All-day workshops (with lunch)
Designing, Implementing, and Facilitating Faculty Learning Communities: Enhancing the Teaching and Learning Culture on Your Campus (Preconference workshop)
Milton D. Cox, Center for the Enhancement of Learning, Teaching, and University Assessment; Mathematics, Miami University
Laurie Richlin, Medical Education, Western Michigan University Homer Stryker M.D. School of Medicine
Community and multidisciplinarity are often missing in higher education, where connections across disciplines and institutional units may be absent. Faculty learning communities (FLCs) help establish these connections and outcomes, such as increased interest in learning and teaching, view of higher education beyond one's discipline, and interest in and production of the scholarship of teaching and learning. The safety and support in an FLC enables risk taking and the achievement of both individual and team objectives. Evidence shows that FLCs provide effective "deep learning" that encourages and supports faculty to investigate and engage new (to them) methods of teaching and to assess resulting change in student learning. Implementation Science confirms that FLCs provide the most effective way to implement and sustain teaching and learning innovations for faculty and staff. This workshop will guide faculty and administrators interested in FLCs through issues and examples of the design, implementation, and facilitation of FLCs. Participants will receive the FLC Program Director's and Facilitator's Guidebook and the book, Building Faculty Learning Communities.
Exercises for Fostering Critical Thinking, Effective Communication, and Mature Valuing
Craig Nelson, 2000 CASE Professor of the Year; Founding President, International Society for the Scholarship of Teaching and Learning; Public & Environmental Affairs; Biology (Emeritus), Indiana University Bloomington
What are some key barriers to mastering these fundamental outcomes? How can we help students overcome them? We will explore three layers of thinking and related skills. For each, we will examine examples that combine cognitive challenge with careful scaffolding and guided social interactions. We will frame these with students’ cognitive development and some higher-level metacognitive frameworks that students may find helpful. Participants will sketch and discuss ways to apply each approach in their classes.
Almost There: High(er)-Stakes Writing as a Way to Build Better Final Writing
Gary R. Hafer, John P. Graham Teaching Professor, Lycoming College
When faculty build low-stakes writing into the structure of their courses, they appropriate an effective tool for learning. Yet these same faculty may still find their students unprepared for the intellectual activities and mechanical skills high-stakes writing requires, such as rewriting and editing. This workshop will address this need by showing faculty how to develop a long high-stakes assignment over multiple drafts, scaffolded in specific and strategic ways.
Participants will receive Gary Hafer's book Embracing Writing: Ways to Teach Reluctant Writers in Any College Course.
Service Learning as a Means to Improve Attitudes and Reduce Prejudice: A Case Study of College Students, Art, and People With Dementia
Cecilia Shore, Psychology, Miami University
Elizabeth Lokon, Scripps Gerontology Center, Miami Univeristy
Philip Sauer, Gerontology, Miami University
We will discuss characteristics of high-quality service-learning experiences and those that promote well-being and reduce prejudice. As a case study, we will describe the Opening Minds through Art (OMA) Project and report data from a quasi-experimental study on its effectiveness. We will discuss what features of OMA may be especially effective in creating allophilia (liking for the Other) and how these are or might be applied in other service-learning projects.
Participants will receive John Zeisel's book I'm Still Here.