IDEA Paper #34 - Focusing on Active and Meaningful Learning by Ann Stalheim-Smith
LaShawn Williams presents this article about how to create opportunities for critical thinking inside of the classroom and talks about ideas of how to use the same technics via broadcast.
Link to the video.
Wednesday, June 8, 2011
Tuesday, April 19, 2011
April 2011 Video
The Impact of Study Skills Courses on Academic Self-Efficacy in College Students
Carol Rosenthal and colleagues talk about their study with students taking study skills courses at Utah State University, Logan Campus.
Link to the video.
Carol Rosenthal and colleagues talk about their study with students taking study skills courses at Utah State University, Logan Campus.
Link to the video.
Wednesday, March 23, 2011
March 2011 Video
Thayne Sweeten presents his research on "What do students think about IVC broadcasts and how do they respond differently to these broadcasts compared to face-to face delivery?"
Link to the video.
During our discussion, (go to 23:20 on the recording) Dan Allen shared how he uses Twitter in IVC classes for remotely located students to "raise their hands" virtually. Here is his written contribution describing what he does:
Link to the video.
During our discussion, (go to 23:20 on the recording) Dan Allen shared how he uses Twitter in IVC classes for remotely located students to "raise their hands" virtually. Here is his written contribution describing what he does:
Twitter in IVC Classes
Dan Allen wrote: I teach business classes that range in size from 50 – 130 students. I like to promote involvement in class discussions by all students, which is a challenge with IVC technology alone. While teaching a marketing class with 128 students, I sought an alternate channel for communication and began an experiment with Twitter.
Twitter facilitates short (maximum 140 characters) comments, is free to use, and is trendy. Younger students react positively to having the freedom to use technology in class without guilt. Rather than banning laptops and cell phones during class, I give the students license to incorporate their use in class discussions.
In order for this to work, I provide my Twitter account information and invite students to “Follow” my “Tweets.” Upon receiving notice from Twitter that a student is following, I reciprocate by becoming a follower of the student. Once this exchange occurs, students may then send messages to me.
During class, I run an application called “TweetDeck.” This is another free program that allows users to bring multiple social networking sites to a single place for monitoring. However, the feature that is useful in a class setting is its ability to display a flash of the message in the upper right corner of my computer screen as Tweets are received. As messages come in, they appear on my screen and I can make a quick judgment as to whether I will acknowledge or respond. If I take no action, the message disappears in a few seconds. If I decide I want to hang on to the message longer, I simply place my cursor over the message and it remains as long as the cursor stays in place.
I do not require students to use this tool. It is offered on a voluntary basis as an alternative to the microphone. Benefits I have seen include less microphone contention, involvement of students who are timid about speaking in class, and the general excitement about using a cool, popular tool.
Friday, March 18, 2011
April 1 Meeting
The Impact of Study Skills Courses on Academic Self-Efficacy in College Students
by Brenna M. Wernersbach, M.S. and Carol Rosenthal, Academic Resource Center
The drive to retain students has led many colleges and universities to implement study skills courses and workshops designed to help academically underprepared students succeed. The effectiveness of many of these programs in increasing student GPA and retention has been supported in previous research. However, the impact of these programs on academic self-efficacy, another predictor of academic success, has not been investigated.
This thesis study, conducted by Psychology doctoral student, Brenna Wernersbach, M.S., in collaboration with the USU Academic Resource Center, examined pre-post levels of academic self-efficacy in students enrolled in a study skills course (PSY 1730) compared to students enrolled in a general education course. In addition, the predictive power of academic self-efficacy on academic outcome and retention into the following semester was assessed.
Discussion questions:
by Brenna M. Wernersbach, M.S. and Carol Rosenthal, Academic Resource Center
The drive to retain students has led many colleges and universities to implement study skills courses and workshops designed to help academically underprepared students succeed. The effectiveness of many of these programs in increasing student GPA and retention has been supported in previous research. However, the impact of these programs on academic self-efficacy, another predictor of academic success, has not been investigated.
This thesis study, conducted by Psychology doctoral student, Brenna Wernersbach, M.S., in collaboration with the USU Academic Resource Center, examined pre-post levels of academic self-efficacy in students enrolled in a study skills course (PSY 1730) compared to students enrolled in a general education course. In addition, the predictive power of academic self-efficacy on academic outcome and retention into the following semester was assessed.
Discussion questions:
- What are your reactions to the results of this research?
- How can faculty integrate into their courses “learning how to learn”, through subject-specific, explicit study skills instruction and modeling, to enhance students’ self-efficacy with course material?
- How might study strategies instruction in STEM courses affect under-represented and female students’ success and/or persistence?
- What issues of student self-efficacy do you see in your courses? How would study strategies instruction impact what you see?
- How did you learn to learn as an undergraduate? What learning strategies, study skills, study behaviors did you have to give up, adapt, or gain? Given your experiences, what could you explicitly model for your students?
- What do you see as benefits for explicit study skills instruction imbedded with course instruction? What concerns do you have?
POD Essays on Teaching Excellence
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
POD Essays on Teaching Excellence:
http://www.podnetwork.org/publications/teachingexcellence.htm
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
Friday, November 19, 2010
U.S. Professor of the Year
Check out this news article about Teri Balser, an associate professor at the University of Madison, Wisconsin. She was just honored for "extraordinary dedication to undergraduate teaching" as the 2010 Outstanding Doctoral and Research Universities Professor of the Year. Be sure to watch the short video interview in which she shares her philosophy of teaching. Clearly she has thought very deeply about teaching and learning. FYI- in addition to her research, she is involved in the scholarship of teaching and learning. It can be done! :-)
November Discussion
= APOLOGIES- THIS DISCUSSION WAS NOT RECORDED =
Pam Dupin-Bryant discussed two papers on IMMEDIACY BEHAVIORS and their relationship to student learning. The papers are available at the RCDE Journal Club LibGuide.
I realize that there are many activities vying for your time. Come join us for future discussions to see if the hour you spend talking with us about teaching is time well spent. We hope you will become excited to try something new in your class. The following is a testimonial from Pam about participating in the journal club:
"What makes Journal club a vital part of my professional development is the dynamic interaction with faculty from various academic disciplines. Discussion leaders encourage participants to take an active role in discussing current literature on teaching and learning. I always leave the meetings energized and ready to make a difference in my classroom. RCDE Journal Club encourages faculty to engage in the scholarship of teaching and learning."
Monday, October 4, 2010
October 2010 Video
Presentation by Dr. Richard Etchberger
Rich discusses how he became interested in assessing student learning in his class room and live to publish about it.
Link to the video.
Rich discusses how he became interested in assessing student learning in his class room and live to publish about it.
Link to the video.
Friday, August 20, 2010
Reading Resources for Learning Assessment
Hi All- Just found a site to share that has great resources for ways to assess student learning, along with other good reading to think about our teaching:
http://www.educause.edu/ELI/SeekingEvidenceofImpact/Resources/206625
Hope you find something useful!
http://www.educause.edu/ELI/SeekingEvidenceofImpact/Resources/206625
Hope you find something useful!
Tuesday, May 11, 2010
Friday, May 7, 2010
The Journal Club is taking the summer off
We will return next semester on the FIRST FRIDAY OF EVERY MONTH with the following tentative schedule of presenters:
Oct 1- Susan Turner
Nov- Pam Dupin-Byrant & Dennis Garner
Dec- Dave Law
Jan- Brent Bibles
Feb- Vini Exton
March- Angela Minichiello
April- Carol Rosenthal
Oct 1- Susan Turner
Nov- Pam Dupin-Byrant & Dennis Garner
Dec- Dave Law
Jan- Brent Bibles
Feb- Vini Exton
March- Angela Minichiello
April- Carol Rosenthal
Friday, April 30, 2010
Next Meeting: May 7
At this meeting we’ll discuss the articles we have gathered to read over the summer, and what we would like to to with our meeting times next year.
Room Assignments
Brigham: RM 151
Ephraim: RM C
Logan: Family Life, RM 113 (FYI- was changed by Kimberly Davis from ECC 311)
Monticello FLC: RM C
Price: Conference Room in the Reeves Building-Room 128
Roosevelt: RM 173
Salt Lake: RM C
Tooele: RM 159
Vernal: BEERC RM 127
Room Assignments
Brigham: RM 151
Ephraim: RM C
Logan: Family Life, RM 113 (FYI- was changed by Kimberly Davis from ECC 311)
Monticello FLC: RM C
Price: Conference Room in the Reeves Building-Room 128
Roosevelt: RM 173
Salt Lake: RM C
Tooele: RM 159
Vernal: BEERC RM 127
Wednesday, April 7, 2010
Monday, April 5, 2010
Theoretical Eclecticism in the College Classroom
The Teaching and Learning Journal Club will be presented by Lianna Etchberger on Friday, April 2. The article that will be discussed is:
We will focus our discussion on the following two questions:
- What concept in the article impressed you the most and made you reflect on your own teaching?
- What interest was peaked by your reading such that you would like to learn more?
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