning objectives can be used to make learning visible to students

Through participating in a discussion on teaching beliefs and techniques in higher education, participants will experience a model discussion section. After reflection, the participants will identify what made the discussion work and create a model for best practice leading discussion. Session 13b: Teaching in the Sciences and Mathematics • • • • • •

List at least 3 reasons why teaching science and math effectively requires consistent attention and preparation. List at least 4 classroom teaching styles and at least 4 laboratory teaching styles. Demonstrate the use of Bloom’s Taxonomy in science and math assessment design. Describe the use of the scientific method to improve pedagogical content knowledge and teaching skills. Recognize non-verbal communication that may diagnose deficiencies in student understanding. Utilize the Socratic Method to generate intellectual engagement of science and math in students.

Historically, instructors of science and math have been seen as authority figures whose image is that of someone capable of nonchalantly professing scientific expertise and knowledge depth. This myth has been perpetuated by the master/apprentice model of instruction that has governed university math and science education for 400 years. There are two realities that are borne from this history: 1) obtaining pedagogical content knowledge in science and math is non-trivial; 2) effective science and math instruction with today’s students requires an active conscience and proactive training. This workshop will provide students will all of the necessary tools for improving one’s instructional abilities in science and math, including tips for how to make things better in your sphere of influence when someone else is in charge. Session 14: Active learning (X) and book discussion: Chapter 4

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Describe a good active learning strategy that would work well in their discipline and explain why. List 3 active learning strategies that engage timid class members and why. Explain how 3 active learning strategies could work in a large class.

Active learning is a very effective way to engage students and to aid in retention of material and ideas. It is also an enjoyable and stimulating change from simple didactic practice. A range of examples will be given and many of these will be demonstrated in the class – from interactive questioning to the ‘jigsaw’ method. Session 15: Presentation technology beyond the basics (X)

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Whether (or not) the use of technology can enhance a course by facilitating student learning. (If you are using presentation software (PowerPoint; Keynote, etc.)), define what principles of graphic design should be avoided, and which ones should be used? Describe how other forms of technology (e.g., podcasting) might be used to enhance learning in your course?

A presentation section will precede an interactive session in which students will be divided into 2 or 3 breakout groups with each group given a topic around which to create a PPT screen (or screens). The students will instruct David Miller on how to create the screen while he attempts to do it live. David will then solicit feedback from students in the other groups about what they might have done differently. This is intended to be a fun time, allowing creativity and critique. If possible the creation of examples and activities will be related to the students’ disciplines. Finally there will be a section on creation and pedagogical use of Podcasting.

Session 16: Online development, delivery, and course management • • •

Describe the current processes involved in developing an online course at the University of Connecticut. Identify national standards for best practices in design and delivery of online courses. Identify campus-wide resources available to instructors who will design and deliver online courses

Participants will participate in discussions about the resources available to faculty and instructors teaching planning online courses at the University. One of these resources is the Online Faculty Development Course, an online course to prepare faculty and instructors to develop, design and teach online. Participants will also look at several examples of existing online courses and use national standards for online course development to evaluate these courses. Session 17: HuskyCT workshop • •

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Name three tools/capabilities of Learning Management systems and explain how they could be used to accomplish specific learning objectives. Demonstrate the ability to complete the following tasks: o Create columns in a grade book and enter grades o Create a discussion topic o Create a Learning Module o Add a URL to a “folder page” o Modify a course menu When shown examples of HuskyCT sites, identify problem areas from a design perspective, explain why it is a disadvantage for the learner and provide suggestions for improvement.

This hands-on practice session with the newest version of HuskyCT will focus on ways to use HuskyCT’s wide range of tools to achieve your instructional objectives. Session 18: Service learning seminar

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Articulate the ethical concerns, especially reciprocity, that need to be addressed before undertaking service-learning. Explain how the community-based learning will be integrated with the core academic features of the course (rather than added as something extra). Name which current course elements will need to be altered or omitted to make room for the community elements. Create a timeline for the community projects and draft a set of assignments keyed to that timeline

Courses that integrate academic work with community engagement can be extremely rewarding for both instructors and students. Yet such courses demand careful forethought In this workshop we will anticipate the challenges of implementing service-learning and discuss experience-tested strategies for designing community-based academic projects. Session 19: Assessment of students • Session 20: Test construction •

Select an appropriate testing design given specific learning objectives.

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Improve upon selected sample tests, given appropriate criteria that influence test construction.

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Construct a simple, yet representative, test for a sample array of learning objectives.

This session will examine test construction as an integral part of the teaching and learning process. Students will become familiar with a variety of test construction models and explore how to develop and use them appropriately to assess intended learning and to utilize them to make teaching decisions as well as to evaluate and grade students. Common mistakes in test construction and their remedies will also be discussed. Session 21: Advance classroom management and book discussion: Chapter 3 • Session 22: Reflection and philosophy and questions •

Explain the need for reflection at the end of a class and a course.

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Determine actions to be taken to respond to reflective concerns and suggestions.

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Create an explicit teaching philosophy and, if having one previously, draw conclusions from the comparison between each.

Session 23: Course evaluation and course portfolio •

Identify the parts of a course that, together with student assessment, comprise the evaluation of a course.

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Suggest methods of obtaining data that forms the main elements of a course portfolio.

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List 3 potential uses of a course portfolio.

This session will approach data collection, review, and reflection of a course’s progress to allow formative feedback and corrective action and longer-term examination of teaching practice and success. Together with student assessment data these measures provides a faculty member with substantive evidence of accomplishment and credentials for a range of purposes. Session 24: Wrap-up panel and reception •

Give feedback to the faculty presenters and organizers regarding the sessions’ content and delivery.

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Provide ITL with an overview of the course to enable changes and/or improvements to be made in subsequent years.

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Know the questions to ask regarding gaps in their own knowledge that can lead