The link below will take you to the Professional and Organizational Development (POD) Network in Higher Education index page for their Essays on Teaching Excellence. There are many fabulous, short essays which distill big concepts in teaching such as Essays include references for further reading. This is a great place to start shopping for article ideas in addition to the USU LibGuide on Higher Eduction Resources for Faculty (see link in the menu to the left). Happy reading!
POD Essays on Teaching Excellence:
http://www.podnetwork.org/publications/teachingexcellence.htm
Friday, March 18, 2011
Doodle poll for summer meeting times
There seemed to be some interest in continuing to meet during the summer. So, please check your summer calendar, and then follow the link below to choose the day of month that best suits your schedule. Please choose all options that work. I chose 10am (current meeting time) as the default time of day, but if there is a better time please indicate your preference in the comments section at the bottom of the poll. Looking forward to seeing you during the summer! Lianna
http://www.doodle.com/du42tyt3487c8sbk
http://www.doodle.com/du42tyt3487c8sbk
Tuesday, February 15, 2011
March 2011 Meeting
The March Teaching and Learning Journal Club will be held Friday March 18 at 10 am via IVC (see room assignments below). The day was moved from March 4 since this is the Friday before USU Spring Break. Check back here afterward to view a recording of presentation.
Presenter: Thayne Sweeten, Biology, Brigham City Regional Campus
What do students think about IVC broadcasts and how do they respond differently to these broadcasts compared to face-to face delivery? Thayne Sweeten will present data collected from his classroom and present a paper, "The Videoconferencing Classroom: What Do Students Think?" by Mark Doggett, to help answer these questions. Come prepared to share ideas in a discussion of how to effectively engage students taught via IVC. Click "RCDE Journal Club" under LibGuides at the left to access the paper.
Hope to see you on March 18th at 10:00.
Room Assignments:
Logan: Family Life 113
Moab: Mobile Cart
Ephraim: RM C
Brigham City: Conference RM
Tooele: RM 112
CEU: Reeves 128
Vernal: RM 128
Roosevelt: RM 173
Salt Lake: RM C
Monticello FLC: unable to receive due to class scheduling needs
Presenter: Thayne Sweeten, Biology, Brigham City Regional Campus
What do students think about IVC broadcasts and how do they respond differently to these broadcasts compared to face-to face delivery? Thayne Sweeten will present data collected from his classroom and present a paper, "The Videoconferencing Classroom: What Do Students Think?" by Mark Doggett, to help answer these questions. Come prepared to share ideas in a discussion of how to effectively engage students taught via IVC. Click "RCDE Journal Club" under LibGuides at the left to access the paper.
Hope to see you on March 18th at 10:00.
Room Assignments:
Logan: Family Life 113
Moab: Mobile Cart
Ephraim: RM C
Brigham City: Conference RM
Tooele: RM 112
CEU: Reeves 128
Vernal: RM 128
Roosevelt: RM 173
Salt Lake: RM C
Monticello FLC: unable to receive due to class scheduling needs
Tuesday, February 1, 2011
January 2011 Video
Presenter: Dr. Susan Turner
Topic: "Teaching Research to Teachers: A Self-Study of Course Design, Student Outcomes and Instructor Learning"
Link to the video.
Topic: "Teaching Research to Teachers: A Self-Study of Course Design, Student Outcomes and Instructor Learning"
Link to the video.
Friday, January 21, 2011
February Meeting = Faculty Retreat in Price
Since our February meeting is scheduled at the same time as the RCDE Faculty Retreat, we will consider this as our February journal club meeting. We'll resume our IVC meetings on the first Friday in March, the 4th, at 10am. See link at left for room assignments at the various sites. See you there!
Thursday, December 16, 2010
January 2011 meeting
Our next meeting will be held on Friday, January 21 at 10am via IVC.
Presenter: Susan Turner, School of Teacher Education and Leadership
Susan will discuss:
*Note that the January session is later in the month so we can get our semesters rolling first. The remaining meetings will be on the first Friday of the month through the spring semester.
Spring 2011 IVC Room Assignments (updated Jan 3)
Logan: Family Life 113
Moab: Mobile Cart
Ephraim: RM C
Brigham City: Conference RM
Tooele: RM 112
CEU: Reeves 128
Vernal: RM 128
Roosevelt: RM 173
Salt Lake: RM C
Monticello FLC: RM B
Presenter: Susan Turner, School of Teacher Education and Leadership
Susan will discuss:
- her foray into the scholarship of teaching and learning
- on-going improvement of instruction
- using self-study research to document and improve instruction
*Note that the January session is later in the month so we can get our semesters rolling first. The remaining meetings will be on the first Friday of the month through the spring semester.
Spring 2011 IVC Room Assignments (updated Jan 3)
Logan: Family Life 113
Moab: Mobile Cart
Ephraim: RM C
Brigham City: Conference RM
Tooele: RM 112
CEU: Reeves 128
Vernal: RM 128
Roosevelt: RM 173
Salt Lake: RM C
Monticello FLC: RM B
Tuesday, December 7, 2010
December 2010 Video
Presentation by Dr. David Law on the article "Awake, Accountable, and Engaged" by Lisa J. Lucas as found in The National Teaching & Learning Forum (Oct. 2010).
Link to the video.
Appling These Ideas to an Interactive Broadcast Class
On the questions at the end of class, you could have IVC (Interactive Video Conferencing) students write down their question and then randomly select a couple of students to share their questions. As each student reads their question, you could have students vote, by raising their hands, if they agree that the question just read could be considered a major topic from that day's lecture. (This would also be a great way to break-up a 2 1/2 hour class. You could do questions in the middle and questions at the end of class.)
After class, you could have students post their questions to a Blackboard discussion board and then choose one or two to use as the start of the next class. You could even have the students read each other's questions and vote by responding with "I agree that this is one of the main points from the lecture" or some similar statement and then the questions with the most votes (replies) would be the ones that the majority of the students agree are the most important. As the instructor, you wouldn't have to necessarily read all of the responses, but you could if you looked at one that had a lot of responses that weren't of other students agreeing.
To do the thoughtful response technique in an IVC class, you could have the students write down their sentences or essays and then randomly call on one or a few of the students to share what they wrote with the class. You could also have a "journal" in Blackboard that they would type up their responses after class and they would build on the journal for the unit (all discussions up to the exam) and this could be used as their study guide because you would be asking questions about topics that are "most important" to the material you are teaching. You could even give them participation points, based on the number of entries and a scan of whether they seemed to follow the material presented.
Both of these technics are good for the IVC classroom because they are not dependent upon having multiple students at the same site. There is the obvious limitation of not being able to wander around the classroom to see whether or not students are actually doing the participation assignment/writing.
Applying These Ideas to an Online Class
With an online class, you could employ the discussion board techniques, as described above, having students respond to readings or recorded lectures. Depending on your objectives, you should consider using a journal for student responses so that they don't just read the first one or two postings and then post something similar or something like, "I agree with so-and-so." A journal is private between the student and instructor so that the instructor can get a better sense of how the student is feeling about the progression of his or her own learning and what he or she is learning individually. If there is a topic that is discussion worthy and you want students to interact with each other and share their points of view, stick with the standard discussion board.
Elisa O. Taylor, Instructional Designer
USU Regional Campuses
Link to the video.
Appling These Ideas to an Interactive Broadcast Class
On the questions at the end of class, you could have IVC (Interactive Video Conferencing) students write down their question and then randomly select a couple of students to share their questions. As each student reads their question, you could have students vote, by raising their hands, if they agree that the question just read could be considered a major topic from that day's lecture. (This would also be a great way to break-up a 2 1/2 hour class. You could do questions in the middle and questions at the end of class.)
After class, you could have students post their questions to a Blackboard discussion board and then choose one or two to use as the start of the next class. You could even have the students read each other's questions and vote by responding with "I agree that this is one of the main points from the lecture" or some similar statement and then the questions with the most votes (replies) would be the ones that the majority of the students agree are the most important. As the instructor, you wouldn't have to necessarily read all of the responses, but you could if you looked at one that had a lot of responses that weren't of other students agreeing.
To do the thoughtful response technique in an IVC class, you could have the students write down their sentences or essays and then randomly call on one or a few of the students to share what they wrote with the class. You could also have a "journal" in Blackboard that they would type up their responses after class and they would build on the journal for the unit (all discussions up to the exam) and this could be used as their study guide because you would be asking questions about topics that are "most important" to the material you are teaching. You could even give them participation points, based on the number of entries and a scan of whether they seemed to follow the material presented.
Both of these technics are good for the IVC classroom because they are not dependent upon having multiple students at the same site. There is the obvious limitation of not being able to wander around the classroom to see whether or not students are actually doing the participation assignment/writing.
Applying These Ideas to an Online Class
With an online class, you could employ the discussion board techniques, as described above, having students respond to readings or recorded lectures. Depending on your objectives, you should consider using a journal for student responses so that they don't just read the first one or two postings and then post something similar or something like, "I agree with so-and-so." A journal is private between the student and instructor so that the instructor can get a better sense of how the student is feeling about the progression of his or her own learning and what he or she is learning individually. If there is a topic that is discussion worthy and you want students to interact with each other and share their points of view, stick with the standard discussion board.
Elisa O. Taylor, Instructional Designer
USU Regional Campuses
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