Introduction and Keynote

Dr. Jerry Pattengale, Assistant Provost, Indiana Wesleyan University

The sixth of the Seven Principles for Good Practice in Undergraduate Education states, 'High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.' The keynote and conference sessions will suggest ways for you not only to communicate high expectations but to help students meet and exceed their goals.

Click here for the Powerpoint Presentation for this session.

5 Minute University     Building Airplanes     Croc Biter

Hitchhiker     Save the Antelope     Terry Tate

What Old People Do for Fun

Concurrent Sessions 1

Session 1A. Helping Students Develop Their Own “Great Expectations”-Jerry Pattengale
Even a student taking a tightly-prescribed course of study (for example, engineering or nursing) can create a curriculum by understanding the connection between the courses they take. Seeing the linkages makes education exciting for students. This session will provide you with ideas for helping students put the curriculum in perspective, sequencing  their learning experiences, and making them conscious of the interrelations among disciplines and their different  modes of thinking, whether you are a faculty member or advisor, or both.

Session 1B. What Should You Expect When You Teach Online? - Michelle Drouin, Psychology and Moon-Heum Cho, CELT
What skills do you need to teach online? How can you acquire those skills? What do students expect of you? What is the process of developing a course? Will teaching online take up all of your time? Will you receive poorer student evaluations? Will it count toward promotion and tenure? The session facilitators will help you answer these questions.

Click here for the PowerPoint presentation for this session.

Session 1C. Student Expectations - A panel of IPFW students
Students at different stages of their academic careers tell us what they expect from their teachers, their university, from the college experience.

Concurrent Sessions 2

Session 2A. Helping Students Develop Their Own “Great Expectations” - Jerry Pattengale (This is a duplicate presentation of concurrent session 1A. See above for additional information.)

Session 2B. Managing Conflicting Expectations in the Classroom - Diana Updike and Deborah Godwin-Starks, Communication
Traditional-aged students see themselves as consumers of education, not seekers of knowledge. Many feel under enormous pressure to succeed. These characteristics may make them more demanding than previous generations of students. Another characteristic is multi-tasking, so reading email during class is seen as an efficient use of time, not rude or inattentive behavior. As the teacher, you should reasonably expect students to pay attention in class, to respond appropriately during class activities, and to respect each other. Students should expect the same from you. In this session you will receive tips for encouraging positive classroom behaviors and ideas for what to do when your best efforts seem to fail.

Session 2C. Communicating Expectations with Rubrics - Carrie Stumph, Economics and Moon-Heum Cho, CELT
A rubric explicitly states the criteria for student work.  A scoring rubric for every assignment, examined and discussed in class at the time the assignment is given is the key to clearly communicating your expectations to students. The workshop will be an introduction to rubrics: why and when to use them, how to develop them, and how to use them. Examples of rubrics for a variety of disciplines and assignment types will be provided.

Click here for the PowerPoint presentation from this session.

Faculty Panel Discussion

Shaping Expectations: Balancing Quality and Compassion
Plenary Panel Discussion: Kathleen O’Connell, Associate
Vice-Chancellor, Michael Bendele, Psychology, Chand Chauhan, Mathematical Sciences

More and more students are working full-time, raising families, and caring for parents, at the same time expecting to be able to complete their degrees. Faculty experience increasing pressure to accommodate student demands for 24/7 availability, scheduling of assignments and tests. Do students know what it means to work full-time and be successful in their classes? How do you handle student requests for flexibility in testing? How do you set reasonable expectations and boundaries with students?

Links to the Grasha-Reichman Learning Style Scales and to the Grasha Teaching Styles Inventory mentioned in the discussion.

The Grasha-Reichman Learning Style scales can be found in Blueprint for Learning by Laurie Richlin, which was the book distributed at least year's CELT teaching conference. You can also find the scales online at http://www.iats.com/publications/GLSI.html.

This article by Susan Montgomery and Linda Groat of the Center for Research on Learning and Teaching at the University of Michigan recaps Chapter 10 of Blueprint for Learning. It helps you use the scores on the learning styles scale to identify classroom preferences and choose appropriate learning experiences to include in your course.

The Grasha Teaching Styles Inventory can be found at http://www.iats.com/publications/TSI.html . To associate teaching methods to your teaching style, go to http://sunconference.utep.edu/CETaL/resources/tws/Teaching_With_Style.pdf, Table 4-3. Similar interpretive material can be found on page 39 of Blueprint for Learning (also in Chapter 10).