How do you get students to want, even love, to learn instead of just putting in seat time and checking off boxes? How can you turn enthusiasm for social media into classroom excitement for your subject? How do you turn tests and projects into highly motivational events that help every student realize his or her potential? To help you answer these questions, IPFW again welcomes Todd Zakrajsek, Executive Director, Academy of Educators, University of North Carolina School of Medicine, who specializes in motivational teaching strategies rooted in the psychology of learning. Todd will lead an intensive hands-on workshop where you will learn and practice evidence-based teaching strategies that you can use immediately. Invited roundtable discussions by colleagues will help you add to your teaching toolbox.
You are encouraged to bring laptops, iPads, and other mobile devices to the conference.
A “Stay the Course” Certificate of Completion will be given to those who attend the entire conference and who provide CELT with evidence of changes made to teaching.
9:00 am - 10:30 am
In this workshop you will see and practice evidence-based strategies that will help your students learn and persist in your course until the final exam. You will apply criteria for choosing the strategy that will best achieve your course objectives and complement your teaching style. By the end of the session you will have a plan for implementing at least one new strategy.
10:30 am - 10:45 am
10:45 am - 12:00 pm
So you are convinced that real-world, problem-based, peer-led, flipped, and other alternative teaching strategies engage your students and help them learn. It's the design and implementation of the assessment that makes you hesitant to adopt these alternatives. In this session you will see examples of alternative assessments and examine the implications for grading. You will write a description for an alternative assessment of your own and outline a rubric for grading.
12:00 pm - 12:45 pm
12:45 pm – 2:25 pm Each roundtable will be 30 minutes long, with 5 minutes in between.
Leader: Irene Anders, Continuing Lecturer, ENGL
Trade places with your students and learn what problems they face in your class. The participants will do a writing assignment just like their students do in class. Every step of the way will be open for everyone, and we will all have to accept one another’s critical remarks, suggestions, and comments. I will be modeling the process on the overhead and (graciously) accepting your criticisms.
Leader: Stephen Buttes, Assistant Professor, ILCS (Spanish)
This roundtable explores ways to guide students toward developing their own processes for researching, writing and, importantly, re-writing. I’ll present my use of a collective class blog and “tags” (student-chosen labels that summarize main content points in a post), and we’ll discuss the following: the use of blogs to work through short pieces of writing; the use of tags to discover new topics to research; the re-purposing of short pieces into a longer research paper.
Leader: M. Gail Hickey, Professor, EDUC
IPFW Teacher Education faculty have used Service Learning in graduate programs for nearly a decade. When we received a Problem-Based Learning (PBL) grant, related training challenged us to employ PBL in our courses. In this session, participants will consider differences between Service Learning and Problem-Based Learning models, learn how PBL was implemented in a graduate course, and consider effective PBL teaching strategies. Four PBL group projects will be analyzed in an interactive discussion.
Leader: Bob Kostrubanic, Limited Term Lecturer, CS
The “Flipped Classroom” has been a significant subject of discussion around the country for several years. Originating in the K-12 sector, it has recently enjoyed considerable attention in the higher education realm, with significant results in improving student learning. This roundtable will discuss the instructor's research into the technique, and application in two 400-level subjects of completely different subject matter. Results and plans for the next technique improvements will also be shared.
Leader: Donald Linn, Professor, CHEM, with Julie Cox
Our goal has been to provide chemistry labs that stretch our students to become more engaged with the learning process, to ask questions at each stage, and to provide solutions which they “discover.”
Delivering electronic lab manuals (ELM) and electronic lab notebooks (ELN) on mobile devices represents potentially an efficient and innovative way to accomplish this. We will examine these materials and discuss how they help students connect lab to lecture and how to determine if those connections translate into improved comprehension of chemistry concepts.
Leader: Nancy Mann, Clinical Associate Professor, DENTED
Intentional teaching is a planned, purposeful, and deliberate method of instruction causing one to “know” and/or “know how.” An aspect of intentional teaching is communication with the practice of using open ended questions as well as “I messages.” The principles of intentional communication will be covered with time to practice one skill that can be applied to intentional teaching. An example will be passive listening and tuning out vs. active reflective listening that conveys understanding through paraphrasing and repetition.
Leader: Dina Mansour-Cole, FACET member, OLS
Teaching students to use creative problem solving, leadership or even team development in their non-profit or profit organizations can be challenging - and getting folks to use the EVIDENCE we have available is part of the solution. What data will answer our questions? Do we have any intelligent proxys? And - what is our question really? I will use examples from the movie MONEYBALL so that the subject is easily to visualize for those in many disciplines!
Leader: Worth Weller, past CELT Board member, ENGL
Although quizzes and exams, particularly when graded by Blackboard, can be efficient assessments in terms of instructor time on task, they are also the least effective tools for retention and learning. This session will surface alternatives that promote higher level mastery of course objectives. Starting with a teaching pyramid much like Bloom’s taxonomy, participants will share their successes and difficulties designing activities that hold students’ attention and do not require undue classroom management time.
Leader: Yvonne Zubovic, FACET Liaison, Associate Professor, MATH
Have you ever developed a “wonderful” class activity only to wonder afterward if your students really got it? How would you redesign the activity to help students recognize the main point? During this roundtable session, participants will consider these questions via a short case study drawn from statistics. The discussion will include identifying the challenges faced and steps take as well as important guidelines for the redesign and measures for deciding whether it was successful.