All-day workshops (with lunch)
Designing, Implementing, and Facilitating Faculty and Professional Learning Communities: Enhancing the Teaching and Learning Culture on Your Campus
Milton D. Cox, Center for the Enhancement of Learning, Teaching, and University Assessment; Mathematics, Miami University
Alan Kalish, University Center for the Advancement of Teaching, The Ohio State University; coeditor, Teaching and Learning in the College Classroom (3rd ed.)
Joanne Munroe, eLearning, Tacoma Community College
Community is often missing in higher education, where connections across disciplines and institutional units are overlooked. Faculty and professional learning communities (FLCs) help establish these connections and achieve most of the outcomes of student learning communities: increased interest in learning, retention, active learning, rate of intellectual development, and civic contributions to the common good. The safety and support engendered in a community enable 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, attempt, assess, and adopt new methods of teaching. This workshop will guide faculty and administrators interested in FLCs through issues and examples of the design, implementation, and facilitation of FLCs. After discussing definitions and the 30 components of an FLC, participants will consider implementation strategies and which components to engage at their institutions. Important issues include assessment of outcomes, involvement of students, development of the scholarship of teaching, course mini-portfolios, and development of community. A tour through the FIPSE-developed website will indicate where to find examples and resources. Participants will receive the Faculty Learning Community Program Director's and Facilitator's Handbook and the book Building Faculty Learning Communities.
Using Cooperative Structures to Promote Deep Learning
Barbara J. Millis, Teaching and Learning Center, The University of Texas at San Antonio
Jose J. Vazquez, Teaching and Learning Center, The University of Texas at San Antonio
Both scientists and teachers have been increasingly aware of the research related to the biological basis of learning and its impact on teaching and learning in higher education. This workshop will explore some of that research, discuss its implications for teaching and learning, and then model some specific cooperative activities that will enhance the learning process. This highly interactive workshop will draw eclectically from practices also associated with classroom assessment, cooperative learning, and writing across the curriculum. In particular, participants will become familiar with the tenets of cooperative learning and its power to enhance learning—and more!—when it is carefully sequenced to promote deep learning. Participants will be involved with over 10 activities and will take away critically important classroom management tools for a cooperative classroom. They will receive a copy of Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy and an extensive handout packet.
Creating a Motivating Classroom Environment
Louis Schmier, author, Random Thoughts; History emeritus, Valdosta State University
So many of us say, with the best of caring intentions, that we want to motivate students. If truth be told, we can't!! On the other hand, if we want to create an environment in which students motivate themselves, that we can do!! How can we create the conditions in a classroom within which students will motivate themselves? This workshop, composed of three integrated and inseparable components, will address this issue.
Beyond Student Ratings: 13 Other Strategies to Evaluate Teaching (Plus a Bonus Topic)
Ron Berk, author, Top 10 Flashpoints in Student Ratings and the Evaluation of Teaching; Professor Emeritus, Biostatistics and Measurement, The Johns Hopkins University
Student ratings are a necessary, but not sufficient, source to measure teaching effectiveness. This workshop will be a fun-filled, but critical, research-based, state-of the-art romp through 14 potential sources of evidence described in the literature. I will recommend “best practices” with these sources. They will be configured into the form of the 360° multisource feedback model that you can use for an accreditation self-study. BONUS: How to standardize and attain 80–90% response rates from online administrations. Each participant will receive a copy of Thirteen Strategies to Measure College Teaching and a detailed handout and worksheet.
Free Technologies That Can Improve Your Teaching: A Hands-On Workshop
Matthew J. Evins, Advanced Learning Technologies, Miami University
Stephen E. Kaufman, Information Technology, Ashland University
Are you interested in innovating your teaching with technology, but don't know where to start? Based on the response of last year's presentation, this session will introduce technologies that can help engage students in their own learning. The best part is that these tools are all FREE! Participants will learn about specific tools that can be downloaded and used "out-of-the-box" by both Mac and PC users, as well as web-based tools that don't require downloads.
Peak Performance Practices of Highly Effective and Happy Faculty
Susan Robison, Principal, Professor Destressor, College of Notre Dame of Maryland
Faculty work hard, yet secretly worry that they are not working effectively. This practical, interactive workshop based on studies on faculty productivity, peak performance, work-life balance, and satisfaction will distill the work habits and practices of the most successful and engaged academics. Set up a life management system to take charge of those overwhelming to-do lists and increase your creativity in teaching, research, and service. Learn tools to manage priorities, goals, and relationships.