College Classroom Course a guidebook. Version I October Center for the Integration of Research, Teaching, and Learning

Transcription

1 College Classroom Course a guidebook Version I October 2005 Center for the Integration of Research, Teaching, and Learning

2 The College Classroom Course is a project of the Center for the Integration of Research, Teaching and Learning (CIRTL). CIRTL is a National Science Foundation (NSF)-sponsored initiative committed to developing and supporting a learning community of STEM faculty, post-docs, graduate students and staff who are dedicated to implementing and advancing effective teaching practices for diverse student audiences. For more information, visit or [email protected]. CIRTL 1025 W. Johnson St., Suite 552 Madison, WI (608) This guidebook was written and compiled by Joan Kwako, Sandra Courter and John Wright. Cover: Students in a class sit outside on Bascom Hill at the University of Wisconsin-Madison during autumn. (Jeff Miller, 2000) This material is based upon work supported by the National Science Foundation under Grant No Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Copyright 2005, The Board of Regents of the University of Wisconsin System

3 College Classroom Course

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5 CENTER FOR THE INTEGRATION OF RESEARCH, TEACHING, AND LEARNING C I R T L University of Wisconsin -Madison Michigan State University The Pennsylvania State University Dear Colleague: Those of our graduate students who choose to pursue academic careers may be doing research and teaching for more than 30 years. We know that your university has prepared your students to be superb researchers. We hope to assist you in preparing them to also be excellent teachers throughout their careers. This guidebook stems from the work of a community of research-active faculty, graduate students, post-doctoral researchers, and academic staff in science, engineering, mathematics, and social sciences. We believe that the improvement of teaching and learning is a dynamic and ongoing process, just as is our disciplinary research. Our core idea is that improving our students learning is a research problem to which each of us can effectively apply our research skills in an ongoing way. We see the goals of preparing our graduate students and post-docs to be skilled in research and in teaching as complementary, and as increasing the impact of a graduate education. We are exploring these ideas by creating, implementing, and evaluating a program at the University of Wisconsin Madison called the Delta Program in Research, Teaching, and Learning. This learning community comprises graduate courses, small-group facilitated discussions among graduate students through faculty, monthly dinners, teaching-as-research internships (both on and off campus), workshops in portfolio development and broader impact statements, and an overarching certificate program. (See Three core ideas form the foundation of both our learning objectives for participants and the overall design of our program: Teaching-as-Research, Learning Community, and Learning-through-Diversity. Very briefly, teaching-as-research uses research methods to advance teaching and learning through an ongoing process of discovery and change. Learning communities bring people together to share in their learning and discovery. Learning-through-diversity uses the rich array of backgrounds, skills and ideas in the community to enhance the learning of all. We invite you to make use of this guidebook as best suits your needs. We provide complete programs that can be followed in detail if you wish. We anticipate that, in the spirit of all three core ideas, you will experiment and find new approaches to this work. We look forward to hearing your results so that we can continue the development of our programs and help others do the same. On behalf of all of my colleagues, I wish you every success and look forward to hearing of your challenges and accomplishments! Sincerely, Robert D. Mathieu Professor of Astronomy Director, CIRTL University of Wisconsin Madison 1025 W. Johnson Street, Suite 552 Madison, WI (608) fax (608) [email protected]

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7 Table of Contents I. A CIRTL Example with Three Pillars... 1 A. Teaching-as-Research... 3 B. Learning Community... 4 C. Learning-through-Diversity... 4 II. Goals, Objectives, Components and Requirements... 7 A. Goals... 9 B. Objectives... 9 C. Course Components... 9 D. Course Requirements...10 III. Descriptions of Requirements...11 A. Course readings/discussion questions...13 B. Microteaching...13 C. Teaching and learning philosophy...14 D. Learning Plan...14 E. Syllabus...14 F. Assessment Task...15 G. Grading Philosophy Paper...15 H. Faculty Observations...15 IV. Course Schedule...17 V. Weekly Learning Plans and Instructors Key Points...21 A. Week 1: Introductions...24 B. Week 2: Learning paradigm/active learning...28 C. Week 3: Assessment...32 D. Week 4: Creating an inclusive learning environment...34 E. Week 5: Learning styles and intellectual development...36 F. Week 6: Authentic learning...38 G. Week 7: Cooperative and collaborative learning...42 H. Week 8: Problem solving...44 I. Week 9: Formative/Alternative assessment...46 J. Week 10: Assessment task design...48 K. Week 11: Grading...50 L. Week 12: Learning principles and effective teaching strategies...52 M. Week 13: Reflective teaching...54 N. Week 14: State of higher education...56 O. Week 15: Reflection...58 VI. Alternative Formats...61 A. Agenda...63 B. Syllabus...67 C. Course Readings...73 VII. Evaluation Tools...77 A. College Classroom Evaluation/Assessment Plan...79 B. Student Assessment of Learning Gains (SALGains)...80 C. Pre- and Post- Survey...91 D. Peer-Review Focus Groups...95 VIII. What We Have Learned: Insights and Challenges...97 v

8 IX. Resources for Instructors A. Ongoing Resources Syllabus B. Week 1: Introductions Research Evidence in Support of Active Learning C. Week 2: Learning paradigm/active learning Learning Plan Guidelines Learning Plan Template Learning and teaching: A comparison D. Week 3: Assessment Reflections for Microteaching Peer Review of Teaching and Learning Philosophy E. Week 4: Creating an inclusive learning environment Notes sheet for video: In their own words Issues and possible solutions worksheets F. Week 5: Learning styles and intellectual development Results of Felder s Learning Style Inventory G. Week 6: Authentic learning Concept map relating teaching and research H. Week 7: Cooperative and collaborative learning Group Problem Solving: Four 4s Individual Problem Solving: Six Sticks I. Week 8: Problem solving J. Week 9: Formative/Alternative assessment Assessment task design: What to ask yourself when you ask your students K. Week 10: Assessment task design Alignment worksheet (learning outcomes, methods, assessments) Content-by-process matrix Learning outcome-by-process matrix L. Week 11: Grading Rubrics examples M. Week 12: Learning principles and effective teaching strategies Workshop: Linking learning to effective practice Observation Questions: Active Learning N. Week 13: Reflective teaching O. Week 14: State of higher education P. Week 15: Reflections X. References vi

9 Section I: A CIRTL Example with Three Pillars 1

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11 Section I: A CIRTL Example with Three Pillars A CIRTL Example with Three Pillars The Delta Program is a teaching and learning community for faculty, academic staff, post-docs, and graduate students that will help current and future faculty succeed in the changing landscape of higher education in science, engineering, and mathematics. Through the teaching-as-research idea, and with an integrated care for diverse audiences, the Delta Program supports current and future science, technology, engineering and math (STEM) faculty in their ongoing improvement of student learning. Designed especially for graduate students in STEM disciplines, the College Classroom course provides a forum in which to discuss learning, teaching, and assessment. Cognizant of issues of diversity and equity throughout, participants create a learning community within the class in which to engage in discovery and analysis of the interconnected components of teaching through the lens of teaching-asresearch (TAR). After completing this course, participants will be active participants in the interdisciplinary learning community that develops within the course and outside of it, know how to create an inclusive classroom environment that engages all learners, and use TAR in future classrooms of their own. Three Pillars The Delta Program is founded on three interrelated core ideas. The Teaching-as-Research approach is explored via learning community opportunities that are based on inclusive models of diversity. Teaching-as-Research The improvement of teaching and learning is a dynamic and ongoing process, just as is research in any STEM discipline. At the core of improving teaching and learning is the need to accurately determine what students have learned as a result of teaching practices. This is a research problem, to which STEM instructors can effectively apply their research skills and ways of knowing. In so doing, STEM instructors themselves become the agents for change in STEM teaching and learning. Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. Participants in Teaching-as-Research apply a research approach to their teaching practice. Conceptual steps in the teaching-as-research process are: 1. Learning foundational knowledge. (What is known about the teaching practice?) 2. Creating objectives for student learning. (What do we want students to learn?) 3. Developing an hypothesis for practices to achieve the learning objectives. (How can we help students succeed with the learning objectives?) 4. Defining measures of success. (What evidence will we need to determine whether students have achieved learning objectives?) 5. Developing and implementing teaching practices within an experimental design. (What will we do in and out of the classroom to enable students to achieve learning objectives?) 6. Collecting and analyzing data. (How will we collect and analyze information to determine what students have learned?) 7. Reflecting, evaluating, and iterating. (How will we use what we have learned to improve our teaching?) 3

12 Section I: A CIRTL Example with Three Pillars The application of Teaching-as-Research is meant to lead STEM instructors to a continuous process of discovery and change throughout their careers. Learning Community Learning Communities bring people together for shared learning, discovery, and the generation of knowledge. Within a learning community (LC), all participants take responsibility for achieving the learning goals. Importantly, learning communities are the process by which individuals come together to achieve learning goals. These learning goals can be specific to individual courses and activities, or can be those that guide an entire teaching and learning enterprise. The following four core ideas are central to the learning community process: Shared discovery and learning. Collaborative learning activities where participants share responsibility for the learning that takes place help the development of a learning community. Rather than relying on traditional expert centered lecture formats, practitioners should include collaborative learning techniques so learners can see their contribution to the learning goals. Functional connections among learners. Learning communities develop when the interactions among learners are meaningful, functional and necessary for the accomplishment of the "work" within the courses or learning activities (rather than serving as window dressing or simply as a feel good activities). Moreover, meaningful connections must extend throughout the entire learning community for example, among students, postdocs, faculty, and staff rather than simply among cohort- or role-related peers. Connections to other related learning and life experiences. Learning communities flourish when implicit and explicit connections are made to experiences and activities beyond the course or program in which one participates. These connections help situate one s learning in a larger context by solidifying one s place in the broader campus community of learners and life experiences. These connections decrease one s sense of curricular and personal isolation. Inclusive learning environment. Learning communities succeed when the diverse backgrounds and experiences of learners are welcomed in such a way that they help inform the group s collective learning. Whenever possible, activities should be sought that help participants reach out and connect with others from backgrounds different from their own. Learning-through-Diversity The literacy and engagement of all students in science, technology, engineering, and mathematics is a priority goal for U.S. higher education. The Center for the Integration of Research, Teaching, and Learning (CIRTL) seeks to contribute to this goal by enabling present and future STEM faculty to enhance the learning of all students whom they teach irrespective of, but not limited to, preferred learning styles, race, ethnicity and culture, gender, sexual orientation, disabilities, religion, age or socioeconomic backgrounds. CIRTL s contributions to diversity in STEM are founded on the principle that excellence and diversity are necessarily intertwined. Faculty and students bring an array of experiences, backgrounds, and skills to the teaching and learning process. Effective teaching capitalizes on these rich resources to the benefit of all, which we call Learning-through-Diversity. At the same time, CIRTL recognizes the reality that existing social and educational practices do not always promote equal success for all learners. Thus, creating equitable learning experiences and environments requires intentional and deliberate efforts on the part of present and future faculty. 4

13 Section I: A CIRTL Example with Three Pillars CIRTL is committed to developing a national STEM faculty who model and promote the equitable and respectful teaching and learning environments necessary for the success of Learning-through-Diversity. To achieve these goals, CIRTL provides development experiences, programs and resources that promote the abilities of present and future faculty to: Know the diverse backgrounds of their students and their implications for learning. Identify curricular, teaching and assessment practices that promote learning for all. Draw upon the diversity of their students to enhance and enrich the learning of all. Recognize existing inequities, and promote an equitable, inclusive and respectful climate for learning. These aims require specific attention of the practitioner to: Practitioner-participant interactions such as inclusion and engagement of the ideas of all participants; respectful teaching behaviors; accessibility for all participants; mentoring of less experienced practitioners. Participant-participant interactions such as welcoming and respectful inclusion in collaborative work; respect for the ideas of all and recognition of their value; accessibility in activities that occur outside of the primary learning environment. Participant-content interactions - such as how participants experience content; how content can be adapted and varied; and how exploring novel contexts for presentation can enrich the experience of participants and practitioners alike. 5

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15 Section II: Goals, Objectives, Components and Requirements 7

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17 Section II: Goals, Objectives, Components and Requirements Goals, Objectives, Components and Requirements Goals The main purpose of the College Classroom course is to provide graduate students and post docs with foundational knowledge of a wide range of pedagogical theories, ideas, and practices. An emphasis on a learning-centered classroom provides the participants with a perspective that highlights the interconnected cycle of teaching, assessment, and learning. One of the main goals is to help participants become reflective practitioners, viewing their classrooms as sites for ongoing research into their own teaching and assessment in order to increase student learning and understanding. Participants have had the opportunity to investigate, experience, and apply effective assessment, teaching, and learning techniques, improve their teaching in ways that meaningfully enhance student learning, and create an inclusive classroom environment. Objectives As a result of this teaching and learning experience, students will be able to Use the diverse learning habits and backgrounds of students to enhance the classroom learning environment. Create an inclusive classroom environment that will engage all students. Seek out connections among peers, faculty, and other learners both within and without the discipline. View classrooms as sites for ongoing research into teaching using a teaching-as-research approach. Develop a deliberate, systematic, and reflective approach to teaching practices that advances the learning experiences and learning outcomes of students. Investigate and apply effective assessment, teaching, and learning practices to increase student opportunities and potential for learning. Use research as a basis for solving real world teaching and learning issues. Be a reflective practitioner, focusing on the many dimensions and challenges inherent in the teaching-learning process. Course Components Learning In the learning component, a focus of the course will be the paradigm shift from instructor-centered to student-centered curricula, various learning theories (e.g., learning as an active process, learning as socially constructed, and learning as cognitively guided), different learning styles (e.g., auditory, visual, kinesthetic), and common misconceptions (e.g., learning with understanding vs. memorizing). Assessment In the assessment component, students will learn about the purposes of assessment (e.g., to guide instruction, enhance learning, provide opportunities to learn, evaluate, and assign grades), the types of assessment (e.g., formative vs. summative, traditional vs. alternative), issues surrounding assessment (e.g., cheating, grading, and using rubrics) and analyze models of assessment design (e.g., procedurally vs. conceptually difficult questions, levels of conceptualization, and the content validity of problems). Teaching In the teaching component, students will learn teaching strategies that promote active learning (e.g., case studies, cooperative learning, concept tests, and problem-based learning), issues of teaching to diverse students (e.g., cultural, gender, and age-related issues), and issues that affect the effectiveness of teaching (e.g., respect of, and attitudes towards students, availability, and clarity of goals and expectations). 9

18 Section II: Goals, Objectives, Components and Requirements Course Requirements We strongly encourage students to focus on one course they will be designing for all of the assignments required in this course. It is much easier to see growth when the same class is used consistently. This course has eight requirements: Course readings/discussion questions Microteaching Teaching and learning philosophy Learning plan Syllabus Assessment task Grading philosophy paper Faculty observations (Detailed descriptions of each of the requirements are listed in Section III) The readings, activities, and assignments are designed for a 3-credit, semester-long, weekly graduate course for students in STEM disciplines. Post docs and faculty are encouraged to participate in the course as well, either by auditing or simply sitting in. Due to the emphasis on peer reflection and review in small groups, if post docs and faculty do sit in, they need to fully participate in order to provide others the feedback they deserve. An example syllabus is included in section IX, under Ongoing Resources. 10

19 Section III: Descriptions of Requirements Course readings/discussion questions Microteaching Teaching and learning philosophy Learning plan Syllabus Assessment task Grading philosophy paper Faculty observations 11

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21 Section III: Descriptions of Requirements This course has eight requirements: Course readings/discussion questions Microteaching Teaching and learning philosophy Learning plan Syllabus Assessment task Grading philosophy paper Faculty observations Descriptions of Requirements Course readings/discussion questions Discussion of the readings will be an integral component of the weekly class sessions. You will be expected to reflect on the ideas and research presented in the readings by formulating one question per week based on the assigned readings. You are required to post your questions to the class website by the end of the day on the Sunday prior to class. You will be able to see all of your classmates questions and we encourage you to think about how you might answer their questions as well as your own. You will also be expected to use the ideas and the methods in the readings in your assignments for this course. The readings have been deliberately chosen with this goal in mind. You may also incorporate additional readings, perhaps from other courses, to support your particular interests. Microteaching: A Research Approach to Teaching and Learning Microteaching provides an opportunity to identify a concept, design a teaching strategy (i.e., design the learning plan describing how you will present and assess a particular concept), teach, reflect, and re-design the plan for both student understanding and your continuous improvement. A distinctive feature of this course will be the research approach to microteaching. You will identify questions intended to help you explore effective teaching strategies for yourself and your students. For example, what strategy would be most effective for helping students learn a specific concept in your discipline? How will you know? Have others had success with specific methods? If so, under what conditions? With what kinds of students? What research exists to demonstrate these results? What assessment technique/s would help you know that your students understand the concepts? What worked? What didn't? What revisions are appropriate? How successful was the re-design? What questions will you ask your peers to help you answer as they observe your microteaching experience? Through the microteaching experience you will come to view your classrooms as sites for ongoing research into your own teaching and will work to improve your teaching to increase your students' opportunities and potential for learning. You will form groups of four, ideally with at least one other person in your discipline. (i.e., one group may have two mathematicians and two engineers; another group may have two biologists and two chemists). In same-discipline pairs, you will work together to design a task appropriate for your field of study. One person from each pair will then teach their task to the other three members of the group (i.e., one chemistry and one biology task will be taught to the three other group members). The presented tasks will be videotaped and all four will discuss the strengths and weaknesses of the tasks and the learning plan. The pairs will reconvene and revise the task. Finally, the same person in each pair who taught the videotaped task will teach the revised task to the whole class. This is repeated so that each student will teach one videotaped original task and one revised whole class task. 13

22 Section III: Descriptions of Requirements After the videotaped lesson, each teaching member of each pair will write a short (one- to two-page) reflection of the strengths and weaknesses of the lesson as originally planned and some changes to be made in the future. Use your group discussion and your viewing of the videotape to guide your reflection. Your reflection is not a play-by-play of your lesson. Instead, it is a statement of how what you did could promote student engagement, provide opportunities for students to learn, highlight misconceptions, capture the attention of students, and increase student learning. Also, when writing your reflection, please separate your comments into two sections: a feedback from peers reflection and a video reflection. After you have taught your small group lesson, you will need to hand in your learning plan along with the reflection. The pairs will reconvene and revise the lesson. The revised lesson will then be taught to the whole class. You will write a second reflection about the lesson using the feedback from the class and your viewing of the videotape. Summary Design your lesson in pairs Teach to small group with videotape Hand in feedback- and video-reflection and original learning plan Revise lesson in pairs Teach to our class Hand in feedback- and video-reflection and revised learning plan Teaching and learning philosophy Beliefs, values, goals, and practices as they relate to teaching and learning have come to be known as one s teaching philosophy. Starting in the first week you will write, peer-review, and rewrite your teaching philosophy three times during the semester. The peer-review will allow exposure to a range of ideas, lenses, and perspectives that can be used to refine your philosophy. At the end of the semester, you will have several drafts of your teaching philosophy, the last of which you can use in your job search. Keep in mind that your philosophy may, and in fact, probably will, change over time, as you gain more experience teaching different courses, teaching to diverse students, and in different environments. Learning Plan A learning plan is an organized plan of what, why, and how you are going to teach the topic or concept for a particular day. Included in each learning plan needs to be a list of your goals and objectives for student learning, a description of an opening and concept activity or task, specific examples if appropriate, a means for checking is students understood what it was you taught, and any homework you would assign. You will exchange the first two learning plans you design with others in the class so that you get a sense of how others are designing their plans. The last two will simply be turned in to the instructor. Syllabus You will design a syllabus for a course you very likely will teach before earning your degree or more likely, as an assistant professor. The course can be a standard intro course taken by undergraduates, a course you took that you think should be improved, or a course you have not taken but think should be taught. The syllabus you design is your contract with your students. It informs students of what the goals of the course are and how it is structured, what is required of them in terms of assignments, and how they 14

23 Section III: Descriptions of Requirements will be assessed and evaluated. Although most syllabi include similar information, some information is more critical in certain disciplines, thus it is helpful to use a syllabus in your field as an example. Assessment Task For this first assessment task assignment, you will bring in an existing assessment that was used either in a class you took or a class you have taught, but must be able to be used in the course you are designing. If you are designing a course you have not taken or taught, design a task that you would use when you do teach it. The assessment task could be a set of take-home problems, an in-class problem or set of problems to be done individually or in groups, a group project, a quiz, or a test. On the day you are to bring the task in, we will analyze the task using different models of item design. Revised Assessment Task Using the models of item design discussed in class (PISA pyramid model and Bloom s Taxonomy), you will either redesign the task you brought in for Assessment Task 1 or design a completely new task. In either case, make sure that the task you design assesses more than one conceptual level and/or addresses at least four of the six features in Bloom s taxonomy. When you turn this in, turn in the original (task1), as well as the redesigned task. In addition, circle or highlight the changes you made from the original to the revised, and include a few sentences explaining why you made the changes you did. Grading Philosophy Paper This 3-5 page paper will describe your philosophy of grading. For example, will you use criterion- or norm-referenced grading? If norm-referenced, how will you determine cut-offs for each grade? If criterion-referenced, how will you determine standards for each grade? For example, if you are using a 90%, 80%, 70%, 60% scale, why are you using it? In other words, what does an A mean? How will you clarify to your students your standards? Will you allow for partial credit or require absolute correctness? Why? Is your grading system fair? Again, why? How will your students benefit? Keep in mind that a combination of many types of grading techniques may be best suited for your discipline/course/assignments. If that s the case, clarify which techniques you will use for what. Faculty Observations Observe two instructors/faculty and reflect on the degree to which they engage students in active learning, i.e., think about and observe the engagement of the students during the class and take notes of specific examples of such engagement. If the instructor does not use active learning, describe how you could incorporate such practices into the class. (See Observation Questions: Active Learning for a detailed list of questions used to focus the observer s attention.) 15

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27 Section IV: Course Schedule Course Schedule Class Topic/Activities Readings Assignments Due (in bold) Week Ellis_ConcepTest CAT 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Welcome; Course overview; ConcepTests Learning paradigm; Active learning Assessment Creating an inclusive learning environment Learning styles and intellectual development Authentic learning Cooperative learning Collaborative sites: wcer.wisc.edu/nise alition.org/ Problem solving Barr & Tagg_From teaching to learning Crouch & Mazur_Peer instruction Hall_Active learning engineering Shepard_Role of classroom assessment; Steen_Assessing assessment Resnick & Resnick_Assessing the thinking curriculum Tobias_They re not dumb Mills & Ayre_Implementing an inclusive curriculum Carrizosa_Importance of learning styles Felder_Matters of Style Felder & Brent_Intellectual development of science & engineering students Wright_Authentic learning Marchese_New conversations about learning; Zielinski_Mastery learning Newmann_Linking restructuring MacGregor_Collaborative learning Hagelgans_Combining individual Crannell_Collaborative oral exams Schoenfeld_What s the fuss? Heller_Teaching problem solving Thompson_Learning to teach PS Noddings_Small groups for PS [Note: readings in bold are required; others are for reference and will extend the ideas in the required articles] Teaching philosophy 1 (two copies peer review and instructor review) Identification of course for design Research topic and article Learning plan 1 using research topic (two copies) Return teaching philosophy to author with comments and feedback Group A video microteaching, learning plan & reflection for #1, #3 Weekly course outline by topic Return learning plan to author Group A class microteaching, learning plan for #1,3 Group B video microteaching, learning plan & reflection for #1, #3 Learning plan 2 (two copies) Take Learning styles questionnaire : Group B class microteaching, learning plan for #1,3 Group C video microteaching, learning plan & reflection for #1, #3 Syllabus 1 (two copies) Return learning plan to author Group C class microteaching, learning plan for #1,3 Group D video microteaching, learning plan & reflection for #1, #3 Teaching philosophy 2 (two copies) Return syllabus to author Group D class microteaching, learning plan for #1,3 Group A video microteaching, learning plan & reflection for #2, #4 Learning plan 3 using research topic Return teaching philosophy to author Group A class microteaching, learning plan for #2,4 Group B video microteaching, learning plan & reflection for #2, #4 19

28 Section IV: Course Schedule Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Formative/ Alternative assessment Summative assessment/ Assessment task design Grading Learning principles and effective teaching strategies Reflective teaching State of higher education Black_Inside the black box Kwako_A brief summary of alternative assessments; Butler_Enhancing intrinsic motivation Ritter_Quest for an effective form of assessment Kastberg_Using Bloom s taxonomy Shafer_Changing face of assessment Wilson_What gets graded is what gets valued Esty & Teppo_Grade assignment progressive improvement Bonnice_Flexible grade weighting Kroll_Grading cooperative PS Courter_A compilation of strategies that improve undergraduate education Brookfield_Critically reflective teacher McAlpine_Reflection: issues related to improving teaching Menges_Teaching in higher ed Wright_A novel strategy Shulman_Course anatomy Syllabus 2 (two copies) Group B class microteaching, learning plan for #2,4 Group C video microteaching, learning plan & reflection for #2, #4 Assessment task (two copies) Return syllabus to author Group C class microteaching, learning plan for #2,4 Group D video microteaching, learning plan & reflection for #2, #4 Revised assessment task Learning plan 4 Group D class microteaching, learning plan & reflection for #2, #4 Grading philosophy paper (for peer review) Teaching and learning artifact Reflections from faculty observations Return grading philosophy to author Grading philosophy paper (to turn in to instructor) Teaching philosophy 3 (two copies) Week 15 Reflections Deel_Finding my teaching voice Return teaching philosophy 3 to author 20

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31 Section V: College Classroom Course Weekly Learning Plans and Instructors Key Points 23

32 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Introductions Week 1 Instructor s Role In terms of the Teaching-as-Research (TAR) concept, you may want to make it explicit that this is a focus of the course; then again, it may be more powerful for students to come to the realization themselves. In other words, provide opportunities for them to realize that the same rigor with which they do their research can be applied to their teaching, making their teaching an actual site for research. We have found that one of the most powerful ways to get the idea of TAR across is to model it on a regular basis. In terms of Learning Community and Diversity (the other two pillars), we have found that we need to be quite explicit about these two as key characteristics of this course. In particular, our course assessments reflect the need to better articulate what we intend students to learn about learning community. Though students often respond positively to learning community-type activities (e.g. when asked at the end of the semester whether they would recommend the course, answers included yes great peer context for those who are TAs to talk to others. The peer-to-peer work was excellent. and yes lets you meet people in other fields ), it is not apparent that students realize that those are positive aspects of involvement in a learning community. The issue of diversity is a bit more tenuous. We believe that excellence and diversity are necessarily intertwined, thus in order to provide students with maximum learning opportunities, we need to regularly highlight how an awareness of diversity can encourage that excellence. Again, this is best done by modeling actions and behaviors that draw attention to the enormous array of characteristics students bring to the classroom, including, but not limited to, preferred learning styles, race, ethnicity and culture, gender, sexual orientation, disabilities, religion, age or sociodemographic backgrounds. Students Role Students may feel a bit overwhelmed at first, especially about the group work (with which many have had bad experiences). Remind them that they need only to meet with their small group (four people) outside of class twice throughout the entire semester. Key Points Remember the three pillars of this course: Teaching-as-Research (TAR), Learning Community (LC), and Diversity. The only way to thread these pillars throughout the course is to constantly keep them in the front of your mind as you are teaching. Although the Board of Directors is not necessary, we have found it invaluable in providing formative feedback on the effectiveness of our course. It is an easy way to determine if what we are doing is effective in helping the participants gain the knowledge we are trying to instill. The point of the research topic and article is to require students to immediately view the course they are designing as research. Also, since very few disciplinary specialists do research using education search engines, this forces students to familiarize themselves with the educational literature in their field. Readings for this week: Ellis, A. B., Landis, C. R., & Meeker, K. (2005). Classroom assessment techniques: ConcepTests. from 24

33 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Introductions and course overview Week 1 Objectives (As a result of today s activities, students will ) Understand the overall goals and requirements of the course Identify the value of using ConcepTests Perceive this course as a vehicle for improving the quality of teaching in their field Details Get student info: name (or nickname), address, department, program, year in grad school Opening Activity Take pre-survey to serve as baseline assessment information Put up a ConcepTest about teaching, learning, or assessment, such as: Providing written comments as well as grades on student assignments a) is more effective (in terms of student learning) than comments alone b) is less effective than comments alone c) is equally effective as providing grades alone d) is equally effective as providing comments alone. [the answer is (b); see Butler, R. (1988)] Concept Activity/Task Discuss syllabus and assignments Determine groups for microteaching Hand out learning plan template; discussion of learning plans Research plan: decide on a topic you would like to investigate more thoroughly this semester Establish a Board of Directors: small group of students who volunteer to meet weekly to provide ongoing feedback to instructors about the effectiveness of course Checking for understanding/assessment Classroom assessment technique (CAT): What questions or concerns do you have about the course expectations and goals? Assignment for next week Write a first draft of your teaching philosophy your philosophy about teaching, learning, and assessment; bring two copies next week (one for the instructor and one for your partner) o Next week s readings (Barr & Tagg: Learning paradigm and Mazur: Peer instruction) may influence students teaching philosophy may want students to think about or outline their philosophy before reading the articles Identification of course for design throughout the semester (Next week, instructor bring in index cards for students to write their name, the name of the course they are designing, the course level (e.g., freshman level), frequency of class (e.g., once a week, three times a week), type of course (e.g., lecture/discussion, small class, lab), and any other pertinent information Identification of the research topic they will be investigating something of interest to you in the area of teaching and learning in your discipline Bring in a copy of the research article that will be the basis of your research topic Research plan: identify a topic you would like to investigate more thoroughly this semester; using ERIC and Education Full text data bases, search for research in this area. Bring in an article you will use as a basis for your research. -over- 25

34 Section V: Weekly Learning Plans and Instructors Key Points Miscellaneous To find research article: In MadCat, go to ERIC or Education Full Text Hand out abstracts supporting active learning [See Research Evidence in Support of Active Learning, in Section IX, Resources Week 1] o For more info about Peer Instruction: o For more info about CATs: 26

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36 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Learning Paradigm/Active Learning Week 2 Instructor s Role You will want to convey the importance of course structure, philosophy, and goals in defining the course environment. Faculty attitudes about their own teaching mission and about the capabilities and motivations of students largely define what will be accomplished in the course and how it will be accomplished. For example, do you see your mission as propagating your profession, teaching the subject matter, or helping students learn how to think and be successful? You may want to share your attitudes about your teaching mission and explicitly point out how your attitudes help shape this course. Engage the students in realizing and questioning the possible course paradigms, aiming specifically at the instruction paradigm and the learning paradigm described by Barr and Tagg. These paradigms differ in that one conveys information to the student while the other believes in learning by doing. The first approach allows novice problem solving strategies while the second requires expert strategies. Introduce the strengths of cooperative learning activities into the course design since students learn better from each other. We provide guidelines and examples for cooperative learning and discuss the problems that arise when solving the problems. We introduce some simple examples of how to introduce cooperative learning and interaction in the context of a more traditional lecture, particularly the concept tests of Eric Mazur in physics and Art Ellis in Chemistry. The videos of Mazur and Ellis provide concrete examples. Introduce the importance of assessment in all of its forms - formative assessment for the faculty to determine whether a course is successful in its goals, formative assessment for the students to understand whether they are understanding the course concepts, summative assessment of entire course, and summative assessment to define the grades. Invite students to design review sheets and criteria for the microteaching experience. See week three for an open-ended form that has proved to be quite useful. Students Role The diversity of student backgrounds and experiences requires student participation in the exploration of the meaning and implementation of the ideas outlined above. Many students in this course have not experienced cooperative learning and are committed to a lecture-style instruction paradigm. Many have been frustrated by the lack of challenge in their courses or the amount of busy work. The background reading of Barr and Tagg s paper together with the concepts outlined above and the videos of Mazur and Ellis provides a context for a rich discussion of student experiences and their relationship to the learning paradigm. You can begin this discussion with reflections on the effectiveness of some of their previous courses. You can help make connections with specific examples of courses based on the learning paradigm. Key Points Instruction vs. learning paradigm described by Barr and Tagg Novice vs. expert problem solving strategies Cooperative learning; learning by doing; learning together Guidelines for cooperative learning Opportunity to make and learn from mistakes Opportunity to be creative Simple ways of achieving involvement Concept tests - Mazur and Ellis Importance of formative assessment and student participation in course structure 28

37 Section V: Weekly Learning Plans and Instructors Key Points Readings for this week: Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6). Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Association of Physics Teachers, 69(9), Hall, S., Waitz, I., Brodeur, D., Soderholm, D., & Nasr, R. (2002, Nov 6-9). Adoption of active learning in lecture-based engineering classes. Paper presented at the 32nd ASEE/IEEE Frontiers in Education, Boston, MA. -over- 29

38 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Learning paradigm/active learning Week 2 Objectives Identify characteristics of peer instruction Describe why peer instruction is an effective practice Compare a teaching paradigm with a learning paradigm Describe the benefits of both paradigms Details Students to turn in: Teaching philosophy 1 (two copies one for instructor, one for peer) Identification of course for design Research topic and article Opening Activity ConcepTest: Peer Instruction is a perfect model of the learning paradigm in action. T or F? Explain. Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task Learning and Teaching: A comparison between personal experiences as a student and possible opportunities as an instructor [see: Learning and teaching: A comparison] Examples What if you don t have the technology that Mazur uses? Discuss other possible means for determining student responses. Checking for understanding/assessment CAT: Where do you stand on the importance of creating or establishing a learning paradigm in your own classroom? List three challenges in doing so. Assignment for next week Learning Plan 1 using research topic Return teaching philosophy to author with comments and feedback Group A: small group videotaping Miscellaneous Hand out Learning Plan Guidelines and Learning Plan Template and discuss how it can be used to guide students in designing their learning plans [see: Learning Plan Guidelines; Learning Plan Template] 30

39 Section V: Weekly Learning Plans and Instructors Key Points 31

40 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Assessment Week 3 Instructor s Role Bring up how different types of assessment assess not only different types of knowing and understanding, but also different learning styles and students strengths (reminding participants of the importance of keeping in mind the diversity of their students). Multiple forms/types of assessments more accurately assess multiple forms/types of knowing and understanding. Discuss how assessment can be a place for research: For example, one could pilot an exam question on a weekly quiz or classroom assessment to see how students respond; one could use a take-home quiz with one class and an in-class quiz with another and compare the exam scores to see if one quizzing method improved student learning. Remind students that their small microteaching group is a learning community subset of the learning community that is being established by the whole class. In both cases, shared learning, discovery, and the generation of knowledge are key components. Within both types of learning communities, all participants should feel responsible for achieving the learning goals. Students Role By the time students enter graduate school, their conceptions of assessment in general, and the purposes of assessment in particular, are well formed and deeply rooted due to the years they spend as students observing and interacting with their teachers. Thus, in order for participants to engage in serious discussions about assessment, you may need to work at exposing participants often tacit beliefs about the purposes of assessment. Students often have very limited views of the purposes of assessment the common belief is that assessment is synonymous with evaluation. It may take some time not only to expose, but also expand, participants conceptions of assessment. Key Points Expanding participants views not only of the purposes of assessment, but also of what counts as assessment (i.e., moving beyond homework, quizzes, and exams), is key in this discussion of assessment. Later, we will get to more specific features of assessment, such as the design of assessment tasks. Readings for this week: Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), Steen, L. (1999). Assessing assessment. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp. 1-5). Washington, DC: Mathematical Association of America. Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In M. C. O'Connor (Ed.), Changing assessments: Alternative views of aptitude, achievement and instruction (pp ). Boston: Kluwer Academic Publishers. 32

41 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Assessment Week 3 Objectives Describe the multiple purposes of assessment Investigate various types of assessments (beyond homework and tests) Compare and contrast what certain assessment tasks afford you as a teacher and afford students in terms of their learning Details Students to turn in: Learning Plan 1 using research topic (two copies one for instructor, one for peer) Return teaching philosophy to author with comments and feedback Opening Activity Have students list the purposes of assessment Reading discussion Use the following questions as guides: How does Shepard s socio-constructivist view of assessment relate to the learning paradigm discussed by Barr & Tagg? In terms of how you might teach, what are some benefits of viewing assessment in this way? Some detriments or challenges? What would you say is Steen s key point? Concept Activity/Task With students in pairs, have them list all the ways they can recall being assessed in college and answer the following questions: What do these types of assessment afford a teacher? (i.e., what does a teacher gain from these types of assessments?) Are there ways to get more information about student understanding? (i.e., how would you change the assessment to get more information?) Examples Describe alternative assessments instructor has used (e.g., collaborative testing) Checking for understanding/assessment CAT: What is one unanswered question you have about assessment? Assignment for next week Weekly course outline by topic (big ideas, with possible sub-topics listed) Return learning plan to author Group A: in-class microteaching Group B: small group videotaping 33

42 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Creating an inclusive learning environment Week 4 Instructor s Role Review the many resources from the CIRTL Diversity Website ( to determine multiple approaches to this pillar: diversity. The race literacy quiz and the In Their Own Words have been successful activities. The latter is excellent and features engineering students only, but their comments are similar to comments from students in other STEM disciplines. Brainstorm the variety of differences that individuals bring to a learning experience: gender, culture, race, ethnicity, socio-economic, age, learning style. Just as you will investigate multiple approaches to share diversity with your students, you will want to emphasize the need for multiple approaches to help students understand the concepts you are trying to teach. Be honest with your students as you discuss how to do diversity, that is, how to design learning experiences that take diversity into account. What we mean here, is that demonstrating your knowledge about diversity is a complex opportunity. Introduce two or three case studies from the Diversity Case Book that is on the CIRTL Diversity Website noted above. Model effective practices and be explicit as to why you are doing what you are doing in the classroom, i.e. why are you grouping the students in a particular way? Remind students that they will want to be able to show their awareness of diversity issues in their learning plans, reflections, and teaching philosophy. For example, they can reflect on the language they use, the way they set up partners or small groups, or the context for a case study. Consider asking students to bring in an artifact (video clip, assessment tool, learning plan, reading) and to discuss with the class how the artifact exemplified diversity, and if it didn t, how they could change it so it would align with effective practices related to diversity. Students Role Students often find the application of awareness about diversity issues difficult. However, they have their own stories; they either have observed or experienced some problematic situations in which diversity awareness plays a key role. The more you can identify and build on students own experiences, the better. Students will gain insights into learning styles when they take the online Learning Style Inventory for next week; they should recognize that such an inventory is only one indicator for preferences and they should answer each question quickly without dwelling on the answer. Key Points Expanding students views of diversity issues and multiple approaches they can use in the classroom as they design learning experiences are key in this discussion. Throughout the course, you will want to model effective practices and be explicit as to why. Readings for this week: Tobias, S. (1990). They're not dumb. They're different: A new "Tier of talent" for science. Change, 22(4), Mills, J., & Ayre, M. (2003). Implementing an inclusive curriculum for women in engineering education. Journal of Professional Issues in Engineering Education & Practice, 129(4),

43 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Creating an inclusive learning environment Week 4 Objectives Describe what an inclusive classroom environment looks like Identify methods that can be used to build inclusive learning communities that invite full participation and assure that all voices are heard Opening Activity Take race literacy quiz Show In Their Own Words video clips [See In Their Own Words notes sheet] Details Students to turn in: Weekly course outline by topic Return learning plan to author Microteaching: Group A (~60 minutes) Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task With students in groups of three, have them read one (or more if there is time) case scenarios from the diversity website o Examples of various scenarios focused on diversity/equity [these will be available in May on Diversity Website] Group discussion of scenarios using the following questions as guides: o Discussion Qs from website [again, available in May] Examples Discuss scenarios that instructor and/or students have witnessed/dealt with personally. Checking for understanding/assessment CAT: With today s discussion in mind, can you describe a situation that you would now respond to differently than you would before today? What insights have you gained about how you might respond to a situation similar to those in the case studies? Assignment for next week Learning plan 2 (two copies) Take Felder s on-line Index of Learning Styles Questionnaire (5-7 minutes) and bring your results next week (one-page printout): Group B: in-class microteaching Group C: small group videotaping 35

44 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Learning styles and intellectual development Week 5 Instructor s Role Help students gain insights into their own learning styles and their own intellectual development. Allow them to explore the implications for their own teaching styles, their teaching and learning philosophy, and the learning experiences they design for their students. Help them discover when they made the transitions from believing in the certainty of knowledge to taking responsibility for their own learning. Help them develop respect for students at all levels of development and identify ways they would accommodate students at these various levels. Have the students physically line up along a continuum for each of the four different learning styles, observe the movement of their peers, and comment on their observations. Allow students to remain in the continuum during much of this discussion. Follow-up with a discussion about how students need to take responsibility for their own learning. Refer to Felder s article for a short list of what both students and teachers can do for students of various learning styles. Students Role It s natural for students to be surprised at the variations of learning styles even in a STEM graduate course. But they can also become overwhelmed when trying to discover what they can do with this knowledge, so getting concrete with examples of different approaches to teaching a specific concept is important. They can benefit from identifying a specific learning style with a specific learning activity, i.e. a hands-on activity with sticks and string to illustrate force will help visual learners. Key Points Learning styles and intellectual development are two dimensions of diversity that may be overlooked. Respect for all students is key! Readings for this week: Carrizosa, K., & Sheppard, S. (1990, Oct 18-21). The importance of learning styles in group design work. Paper presented at the 30th ISEE/AEEE Frontiers in Education, Kansas City, MO. Felder, Richard. (1996). Matters of Style. ASEE Prism, 6(4), Felder, R. & Brent R. (2004) Intellectual Development of Science and Engineering Students. Journal of Engineering Education, November,

45 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Learning styles and intellectual development Week 5 Objectives Identify your own learning style based on the Felder s continuum of learning styles Describe how knowledge of different learning styles and intellectual development could affect teaching and assessing Use the knowledge of your own learning styles and intellectual development to help you design effective instruction for students with styles different from your own Details Students to turn in: Learning plan 2 (two copies one for instructor, one for peer) Students to have completed: Learning Styles Questionnaire Microteaching: Group B (~60 minutes) Opening Activity Have students line up along a continuum for each of the four different learning styles Discuss the accuracy of this test Discuss how the results affect what one might do in a classroom Reading discussion Use the following question as a guide: How does the concept of learning styles and intellectual development relate to last week s discussion about creating an inclusive learning environment and issues of diversity? Concept Activity/Task In groups of three: Critique and analyze today s lesson in terms of how it exemplifies (or doesn t) teaching to different learning styles. If there are learning styles this lesson does not address, what could the instructor do/change in order to address those other styles of learning? Checking for understanding/assessment CAT: Now that you ve identified the dominant learning styles you employ, how does that change how you might plan instruction? Assignment for next week Syllabus 1 (two copies) Return learning plan to author Group C: in-class microteaching Group D: small group videotaping 37

46 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Authentic learning Week 6 Instructor s Role Explain how authentic achievement requires a course structure that provides students with problems and goals that mirror those of a practicing professional. In keeping with authentic achievement, ask students to produce rather than reproduce knowledge. Guide students in producing original and creative work so that the students will acquire skills and knowledge of a content pedagogy. Help students design effective learning environments for their microteaching experiences; this will require that students understand their course material and integrate new knowledge with previous knowledge. Reflect on students successful accomplishments in order to build confidence in their abilities. Facilitate substantive conversation about course ideas between instructor and students and among students. Empower students to discuss individual viewpoints and ideas that inspire each other to reach deeper understandings. Note how these conversations transcend transmission of course material. Observe and point out how this kind of authentic achievement requires collaboration, tools and other resources, ownership, flexibility and trust, and a blurring of the student/teacher roles. Use examples in order for course students to understand authentic achievement. For example, papers by Courter and Wright describe course structures that include primary literature-based projects, open ended and discovery-based laboratories, challenge problems that simulate authentic professional problems, cooperative examinations, computer simulations and construction projects. In all of these examples, it is important to assess and appreciate all the insights and efforts of students so they will count for the final course grade. Together, these structures create a course environment where logical and critical thinking are necessary skills for success and where the course structure and materials are supportive to success, Students Role The student participation begins with reflection on their previous course experiences and how concepts are taught. We challenge them to think about authentic ways to lead students to self discovery of the same concepts. We then seek to relate and extend the ideas that emerge to the ideas that they read about in the papers by Marchese, Zielinski, and Wright. Key Points Problems faced by education Diverse student body and ways of learning Motivating students Ineffective traditional teaching methods Neumann s authentic achievement and substantive conversation address contrived and meaningless traditional exams and exercises Readings for this week: Wright, J. C. (1996). Authentic learning environments in analytical chemistry using cooperative methods and open-ended laboratories in large lecture classes. Journal of Chemical Education, 73(9), Marchese, T. J. (2003). The new conversations about learning: Insights from neuroscience and anthropology, cognitive science and workplace studies, from Zielinski, T. J. (1995). The mastery learning alternative to physical chemistry lecture. International Chemical Congress of Pacific Basin Societies and the American Chemical Society. Washington DC: American Chemical Society. 38

47 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Authentic learning Week 6 Objectives Describe the details of the structure of a course that uses authentic learning Provide examples of and strategies for implementing active learning strategies Examine the major active learning strategies used in STEM courses Demonstrate your understanding of insights from neuroscience, anthropology, cognitive science, and workplace studies and how they might impact teaching and learning Compare and contrast methods that acknowledge prior knowledge as a major factor in subsequent learning Details Students to turn in: Syllabus 1 (two copies one for instructor, one for peer) Return learning plan to author Microteaching: Group C (~60 minutes) Opening Activity Think of the traditional way your course is taught in particular, think of the teaching of one specific concept. How would you change it so that it engages the students in actively learning the concept? Reading discussion Based on the insights in Marchese, what do you wish your teachers knew or had known as they guided your learning experiences? o How did you know your instructors were or were not aware of these insights? o How will you let your students know you are aware of these insights? Based on Wright s paper, o What do you think are the most effective aspects of the course structure in providing students with insights into the course material? o What are the most effective aspects in developing new personal skills? o What skills are developed with the elements in this structure? o What are problems are likely to arise? Concept Activity/Task Show contrasting video of traditional instruction (e.g., Bueller s Day Off), authentic instruction (e.g., Dead Poet s Society), and a combination (e.g., The Paper Chase) o Discussion of the purposes of instruction and how each style attempts to achieve the purpose o Is there a best way to teach? Share with students examples of teaching philosophies (in various STEM fields, instructor s own, etc.) Checking for understanding/assessment CAT: What was the most important point you learned today? What unanswered questions do you still have? -over- 39

48 Section V: Weekly Learning Plans and Instructors Key Points Assignment for next week Teaching philosophy 2 (two copies) Return syllabus 1 to author Group D: in-class microteaching Group A: small group videotaping Miscellaneous Mention that students may want to use websites listed under readings as resources for active and collaborative learning 40

49 Section V: Weekly Learning Plans and Instructors Key Points 41

50 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Cooperative and collaborative learning Week 7 Instructor s Role By this time, you and the students have probably modeled some cooperative and collaborative learning. Think of ways to model in class this week or next. If you have identified some examples, discuss the experiences and how people found them effective. Why or why not? Point out the benefits, challenges, and stories related to effective use of cooperative and collaborative learning strategies. Many resources are available especially for STEM instructors. The National Institute for Science Education website: The Engineering Foundation Coalition website: Discuss how cooperative and collaborative learning relate to teamwork, if at all. This discussion is important because team work is especially important in many of the STEM disciplines today. Employers are looking for professionals with successful team skills. Teach teamwork and collaborative work by assigning and rotating roles; key roles include the leader, recorder, reporter, time-keeper. Use cards to assign roles in a small group for one activity, then rotate the cards for the next activity. Ensure that everyone has the opportunity to try different roles and observe how others act out a particular role. Discuss how cooperative and collaborative learning relate to research teams. Generate, if time permits, guidelines that would work in teaching as well as in research. Consider, for example, this question, What are effective strategies that lead to productive research programs? Students Role Students may have experiences related to cooperative learning that are not effective. It s important to build on their experiences, so a discussion in small groups (with assigned roles) would help students share stories and come up with a list of guidelines to follow when using active, cooperative, and collaborative strategies. Key Points Remember that research shows that active, cooperative, and collaborative strategies lead to students deeper understandings. Remember too that students need guidance as they experience these strategies that may be different from traditional approaches they have experienced. Having built a respectful learning environment is necessary before cooperative and collaborative strategies will work well. In fact, you can weave diversity issues into your discussions of cooperative learning quite well. Readings for this week: Newmann, F. M. (1991). Linking restructuring to authentic student achievement. Phi Delta Kappan, 72(6), MacGregor, J. T. (1990). Collaborative learning: Shared inquiry as a process of reform. New Directions for Teaching and Learning, 42(Summer), Hagelgans, N. (1999). Combining individual and group evaluations. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington, DC: Mathematical Association of America. Crannell, A. (1999). Collaborative oral take-home exams. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington, DC: Mathematical Association of America. 42

51 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Cooperative and collaborative learning Week 7 Objectives Describe the potential learning benefits of using cooperative learning in your own class Explain realistic challenges to implementing cooperative learning Identify possible reasons students may not embrace cooperative learning Demonstrate knowledge of strategies for dealing with unconvinced students Exhibit an understanding of the affective benefits of cooperative learning Details Students to turn in: Teaching philosophy 2 (two copies one for instructor, one for peer) Return syllabus to author Microteaching: Group D (~60 minutes) Opening Activity Using four 4s problem solving activity: in groups of three have students Create number sentences using four 4s that result in all the numbers from 0 to 9. For example: = 0. [See Four 4s group problem] Discuss the affective component, i.e., how students felt while solving the problem Have students complete Six sticks problem individually [See Six sticks individual problem] Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task Keeping in mind the results of the Opening Activity, could cooperative learning work during the assessment phase of instruction? Why or why not? What might be some benefits? Some drawbacks? Checking for understanding/assessment CAT: What is the major obstacle in your implementing cooperative learning into your own classroom? Assignment for next week Learning plan 3 using research topic Return teaching philosophy to author Group A: in-class microteaching Group B: small group videotaping 43

52 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Problem solving Week 8 Instructor s Role Help students understand that command of new material requires practice on problems that both challenge a student and lead them to thinking about the interrelationships between the material they are learning and the material they have learned. Use problems that authentically reflect professional problem solving and are not solvable with novice problem solving approaches. Use problems that require the metacognition strategies discussed by Schoenfeld where a problem solver is constantly thinking about and checking the strategy and its progress as he/she goes through the problem solving steps. Practice problems, as in an apprenticeship, that teach students the thinking and problem-solving skills required for reading, writing, and problem solving in the STEM disciplines. Use two examples: problembased learning of Woods and the mastery learning described by Zielinski. Student s Role Student activity this week focuses on practicing problem solving approaches that are appropriate for their individual fields. We begin by discussing comments made on the discussion forum in the web site as a result of their readings and thoughts and then focus on the example problems. Groups of two work on a problem such as one from the Workshop Calculus of Uri Treisman. At the same time, a third student analyses the problem solving strategies and steps using the approach developed by Schoenfeld. The goal is to help students become aware of their knowledge and belief systems and how these affect the monitoring and assessment of their cognitive strategies and educational growth. Key Points Schoenfeld s metacognition Problem-based learning of Woods Mastery learning as described by Zielinski Novice vs. expert problem solving strategies- Schoenfeld Readings for this week: Schoenfeld, A. (1987). What's all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping: Part I: Group versus individual problem solving. American Journal of Physics, 60(7), Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping: Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), Thompson, A. G. (1988). Learning to teach mathematical problem solving: Changes in teachers' conceptions and beliefs. In R. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp ). Reston, VA: Lawrence Erlbaum Associates. Noddings, N. (1985). Small groups as a setting for research on mathematical problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple Research Perspectives (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. 44

53 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Problem solving Week 8 Objectives Identify some of the reasons students get stuck while solving problems Describe common misconceptions students have about solving problems List some common heuristic devices proposed by researchers (e.g., Polya, Schoenfeld) Distinguish possible challenges in using such heuristic strategies Details Students to turn in: Learning plan 3 using research topic Return teaching philosophy to author Microteaching: Group A (~60 minutes) Opening Activity Get in groups of three. One will be the analyst; the other two will solve a problem. The analyst will use Schoenfeld s problem solving research (charts) to diagnose the pair while they solve the following problem: [HS math problem] Analyst: Do not share your results yet Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task Using Schoenfeld s charts, have the pair analyze their own attempt at solving the problem Compare the pair s analysis with that of the analyst Discuss possible reasons for discrepancies (if any); discuss reasons for agreement Checking for understanding/assessment CAT: Would you introduce your students to heuristic strategies for solving problems? Why or why not? Assignment for next week Syllabus 2 (two copies) Group B: in-class microteaching Group C: small group videotaping Miscellaneous May want to hand out Polya s and Schoenfeld s Problem Solving Heuristics [See Polya: Problem Solving Heuristics and Schoenfeld: Problem Solving Heuristics] 45

54 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Formative/Alternative Assessment Week 9 Instructor s Role Model formative assessment throughout the semester and, more importantly, be explicit when you are using it. Unless you are explicit about how you question or respond to students (i.e., why you responded the way you did), how you gather information about their learning, and what you do with it, it isn t obvious to others what you are basing those decisions on. Discuss how formative assessment could also be a place for research: Participants could use a Board of Directors, for example, as a means of providing formative assessment and compare results of final exams with a class that did not employ such a Board; Participants could provide formative feedback to one group of students 1 and again compare results of student learning with a group with whom formative feedback was not used. Students Role Students often equate formative assessment with effective questioning techniques since an easy way to find out what students know is through questioning. But formative assessment does not stop, or even begin, with just questioning. It s a state of mind, of always being on the lookout for information about students learning with the goal of improving that learning. It is using the questioning, or simply puzzled looks, as a means for finding out where students are in their understanding and adjusting teaching to help guide them to deepen that understanding. Key Points Formative assessment can occur just about anywhere: during class discussions and questioning, while you are grading and/or providing feedback, even while students are taking tests. The key is to use the information you gather to improve student learning. Readings for this week: Black, P., & Wiliam, D. (1998). Inside the black box. Phi Delta Kappan, 80(2), Kwako, J. (2003). A brief summary of traditional and alternative assessment in the college classroom. Unpublished manuscript, Madison, WI. Butler, R. (1988). Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, See Black & Wiliam (2004) for a detailed account of using formative feedback: Black, P., & Wiliam, D. (2004). The formative purpose: Assessment must first promote learning. In M. Wilson (Ed.), Towards coherence between classroom assessment and accountability (pp ). Chicago, IL: University of Chicago Press. 46

55 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Formative/Alternative assessment Week 9 Objectives Describe methods and techniques of formative assessment Develop formative assessment methods you could use in your class Compare pros and cons of various alternative assessment strategies Details Students to turn in: Syllabus 2 (two copies one for instructor, one for peer) Microteaching: Group B (~60 minutes) Opening Activity ConcepTest: The key characteristic or main purpose of formative assessment is that it is: a) ongoing b) used to guide teaching c) used to improve student learning Discussion of which answer is correct and why others are also correct Reading discussion Describe three challenges and three strengths of implementing formative assessment into the class you are designing. Compare examples of alternative assessment in terms of which one(s) you could see yourself implementing. How might you modify some of the assessment strategies to increase the likelihood that you will use them? Concept Activity/Task Have students take a quiz individually, then take a similar quiz in groups of three [need to design quiz] Discuss benefits of both testing situations where does the most learning occur? Checking for understanding/assessment Keeping in mind today s discussion, what are some purposes of assessment beyond evaluating students? Assignment for next week Assessment task (two copies) Return syllabus to author Group C: in-class microteaching Group D: small group videotaping Miscellaneous Hand out list of questions for assessment task design [See Assessment task design: What to ask yourself when you ask your students] 47

56 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Assessment Task Design Week 10 Instructor s Role Remind students of the various purposes of assessment as described in week 3 (for example, to gather evidence in order to make improvements, diagnose student needs, monitor student progress, provide an opportunity to learn, help students learn, guide teaching, give feedback, receive feedback, assign grades, communicate what is important, judge teaching effectiveness, monitor student progress, compare outcomes and goals, rank students). A quiz designed simply to encourage students to keep up with the homework is very different from a group take-home exam designed to require students to synthesize their knowledge and communicate their understanding. In many ways, the purpose of an assessment determines the assessment. Students Role Although students are often uncomfortable designing assessment tasks, especially exams, they rarely understand the complexities involved in creating tasks that truly assess what they want to assess. In addition, they tend to favor assessments that are easily graded, rather than assessments that assess higher levels of conceptual understanding. Even if they wish to assess complex abilities, their students will still have to know and understand basic facts and procedures, so assessing basic skills seems to be a justified minimum, especially when they can be assessed so reliably. Key Points Perhaps because it is so straightforward, participants seem to enjoy using Bloom s Taxonomy as a model for item design. The PISA pyramid model is a bit more abstract, perhaps making it more difficult to use, although the visual of the pyramid is quite helpful for some. Readings for this week: Ritter, L. (2000). The quest for an effective form of assessment: The evolution and evaluation of a controlled assessment procedure (CAP). Assessment and Evaluation in Higher Education, 25(4), Kastberg, S. E. (2003). Using Bloom's taxonomy as a framework for classroom assessment. Mathematics Teacher, 96(6), Shafer, M. C., & Foster, S. (1997). The changing face of assessment, Principled practice in mathematics and science education (Vol. 1, pp. 1-8). Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science. 48

57 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Summative assessment/assessment task design Week 10 Objectives Write tasks at multiple conceptual levels Use the Programme for International Student Achievement (PISA) pyramid as a model to design assessment tasks Use Bloom s Taxonomy as a model for designing assessment tasks Details Students to turn in: Assessment task (two copies one for instructor, one for use in class) Return syllabus to author Microteaching: Group C (~60 minutes) Opening Activity Is it true that what you test is what you get? Reading discussion What are some of the benefits of using a CAP as described by Ritter? o What are some weaknesses? o Could you see yourself implementing something of that sort in the course you are designing? Would Kastberg s use of Bloom s taxonomy as a model for item design work in your class? Why or why not? Concept Activity/Task In pairs, choose one of the assessment tasks brought in for today and analyze it using either: The Programme for International Student Achievement (PISA) pyramid model (from Shafer article) to assess the three conceptual levels as modeled by the pyramid. Bloom s Taxonomy to address the six levels of the cognitive domain. Checking for understanding/assessment How has today s discussion changed your view of how to design an effective assessment task? Assignment for next week Revised assessment task Learning plan 4 Group D: in-class microteaching 49

58 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Grading Week 11 Instructor s Role Remind students that grading is another place where an instructor can be conscious of different student strengths and learning styles. Explore multiple grading philosophies and how they can all demonstrate an awareness of, and concern for, the diversity of students in one s class. For example, explore flexible grade weightings (e.g., Bonnice), grades based on progressive improvement (e.g., Esty & Teppo; Brookhart), and using criterion-referenced grading with the requirements clearly set. Reflect on the grading philosophy used in this course, the rationale behind the philosophy, and how the grading was communicated to the students. Students Role In many scientific disciplines, grading on a curve is commonplace. Students often cannot imagine not curving an exam fearing that all students would fail if the instructor required a certain predetermined cut-off point or degree of mastery. It is important to stress that when exams have to be curved, they most likely are not actually assessing what is important or are written in such a way that little information can be gleaned about the level of student understanding. It is more often the case that the exam was poorly written than it is the case that a majority of the students were slacking off. Key Points Since the 90%, 80%, 70%, 60% grading scheme is so embedded in education, not to mention easy to implement, participants often have difficulty thinking of alternative ways of evaluating students. In addition, grading on a criterion-referenced scale requires instructors not only to really think about what an A means, but also to design assessments that truly reflect and result in grades that are consistent with that meaning of an A. Participants must understand and articulate in advance of teaching the achievement targets that their students are to hit and inform their students about those learning goals in terms that students understand, from the very beginning of the teaching and learning process. Readings for this week: Wilson, L. (1996). What gets graded is what gets valued. In National Council of Teachers of Mathematics (Ed.), Emphasis on assessment (pp ). Reston, VA: National Council of Teachers of Mathematics. Esty, W. W., & Teppo, A. R. (1992). Grade assignment based on progressive improvement. Mathematics Teacher, 85(8), Bonnice, W. E. (1999). Flexible grade weightings. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington DC: Mathematical Association of America. Kroll, D. L., Masingila, J. O., & Mau, S. T. (1996). Grading cooperative problem solving. In National Council of Teachers of Mathematics (Ed.), Emphasis on assessment (pp ). Reston, VA: NCTM. 50

59 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Grading Week 11 Objectives Compare different grading practices and the pros and cons for each Review, revise, and construct assessment guidelines/rubrics for assignments Details Students to turn in: Revised assessment task Learning plan 4 Microteaching: Group D (~60 minutes) Opening Activity What is the mathematical (or other) explanation of the breakdown of percentages into grades: 90% = A, 80% = B, 70% = C, 60% = D? Does writing comments on homework/papers/quizzes/tests make a difference? In your experience, do students use such feedback? If not, what would encourage them to use it? Reading discussion Illustrate how you would incorporate the ideas of progressive improvement from Esty & Teppo into your class. If you don t think you would/could use this idea, explain why not (i.e., identify features of progressive improvement that are not appropriate/realistic for your class). Would a Bonnice s system of flexible grade weightings work in your class? What might be some challenges of implementing such a system? Concept Activity/Task Design a grading rubric for your revised assessment task using the examples provided. [See Rubrics Examples] (Rubric examples still need to be added) Checking for understanding/assessment How can your grading criteria encourage or enhance student learning? Assignment for next week Grading philosophy paper for peer review only 51

60 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Learning principles and effective teaching strategies Week 12 Instructor s Role Remind students that they ve been discovering how people learn and effective ways to teach all semester. Explore lists of learning principles and effective teaching strategies that others have published. Explain how some people call these lists, best practices, but that we avoid this term because it implies that there are best practices. An effective practice is one that helps specific students learn in a specific situation for a specific concept; a practice that works for one student may not work for another. Nevertheless, discuss learning principles and their connections to the effective strategies in order to help your students gain insights into their own practice. Help students apply these principles and strategies to their own teaching experience. Ask students to bring an artifact to demonstrate a connection between one learning principle and one teaching strategy. Encourage students to share something that they have used or plan to use to teach a concept: a lesson plan, assessment instrument, active learning exercise, etc. Notice that the reading is a compilation of several articles within which authors have generated lists. The individual articles are referenced and would provide more information about the individual lists and how they came to be. For purposes of this course, the activities have been successful. As one of our colleagues has suggested, if we help instructors understand how people learn, they will figure how what to do. Instructors are smart people; they will know what to do. Students Role Students may find it difficult to clarify some of the principles and strategies because they are long. But if they recognize the key ideas, then they will be able to see how what they do connects. Seeing connections between what they are doing and what others have done and have published is important. Key Points Students need to connect learning with their teaching practice. If they understand how people learn, they will be able to design effective and inclusive learning environments. Readings for this week: Courter, S. (2004) Strategies that improve undergraduate education: A compilation of learning principles and effective teaching practices. Unpublished compilation. University of Wisconsin. 52

61 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Learning principles and effective teaching strategies Week 12 Objectives Demonstrate your awareness of learning principles and effective teaching strategies Identify examples you can use and ways you can explain your awareness in your teaching and learning philosophy Details Students to exchange: Grading philosophy for peer review Opening Activity Observe and clarify the learning principles posted separately around the classroom Have students match selected effective teaching strategies with the learning principles clarified as part of the opening activity. Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task Share an artifact (video clip, assessment instrument, learning plan, active learning exercise, etc.) that shows your awareness of effective teaching strategies and learning principles. Checking for understanding/assessment Describe a connection you made or affirmed today in class. The connection should be between a learning principle, teaching strategy, and your practice. Assignment for next week Return grading philosophy to author Reflections from faculty observations Miscellaneous Hand out Observation Questions: Active Learning to focus participants attention while they are observing faculty [See Observation Questions: Active Learning]. 53

62 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Reflective Teaching Week 13 Instructor s Role Remind students that reflection is a critical step in both the learning process and the continuous improvement process. Help students understand what they have observed in this class and in the classrooms of the faculty that they observed. What was the context? What occurred? Why? What can you learn from the observations? Likewise, help students reflect on the decisions they are making when they are designing a learning plan. What do they want the students to learn? Why? What methods and learning activities will help the students learn? How will you know if the students understand the concepts? What will you do if they do not understand? What improvements will you make to the learning plan? Reflect on the three pillars: teaching-as-research, learning community, and diversity. Students Role Students will come to view assessment as an important step in reflection. Key Points Reflection takes time and is a critical step in teaching, learning, and research. Results of critical reflection lead to improvements. Readings for this week: Brookfield, S. D. (1995). What it means to be a critically reflective teacher. In Becoming a critically reflective teacher (pp. 1-14). San Francisco, CA: Jossey-Bass Publishers, Inc. McAlpine, L., & Weston, C. B. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28(5/6),

63 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Reflective Teaching Week 13 Objectives Reflect on what you wish to accomplish in the classroom, why you have chosen these goals, and how you wish to achieve these goals Reflect on what you observed in others classrooms, how students responded, and why. Details Students to turn in: Return grading philosophy paper to author Reflections from faculty observations Opening Activity Share results of your observations in small groups Share common themes during whole-class discussion Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task Reflect on the teaching and assessing you have done this semester. What have you learned? How can you use reflection on a regular basis to improve your teaching? In other words, how would you reflect? What would you do? Checking for understanding/assessment Assignment for next week Grading philosophy paper (to instructor) Teaching philosophy 3 (two copies) 55

64 Section V: Weekly Learning Plans and Instructors Key Points Key Points: State of Higher Education Week 14 Instructor s Role Remind students that educational institutions in higher education vary in their emphasis and type of research and teaching. Explore the similarities and differences among the scholarship of teaching, action research, scientific teaching, and teaching-as-research. If time permits, organize a panel with representatives from different kinds of institutions to help students understand the various expectations and opportunities available to them. Students Role Students may like to share their experiences with various institutions, generate questions related to each, and brainstorm ways their teaching and learning philosophy may reflect the kind of institution they are targeting. Key Points Students need to take responsibility to investigate the kind of institution that matches their career goals and to document their philosophy and experience to reflect both their goals and how they can contribute to a specific institution. They should consider putting together a portfolio to take on interviews. Readings for this week: Menges, R. J., & Austin, A. E. (2001). Teaching in higher education. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp ). Washington, DC: American Educational Research Association. Wright, J. C., Millar, S. B., Kosciuk, S. A., Penberthy, D. L., Williams, P. H., & Bampold, B. E. (1998). A novel strategy for assessing the effects of curriculum reform on student competence. Journal of Chemical Education, 75(8), Shulman, L. S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings (Ed.), The course portfolio: How instructors can examine their teaching to advance practice and improve student learning (pp. 5-12). Washington, DC: American Association for Higher Education. 56

65 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: State of Higher Education Week 14 Objectives Identify differences between types of institutions of higher education Compare institutional rewards to faculty demands (e.g., research vs. teaching) Identify similarities between standards of research with Scholarship of Teaching Details Students to turn in: Grading philosophy paper (to instructor) Teaching philosophy 3 (two copies one for instructor, one for use in class) Opening Activity ConcepTest: Over 80% of all doctoral degrees are granted at research institutions. T or F Fewer than 10% of graduate students return to research institutions as faculty. T or F Regardless of type of institution, faculty spend the majority of their time teaching. T or F Reading discussion Use students posted questions/comments to guide a discussion of the readings. Concept Activity/Task Compare standards of research (e.g., clear goals, adequate preparation, appropriate methods, significant results, effective presentation, reflective critique) with how teaching is done in higher education Compare standards of research with Teaching as Scholarship Compare standards of research with Teaching-as-Research Checking for understanding/assessment Based on today s discussion, do you feel you have a better understanding of how high quality teaching is received at various institutions of higher education? Do you feel that you have the tools to engage not only in high quality teaching, but also teaching as research and/or teaching as scholarship? Assignment for next week Come prepared to share final thoughts, ideas, and questions about the content of this course, as well as criticisms and suggestions about how the course could be improved. Students will participate in a peer-review of the course, conducted by members of CIRTL 57

66 Section V: Weekly Learning Plans and Instructors Key Points Key Points: Reflection Week 15 Instructor s Role Use this last class session to gain feedback and model effective strategies to do this. First, remind the students of the learning goals and objectives of the course. This review helps students remember how the course was designed, respond to the survey, and participate in the focus group discussion. Arrange for an outside facilitator during the focus group; this strategy removes the instructors and allows students to respond honestly to the questions. Students Role Students will observe how you handle this last class and will be more apt to use similar strategies in their courses. Key Points Teaching-as-Research means using the results of the evaluation and assessment strategies. This data informs decisions in the continuous improvement process. Readings for this week: Deel, S. E. (2005). Finding my teaching voice, [List serve]. Tomorrow's Professor. 58

67 Section V: Weekly Learning Plans and Instructors Key Points Topic/Concept: Reflection Week 15 Objectives Review learning goals and objectives of the course Share your reflections in an effort to help the faculty improve the course for the next semester Details Students to exchange: Return teaching philosophy 3 to author Opening Activity Identify the best thing or the most surprising thing they learned this semester. Post on white board for all to see. Concept Activity/Task Review learning goals of course Distribute and collect the end-of-semester survey Ask students to take the online Student Assessment of Learning Gains (SALG) survey ( before a specified date Checking for understanding/assessment Introduce facilitators who will lead peer-review-of-teaching focus group. 59

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69 Section VI: Alternative Formats Alternative formats for this course are compelling for both participants and instructors in terms of schedules, time commitments, and limited resources. Our two-week format includes three days each week with six hours per day, i.e., 8:30 2:30. Evaluations show that participants value this experience and that the semester long course is not necessarily better than a two-week course; it s just a different experience. Both are effective. Creative design will lead to innovative formats that accomplish the learning outcomes. This section includes both an agenda and syllabus for the two-week format. 61

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71 Section VI: Alternative Formats Agenda Summer 2005 EPD654 Teaching Science and Engineering L&S Interdisciplinary 701 Topics: Graduate Students Interested in Teaching Day 1: Theme Starting Conversations 8:30 11:30 Introduction of participants in this learning community What makes good teaching and learning? What are your beliefs about teaching and learning? What are the connections between teaching and research? Workshop: Learning and Teaching Principles Overview of syllabus and course homepage A Conversation about Teaching as Research 11:30 12:30 Lunch at Union South Terrace Activity: Discovering unique experiences of peers and their implications for teaching and learning 1:00 2:00 Introduction to assessment 2:00 2:30 Reflection and Plan for the next class: Participant Observers Formative assessment (For future classes, student groups will select, design, implement, and share results of assessment strategy) Assignment Readings Optional Identify a journal in your discipline or a related discipline that includes articles about teaching and learning. Try to find an article that includes assessment results, tools, measures, or methods used in your discipline. I. A,B,C: Conrad and Gupta; Conrad and Kwako; Palmer 2005 Teaching & Learning Symposium Day 2: Theme Assessment 8:30 11:30 Journals in Your Discipline quick identification Misconceptions - why assessment is so important Issues Surrounding Assessment A Glimpse of the on-line Student Assessment of Learning Gains (SALGains) 11:30 12:30 Lunch Activity: Share results of your search for articles about assessment strategies in your discipline. What were your successes? Frustrations? Did you find anything else of interest? i.e. teaching strategies in your discipline? 1:00 2:15 Active Learning Strategies 2:15 2:30 Reflection and Plan for the next class: Participant Observers 63

72 Section VI: Alternative Formats Formative assessment 6:00 Dinner at Memorial Union Terrace Paradigm Shifts Discussion 7:30 Conflict in the Classroom, Wisconsin Union Theater Assignment Readings For next class, complete learning style inventory by Felder on-line and bring results to class. Bring in results of your research; that is, bring in an article from your discipline that identifies an assessment strategy or methodology. Attach a brief description of the assessment and method (not a description of the whole article) and your reflection of its feasibility for you. I. D, II. A: Conrad and Gislason; Barr and Tagg Day 3: Theme Learning and Learners 8:30 10:30 Diversity and learning style issues Implications for teaching Research results of both assessment and methods Workshop: Course/lesson design What concept do you want to teach in your microteaching experience? Discuss the students, imagine possible misconceptions, and brainstorm various methodologies. 10:30 12:30 Workshop: Teaching and learning philosophy How do the readings inform your philosophy? Introduction: Microteaching as a research experience Reading Assignment II. B Fincher Diversity Resources; review website and choose one resource For next class, bring three copies of two things: 1) draft of teaching and learning philosophy and 2) draft of learning plan for microteaching experience 64

73 Section VI: Alternative Formats Day 4: Theme Teachers and Teaching 8:30 11:30 Check-in Overview of the week Classroom assessment: Student group Perspectives on Teaching & Teachers Re-visioning teaching Web Resources including Student Assessment of Learning Gains (SALG) Review guidelines (rubric) for microteaching and modify by consensus Peer review of learning plan for microteaching experience 11:30 12:30 Lunch Activity: Peer review of teaching and learning philosophy 1:00 2:15 Reflections on draft philosophies: Sandy Discussion of how Palmer may inform our teaching 2:15 2:30 Reflection and Plan for the next class: Participant Observers Assessment and reflection: Student groups Reading Assignment: Brookfield Palmer Be prepared for the microteaching Day 5: Theme Teaching and Learning Practice 8:30 12:30 Gathering Classroom assessment: Student groups Microteaching and video-taping with 30 minutes per person including 5 minute set-up, minutes teaching, 5-10 minutes review. 12:30 1:30 Lunch 1:30 2:30 Microteaching and video-taping Reading Assignment Palmer Reflection on microteaching experience. Write a memo to graduate students who will participate in the fall, EPD654 course. Second draft of teaching and learning philosophy. Bring first draft too. Day 6: Theme Reflection 8:30 Reflections on microteaching experience What did you learn? What would you do differently? Why? Peer review of second draft teaching and learning philosophy 65

74 Section VI: Alternative Formats Impact of teaching-a-research and inclusive learning community 12:30 1:30 Lunch at Babcock Activity: Delta professional development opportunities 1:30 2:30 Science House Reflections and Continuing Conversations Assignment Student Assessment of Learning Gains (SALGains) Please complete this on-line survey within one week of the course. 66

75 Section VI: Alternative Formats EPD654 Teaching Science and Engineering Meets with L&S Interdisciplinary Courses 701 Topics: Graduate Students Interested in Teaching Summer, 2005 May 20 June 3 Engineering Centers Building, Room M1012 Instructors Clifton Conrad (Clif) Department: Educational Leadership and Policy Analysis College: Education Office: 1262E Educational Sciences [email protected] Phone: Office hours: by appointment Sandra Shaw Courter (Sandy) Department: Engineering Professional Development College: Engineering Office: M1012 Engineering Centers Building [email protected] Phone: Office hours: by appointment Course Framework Designed especially for graduate students in science, technology, engineering, and mathematics (STEM) disciplines, this course provides a forum in which to discuss issues of learning, teaching, and assessment through the lens of teaching-as-research. The course is designed to promote the development of those skills and habits-of-mind, along with the knowledge base, associated with highquality teaching, learning, and assessment. We define teaching-as-research as a deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and learning outcomes of students as well as teachers. Teaching Assessment Learning Consonant with this definition, you will be invited to view your classrooms as sites for ongoing research in which you are continually engaged in reflecting on your own teaching practices in order to maximize your students learning. Through engaging in teaching-as-research as an interconnected cycle of teaching and learning, you will learn to use ongoing formative assessment to continually gauge your students learning and adjust your teaching accordingly. More specifically, you will be engaged in teaching-as-research by applying the various methods and strategies in microteaching experiences as well as in constructing a course curriculum and your own teaching and learning philosophy. 67

76 Section VI: Alternative Formats Course Components 1. Learning: In the learning component, we will discuss the paradigm shift from instructor-centered to student-centered curricula, various learning theories (e.g., learning as an active process, learning as socially constructed, and learning as cognitively guided), different learning styles (e.g., auditory, visual, kinesthetic), and common misconceptions (e.g., learning with understanding vs. memorizing). 2. Assessment: In the assessment component, we will discuss the purposes of assessment (e.g., to guide instruction, enhance learning, provide opportunities to learn, evaluate, and assign grades), the types of assessment (e.g., formative vs. summative, traditional vs. alternative), issues surrounding assessment (e.g., cheating, grading, and using rubrics) and analyze models of assessment design (e.g., procedurally vs. conceptually difficult questions, levels of conceptualization, and the content validity of problems). 3. Teaching: In the teaching component, we will discuss teaching strategies that promote active learning (e.g., case studies, cooperative learning, concept tests, and problem-based learning), issues of teaching to diverse students (e.g., cultural, gender, and age-related issues), and issues that affect the effectiveness of teaching (e.g., respect of, and attitudes towards students, availability, and clarity of goals and expectations). Although we will focus on each of these individually, it is important to keep in mind that the three components are interwoven, in fact, inextricably entwined, and cannot truly be discussed in isolation. However, for the sake of organization, we will focus on each in turn, connecting each to the others as is appropriate. Course Goals and Objectives After completing this course, graduate students as well as participating faculty are expected to be active participants in the learning community and more reflective practitioners who, in particular, have a full appreciation of the interconnected cycle of learning, assessment, and teaching--and will be able to use ongoing formative assessment to continually gauge your students' learning and adjust your teaching accordingly. Hand-in-hand with learning about teaching-as-research and viewing your classrooms as sites for ongoing research into your own teaching, you will consistently seek to improve your teaching in ways that meaningfully enhance student learning. Behavioral objectives As a result of this teaching and learning experience, you will be able to Create an inclusive classroom environment to engage all students. Be an active participant in a learning community. Seek out connections among peers, faculty, and other learners both within and without the discipline (learning community). Articulate your approach to teaching and learning. Identify a concept, design and implement a teaching and learning plan, and reflect on the experience using a teaching-as-research approach. Investigate, experience, and apply effective assessment, teaching, and learning practices. View the role of assessment as central to effective teaching and learning. Use ongoing formative assessment to continually gauge your students learning and adjust your teaching accordingly. Design a teaching and learning plan for a specific concept and a curriculum for a specific course. Design, implement, and analyze a classroom assessment technique for the course. Develop a deliberate, systematic, and reflective approach to teaching practices that advance the learning experiences and learning outcomes of students. Use research as a basis for solving real-world teaching and learning issues. Design your own research to explore teaching and learning issues of interest. 68

77 Section VI: Alternative Formats Use skills and tools to apply teaching-as-research to yourr classrooms. Investigate research within and across STEM disciplines and education disciplines, including cognitive science Use peer reviews as an opportunity to give and receive feedback for improvement Discuss teaching and learning issues with a peer, mentor, or others. Reflect on and document teaching and learning experiences. Seek out ways to improve your teaching in ways that meaningfully enhance student learning. Attitudinal objectives As a result of this teaching and learning experience, you will develop confidence in your abilities to o teach for student understanding, o design effective curriculum including objectives, methods, and assessment strategies, o investigate effective practices in higher education teaching and learning, o become change agents within your discipline focus on learning, both student learning and your learning as a teacher and researcher. Special Needs We wish to fully include persons with disabilities in this course. If you have special circumstances that you believe may affect your performance in this class, please meet with one of the instructors to make necessary accommodations that will enable you to fully participate. We will maintain complete confidentiality of any information you share with us. Required Course Text/Readings Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. (1st ed.). San Franciso, CA: Jossey-Bass. Additional articles will be available on the course homepage Recommended Texts Bransford, J., Brown, A. L., Cocking, R. R., National Research Council, Committee on Developments in the Science of Learning, Committee on Learning Research and Educational Practice, et al. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press. McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th edition). Boston, MA: Houghton Mifflin Co. Reis, R. M., & IEEE Education Society. (1997). Tomorrow's professor: Preparing for academic careers in science and engineering. New York, NY: IEEE Press. (especially for those enrolled for three credits) Wiggins, G. and McTighe, J. ( 1998). Understanding by Design. Association for Supervision and Curriculum Development. Collaborative and Cooperative Learning You will have the opportunity to work in a small group to complete the 1) readings, 2) microteaching experience, and 3) classroom assessment technique (CAT). These collaborative learning activities, a subset of active learning activities, will engage you as learners in interacting with one another while you learn and apply course material. In addition, you will participate in a variety of cooperative learning activities, identified as a subset of collaborative learning involving interactions under certain conditions. The interactions are carefully structured to provide for 1) positive team interdependence, 2) individual accountability, 3) face-to-face interaction, 4) appropriate use of interpersonal skills such 69

78 Section VI: Alternative Formats as leadership, communication, teamwork, and conflict resolution, and 5) regular self-assessment of group functioning. Course Requirements 1. Course Readings 2. Teaching and Learning Philosophy: Personal Statement 3. Microteaching: A Research Approach to Teaching and Learning 4. Assessment research and formative assessment for one day Evaluation 1. Evaluation and grading Evaluation of student learning will be assessed in ways that correspond to the above experiences: a. Class participation and contribution 20% b. Teaching and learning philosophy 20% c. Microteaching experience 50% i. Learning plan ii. Assessment component iii. Review of videotape and feedback iv. Reflection d. Assessment and research 10% 2. Late policy Late papers and incompletes will involve penalties as a matter of fairness and courtesy to everyone in the class. Instructors will not be able to provide extensive written feedback for late papers. Students who submit late or incomplete assignments will receive lower grades up to one letter grade lower for each day submitted past the due date. Specifications for Course Requirements 1. Course Readings: Class participation and contributions Discussion of the readings will be an integral component of the class sessions. In addition you will be expected to read and reflect on the ideas and research presented in the readings. You should come to class prepared to discuss the readings, offering additional insights, critiques, and questions. We look forward to intelligent questions and well-supported debates. 2. Teaching and Learning Philosophy: Personal statement Beliefs, values, goals, and practices as they relate to teaching and learning have come to be known as one s teaching and learning philosophy. You will write, peer-review, and rewrite your teaching and learning philosophy. This will invite exposure to a range of ideas, lenses, and perspectives that can be used to refine your philosophy. At the end of the course, you will have several drafts of your teaching philosophy, the last of which you can use in your job search. Keep in mind that your philosophy may, and in fact, probably will, change over time, as you gain more experience teaching different courses, teaching to diverse students, and in different environments. 3. Microteaching: A Research Approach to Teaching and Learning Microteaching provides an opportunity to identify a concept, design a teaching strategy (i.e., design the learning plan describing how you will present and assess a particular concept), teach, reflect, and re-design the plan for both student understanding and your continuous improvement. A distinctive feature of this course will be the research approach to microteaching. You will identify 70

79 Section VI: Alternative Formats questions intended to help you explore effective teaching strategies for yourself and your students. For example, what strategy would be most effective for helping students learn a specific concept in your discipline? How will you know? Have others had success with specific methods? If so, under what conditions? With what kinds of students? What research exists to demonstrate these results? What assessment technique/s would help you know that your students understand the concepts? What worked? What didn't? What revisions are appropriate? How successful was the re-design? What questions will you ask your peers to help you answer as they observe your microteaching experience? You will come to view your classrooms as sites for ongoing research into your own teaching and will work to improve your teaching to increase your students' opportunities and potential for learning. The learning plan you design could be for a concept you have taught in the past, one you re-taught in a discussion section, or one you experienced as a student. Each learning plan should have three key features: a. The plan should be something you could use in the future such as a concept you could see yourselves teaching at some point. b. The plan needs to include activities that you would require your students to do to help clarify and/or solidify the concepts. c. The plan needs to include some type of assessment measure to determine how well students understand the concept you taught. This should include 1) some kind of summative assessment such as a quiz or homework question and 2) some type of ongoing formative assessment that you can use while you are teaching. You will form groups of three or four within which to plan. You will work together to design a task appropriate for your field of study. Individually, you will teach the concept to the class. We will videotape the teaching and review. We will discuss the strengths and weaknesses of the teaching and the learning plan. You are welcome to practice and improve prior to the class microteaching experience. To complete this experience, you should reflect on and document your learning. Reflection: Following your microteaching experience, you will want to find time to reflect on what you learned. Review the written reviews and the videotape including the oral review. Write down what you did well and want to continue to do, what improvements you want to make, and other ideas you have for future teaching experiences. Documentation for a Teaching and Learning Portfolio: Think creatively about how to document this experience for your portfolio. As a minimum, an effective portfolio entry would include 1) your teaching and learning plan, 2) student examples, and 3) your reflections. This component is not a course requirement. 4. Assessment Research and Formative Assessment Practice First, you will explore your discipline for assessment tools, measures, or methods by searching for articles about assessment strategies in your discipline. Bring a copy of the article in with a brief description of the assessment strategy or method and your reflection of its feasibility for you. Second, you will have the opportunity to design and implement a formative assessment strategy for the course in which you are participating. You will sign up for a specific day in which you will implement some kind of formative assessment of the teaching strategies as they are presented. This is to encourage you to take the perspective of a learner while, at the same time, the perspective of the instructor. You will provide feedback to us as to the effectiveness of the task, what worked, what could use improvement, and how you would change it if you were to teach the same task in the future. You will meet briefly with the instructors before the class you will be assessing. This visit will apprise you as to the expected learning outcomes and teaching strategies and, in turn, provide a foundation for reflecting what actually got taught (if it is different than the intent) and how much flexibility and adaptation was required. 71

80 Section VI: Alternative Formats Course Outline I. Assessment A. Introduction to Assessment B. Traditional Assessments C. Alternative Assessments (Journals, Collaborative Testing, Student Writing, Portfolios, Observations, Open-Ended Problems, Self-Assessment) D. Issues Surrounding Assessment (Cheating and Plagiarism, Grading) II. Teaching and Learning, Teachers and Learners A. A Paradigm Shift from Instructor-Centered to Teaching- and Learning-Centered B. Perspectives on Teaching and Teachers 1. Teaching: Didactive, Facilitative, and Collaborative 2. Teachers: (Re)visioning Teachers C. Perspectives on Learning and Learners 1. Learning: Understanding 2. Learners: Diversity and Learning Style Issues 72

81 Section VI: Alternative Formats Course Readings I. Assessment I. A. Introduction to Assessment Required Reading Conrad, C., & Gupta, D. (2005) Teaching-as-Research: A Systematic Approach to Teaching-for- Learning. Publication in process. University of Wisconsin Madison. Supplementary Reading Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In M. C. O'Connor (Ed.), Changing assessments: Alternative views of aptitude, achievement and instruction (pp ). Boston: Kluwer Academic Publishers. Shepard, L. A. (2001). The role of classroom assessment in teaching and learning. In V. Richardson (Ed.), Handbook of research on teaching (pp ). Washington, DC: American Educational Research Association. Steen, L. (1999). Assessing assessment. In B. Gold & S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp. 1-5). Washington, DC. Mathematical Association of America. Courter, S. (2004) Strategies That Improve Undergraduate Education. Compiled within the Engineering Learning Center, College of Engineering, University of Wisconsin Madison. I. B. Traditional Assessments Required Reading Conrad, C., & Kwako, J. Handout: In-Depth Exploration of the Major Types of Assessment: Examples, Purposes, Content/Skills/Attitudes Addressed, Strengths and Weaknesses, pp Supplementary Reading McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th edition). Boston, MA: Houghton Mifflin Co, pp Ritter, L. (2000). The quest for an effective form of assessment: The evolution and evaluation of a controlled assessment procedure (CAP). Assessment and Evaluation in Higher Education, 25(4), Magone, M. E., Cai, J., Silver, E. A., & Wang, N. (1994). Validating the cognitive complexity and content validity of a mathematics performance assessment. International Journal of Educational Research, 3(21),

82 Section VI: Alternative Formats I. C. Alternative Assessments (Journals, Collaborative Testing, Student Writing, Portfolios, Observations, Open-Ended Problems, Self-assessment) Required Reading Conrad, C., & Kwako, J. Handout: In-Depth Exploration of the Major Types of Assessment: Examples, Purposes, Content/Skills/Attitudes Addressed, Strengths and Weaknesses, pp Supplementary Reading Black, P., & William, D. (1998). Inside the black box. Phi Delta Kappan, 80(2), Shafer, M. C., & A.Romberg, T. (1999). Assessment in classrooms that promote understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp ). Mahwah, New Jersey: Lawrence Erlbaum Associates. I. D. Issues Surrounding Assessment: Cheating and Plagiarism, and Grading Required Reading Conrad, C., & Gislason, K. Handout: Issues Surrounding Assessment: Cheating & Plagiarism, and Grading, pp Supplementary Reading: Esty, W. W., & Teppo, A. R. (1992). Grade assignment based on progressive improvement. Mathematics Teacher, 85(8), Hagelgans, N. (1999). Combining individual and group evaluations. In B. Gold & S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington, DC: Mathematical Association of America McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th edition). Boston, MA: Houghton Mifflin Co, pp II. Teaching and Learning, Teachers and Learners II. A. A Paradigm Shift from Instructor-Centered to Teaching- and Learning-Centered Required Reading Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), pp Supplementary Reading Newmann, F. M. (1991). Linking restructuring to authentic student achievement. Phi Delta Kappan, 72(6),

83 Section VI: Alternative Formats II. B. Perspectives on Teaching and Teachers 1. Teaching: Didactic, Facilitative, and Collaborative Required Reading Brookfield, Steven D. What it means to be a critically reflective teacher, Supplemental Reading Conrad, C. F., Haworth, J. G., & Millar, S. B. (1993). Primary Decision-Situations: Approach to Teaching and Learning, Program Orientation, and Departmental Support. A silent success: Master's education in the United States. Baltimore, MD: Johns Hopkins University Press, pp Feldman, K. A. (1988). Effective college teaching from the students' and faculty's view: Matched or mismatched priorities? Research in Higher Education, 28(4), McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th edition). Boston, MA: Houghton Mifflin Co, pp , , Wright, J. C. (1996). Authentic learning environments in analytical chemistry using cooperative methods and open-ended laboratories in large lecture classes. Journal of Chemical Education, 73(9), Teachers: (Re)visioning Teachers Required Reading: Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. (1st ed.). San Franciso, CA: Jossey-Bass, pp Supplemental Reading Finkel, D. L., & Monk, G. S. (1983). Teachers and learning groups: Dissolution of the atlas complex. In C. Gouton & R. Y. Garth (Eds.), Learning in groups: New directions for teaching and learning (Vol. June, pp ). San Francisco: Jossey-Bass. Schoenfeld, A. (1985). What's all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates. II. C. Perspectives on Learning and Learners Required Reading: Fincher, C. (1985). Learning theory and research. In J. C. Smart (Ed.), Higher education handbook of theory and research. Flemington, NJ: Agathon Press, pp Diversity Resources. Diversity Institute. Center for the Integration of Research, Teaching, and Learning (Review and choose one resource.) Supplemental Reading: Carpenter, T., & Lehrer, R. (1999). Teaching and Learning Mathematics With Understanding. In E. Fennema & T. Romberg (Eds.), Mathematics Classrooms That Promote Understanding (pp ). Mahwah, NJ: Erlbaum. Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping: Part I: Group versus individual problem solving. American Journal of Physics, 60(7),

84 Section VI: Alternative Formats Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observations on the meanings of student participation. Sociology and Social Research, 60(4), MacGregor, J. T. (1990). Collaborative learning: Shared inquiry as a process of reform. New Directions for Teaching and Learning, 42(Summer), McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th edition). Boston, MA: Houghton Mifflin Co, pp

85 Section VII: Evaluation Tools These tools are to be used by the instructor to determine the effectiveness of the course. Participants of the course will be providing the information to the instructors in order to continually improve the effectiveness, usefulness, and success of the course in terms of how and whether the learning goals were reached. 77

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87 Section VII: Evaluation Tools College Classroom Team Evaluation/Assessment Plan Objectives of the CIRTL Professional Development Program - taken from Strategic Plan Forms of Evidence I. Develop and apply skills of teaching-as-research. II. Acquire foundational knowledge of a wide range of pedagogical practices and multiple forms of assessment. Authentic Assessment - develop a discipline-specific curriculum that integrates active learning - learning plans - syllabi - assessment - grading philosophy - microteaching, peer review, revised microteaching - teaching philosophy - response papers Student Assessment of Learning Gains (SALGains). III. Become part of interdisciplinary teaching and learning communities. Students surveyed before and after about teaching and learning knowledge (selfreported). IV. Develop a commitment to ongoing improvement of student learning. Focus Group Discussion on last day of class. Delta Participant Data Base (ERT) V. Provide multiple delivery formats and opportunities. Delta Focus Studies (ERT) Summer 2004 PSU New Fac Workshop 79 VI. Design for sustainability and adaptability across research universities. D.Byrnes 03 Feb 2004 Two-week summer/15-week semester Module Development (evaluation process and product?)

88 Section VII: Evaluation Tools Student Assessment of Learning Gains Instrument Teaching Science and Engineering University of Wisconsin -Madison: Engineering Professional Development EPD Fall, 2003 Go to your List of Courses Log Out Go to your Course Options Go back Your students will see the questions as they appear on this page. Instructions: Check one value for each question on each scale. If the question is not applicable, check 'NA'. You may add a comment for any item in the text box at the end of the survey. Q1: How much did each of the following aspects of the class help your learning? NA No help A little help Moderate help Much help Very much help A. The way in which the material was approached B. How the class activities, labs, reading, and assignments fit together C. The pace at which we worked D. The class activities NA No help A little help Moderate help Much help Very much help 1. Readings 2. Group discussions 3. Presentation and discussion of assessment techniques 4. Information literacy lab (library) 5. Peer reviews 6. Rubric workshop 80

89 Section VII: Evaluation Tools 7. Classroom Assessment Techniques (CATs) 8. Teaching and learning philosophy examples and discussion 9. Micro-teaching experience: planning, doing, reflecting 10. Response papers Please explain your ratings in the space provided. F. Resources NA No help A little help Moderate help Much help Very much help 1. Course homepage 2. On-line forums 3. Guiding questions for readings 4. Electronic library reserves Please explain your ratings in the space provided. G. The information we were given about NA No help A little help Moderate help Much help Very much help 1. Learning plans and course curriculum 2. Weekly learning plan 3. Assignments in general 4. Course expectations in general Please explain your ratings in the space provided. 81

90 Section VII: Evaluation Tools H. Individual support as a learner NA No help A little help Moderate help Much help Very much help 1. Contact with teachers (teacher-learner interaction) 2. Contact with peers (learner-learner interaction) 3. Instructor feedback 4. Peer feedback Please explain your ratings in the space provided. K. The way this class was taught overall Q2: As a result of your work in this class, how well do you think that you now understand each of the following? 1. Your approach to teaching and learning (your philosophy) 2. Your strengths as a teacher and learner 3. Your opportunities as a teacher and learner 4. Teaching as research 5. Learning community concept 6. Roles of assessment 7. Grading philosophy NA Not at all A little Somewhat A lot A great deal Please explain your ratings in the space provided. Q3: How much has this class added to your skills in each of the following? NA Nothing A little Somewhat A lot A great deal 1. Peer reviews 2. Critical self-reflection as a teacher 82

91 Section VII: Evaluation Tools 3. Curriculum design (content including objectives, instruction including learning activities, and assessment) 4. Teaching 5. Assessment 6. Learning Plans Please explain your ratings in the space provided. Q4: To what extent did you make gains in any of the following as a result of what you did in this class? 1. Confidence in teaching 2. Building inclusive learning environments 3. Enthusiasm for teaching and learning in higher education 4. Confidence in viewing my classroom as a site for teaching-as-research NA Not at all A little Somewhat A lot A great deal Please explain your ratings in the space provided. Q5: How much of the following do you think you will remember and carry with you into other classes or aspects of your life? 1. Critical reflection and continuous improvement 2. Peer review 3. Learning communities 4. Teaching as research 5. Active learning strategies 6. Group work 7. Best practices, in general NA Not at all A little Somewhat A lot A great deal 83

92 Section VII: Evaluation Tools 8. Assessment 9. Perspectives of students (diversity) 10. Inclusive learning environments Please explain your ratings in the space provided. Q6: Add comments below This site was created with funding courtesy of the ExxonMobil Foundation and the following National Science Foundation-funded projects: New Traditions (NT) ChemLinks ModularChemistry (MC2) The National Institute for Science Education The AAC&U SENCER Institutes Original Content Copyright 1997 Elaine Seymour. All rights reserved. Your comments are welcome. 84

93 Section VII: Evaluation Tools Student Assessment of Learning Gains View Course Responses Teaching Science and Engineering University of Wisconsin -Madison: Engineering Professional Development EPD Fall, 2003 Go to your List of Courses Log Out Go to your Course Options Go Back NA total ave (stdev) NR Q1A 0% 0% 0% 15% 54% 31% (0.66) 0 Q1B 0% 0% 8% 31% 46% 15% (0.82) 0 Q1C 0% 0% 0% 38% 46% 15% (0.7) 0 Q1D.1 0% 8% 23% 23% 46% 0% (1) 0 Q1D.2 0% 0% 0% 25% 42% 33% (0.76) 1 Q1D.3 0% 8% 8% 15% 38% 31% (1.19) 0 Q1D.4 0% 8% 46% 38% 8% 0% (0.75) 0 Q1D.5 8% 0% 15% 23% 46% 8% (0.87) 0 Q1D.6 0% 15% 8% 46% 23% 8% 13 3 (1.11) 0 Q1D.7 0% 15% 8% 23% 38% 15% (1.26) 0 Q1D.8 8% 0% 0% 15% 31% 46% (0.75) 0 Q1D.9 0% 0% 0% 0% 23% 77% (0.42) 0 Q1D.10 8% 15% 8% 38% 15% 15% (1.26) 0 Q1F.1 0% 0% 8% 38% 38% 15% (0.84) 0 Q1F.2 0% 31% 23% 23% 23% 0% (1.15) 0 Q1F.3 0% 15% 15% 31% 15% 23% (1.35) 0 Q1F.4 0% 0% 0% 23% 15% 62% (0.84) 0 Q1G.1 0% 0% 15% 31% 23% 31% (1.07) 0 Q1G.2 0% 0% 15% 15% 38% 31% (1.03) 0 Q1G.3 0% 0% 23% 23% 46% 8% (0.92) 0 Q1G.4 0% 8% 15% 23% 46% 8% (1.07) 0 Q1H.1 0% 0% 0% 23% 38% 38% (0.77) 0 Q1H.2 0% 0% 15% 8% 54% 23% (0.95) 0 Q1H.3 0% 0% 0% 23% 15% 62% (0.84) 0 Q1H.4 0% 0% 8% 23% 38% 31% (0.92) 0 Q1K 0% 0% 0% 33% 22% 44% (0.87) 4 85

94 Section VII: Evaluation Tools Q2.1 0% 0% 0% 8% 54% 38% (0.61) 0 Q2.2 0% 0% 0% 23% 54% 23% 13 4 (0.68) 0 Q2.3 0% 0% 8% 31% 46% 15% (0.82) 0 Q2.4 0% 0% 15% 15% 46% 23% (0.97) 0 Q2.5 0% 0% 31% 31% 8% 31% (1.21) 0 Q2.6 0% 0% 8% 8% 38% 46% (0.89) 0 Q2.7 0% 0% 8% 23% 31% 38% 13 4 (0.96) 0 Q3.1 0% 0% 15% 54% 23% 8% (0.8) 0 Q3.2 0% 0% 15% 8% 46% 31% (1) 0 Q3.3 0% 0% 8% 8% 62% 23% 13 4 (0.78) 0 Q3.4 0% 0% 8% 15% 46% 31% 13 4 (0.88) 0 Q3.5 0% 0% 8% 15% 46% 31% 13 4 (0.88) 0 Q3.6 0% 0% 8% 23% 38% 31% (0.92) 0 Q4.1 0% 0% 15% 23% 38% 23% (0.99) 0 Q4.2 0% 0% 15% 31% 31% 23% (1) 0 Q4.3 0% 0% 8% 31% 23% 38% (1) 0 Q4.4 0% 0% 23% 15% 23% 38% (1.19) 0 Q5.1 0% 0% 8% 15% 38% 38% (0.92) 0 Q5.2 0% 0% 8% 31% 54% 8% (0.74) 0 Q5.3 0% 8% 23% 23% 15% 31% (1.33) 0 Q5.4 0% 0% 15% 23% 31% 31% (1.05) 0 Q5.5 0% 0% 0% 8% 38% 54% (0.63) 0 Q5.6 0% 0% 8% 8% 54% 31% (0.83) 0 Q5.7 8% 0% 0% 15% 54% 23% (0.64) 0 Q5.8 0% 0% 8% 8% 69% 15% (0.73) 0 Q5.9 0% 0% 8% 15% 46% 31% 13 4 (0.88) 0 Q5.10 0% 0% 8% 23% 38% 31% (0.92) 0 This site was created with funding courtesy of the ExxonMobil Foundation and the following National Science Foundation-funded projects: New Traditions (NT) ChemLinks ModularChemistry (MC2) The National Institute for Science Education The AAC&U SENCER Institutes Original Content Copyright 1997 Elaine Seymour. All rights reserved. Your comments are welcome. 86

95 Section VII: Evaluation Tools Student Assessment of Learning Gains Comments Go to your List of Courses Log Out Go to your Course Options View Raw Data Go Back Q1D. How much did each of the following aspects of the class help your learning? (The class activities) I greatly enjoyed the reading assignments but often felt there wasn't enough time to discuss them. Also, I didn't find the peer reviews particularly helpful but I think that is more a function of who reviewed me then the actual notion of peer review. I did like the peer feedback at the end of microteaching though - that was great! I love the microteaching idea. I don't feel I gained as much from writing the teaching and learning philosophy as I could have. I think it would be best if I had more experience teaching. The CATs were very creative and a wonderful way to gain new ideas for my classes. The readings were pretty helpful, but Eric Mazur was astounding! His talk really defined my experience in this course; I keep drawing ALL of the readings and discussions back to him. An excellent way to start the course! In general, I though that there were too many things to do each week (readings *and* lesson plans *and* response papers). I think you shouldn't expect grad students to have more than 1-2 hours per week to devote to class. I greatly appreciated the readings - a selection of informative articles on a variety of topics. Peer review of teaching and various assignments was also very helpful for me. The class activities were very help and provided insight in the different aspects of teaching and learning Learned a lot in the class, enjoyed myself as well. Found that the response papers were not very helpful as few people participated in the forum from which the response papers were based. Not a lot of additional insight was gained, over the small group discussions, from writing a response. The forum though, was a good idea and added additional insight and a good space to communicate with classmates, but the response paper just didnt do it for me. Also, class readings were really helpful but taxing at times and it was good that the instructors took this feedback and made appropriate adjustments. The course activities were put together well, and overall were quite helpful. I did not learn much in the information literacy lab though. I really liked it when instructors modeled the teaching-as-research approach. While most elements of the course were integrated into the whole, some were almost "afterthoughts," maybe because we ran out of time. I would have been interested in doing even more experimenting (teaching as research) myself). 87

96 Section VII: Evaluation Tools Q1F. How much did each of the following aspects of the class help your learning? (Resources) The resources very valuable The web site was really great. It helped me figure out a lot about course logistics as well as related programs. I don't think many of the student groups used the on-line forum. For my group, it was just as easy to around, and would have been perhaps more confusing to try to remember to check the website. If we would have had more of a focus on students as researchers (experimenters), the questions forum may have been more useful. Sometimes I felt like we were being given too much information, which is most likely the case when you become an instructor sometimes, but as a student in this course, it often made it difficult to understand what was requested of the students. I wish I had used the course home page more, I think the forums are a really good idea I just didn't often find the time to go look at them. The course homepage could be cleaned up, updated more often, and organized a bit. I could never get the learning plans from the previous week, and if I lost my paper copy, I found it hard to know what to do for the next week. The on-line forums were also not very useful - I think our discussions in class were MUCH more insightful. I never really use forums in general though. The guiding questions for the reading were an excellent way to make us focus on the topics we were to discuss in class and they were very well presented. The electronic library reserves were also fantastic - I even sent a few of the more interesting articles to friends of mine. Q1G. How much did each of the following aspects of the class help your learning? (The information we were given about) I did not always know what was due when. It changed, sometimes without being updated on the web site. Expectations for some of the assignments were not clear: the course curriculum in particular. I would have appreciated clearer organization of the course. Sample papers and guidelines about the various aspects of planning a course were of great help when it came time to design my own course. Overall, assignments were clear. When they weren't, instructors were flexible, so I was content. What I would have liked is to have seen the final teaching portfolio assignment during the first weeks of the semester. Perhaps it wasn't ready then - I know the rubrics weren't. It really helps me to see how all of my smaller tasks fit into the big picture. We were often told about things at the last minute, and there frequently were only sketchy details about what was expected. At times, what was expected for the course curriculum was a little unclear but I still found the whole thing to be an invaluable experience I think it would be better if you had one list of ALL the assignments, their due dates, and what each entails to give out at the beginning of the course. As it stands, it was a little unorganized and I had trouble figuring out what I needed to work on next. 88

97 Section VII: Evaluation Tools Q1H. How much did each of the following aspects of the class help your learning? (Individual support as a learner) The classroom interactions were great and the class itself served as a model for how our classes should be run. Didn't receive much feedback on teaching and learning philosophy or CV from peers- what I did receive was helpful I thought the time and energy the instructors put in to this class was fabulous. I got great feedback and wonderful comments that really helped me improve throughout the semester - thanks! My experiences with instructors and peers was terrific - a critical part of the learning. Instructors did an outstanding job of helping me when confused and of facilitating learning with my peers. Q2. As a result of your work in this class, how well do you think that you now understand each of the following? Learning is a humbling experience and the more I learn, the more I realize there's so much more I want to master. This course offered a great way to take some leaps forward. I feel as though I have learned a great deal about the various learning practices and look forward to employing them. I've learned a great deal as a result of this course in all of the above areas. I feel confident that I have a good basis to continue my learning in this area. Before this class, I knew I wanted to teach but that was about all the thought I had given it, this course really helped me to clarify my views on teaching and learning and what I am looking for in a teaching position. This class was a great help for me in deciding whether I would like to teach or not. I understand the teacher's role in the classroom much better, and it has even helped me out as a student in many of my classes! I don't really understand the opportunities available to me yet, but that's likely a result of not looking for a job at this point. I don't feel as though I was exposed to lots of new ideas in this class. Q3. How much has this class added to your skills in each of the following? I really learned a lot in this course - I feel, as a result of this class, I understand all of these items "A great deal" better. 89

98 Section VII: Evaluation Tools Q4. To what extent did you make gains in any of the following as a result of what you did in this class? The course covered a lot and could really be split into two courses: one that focuses on course curriculum development and another that focuses on teaching as research. I learned a lot, and it's probably natural that I want a more in-depth, focused experience because I want to continue studying teaching and learning. Q5. How much of the following do you think you will remember and carry with you into other classes or aspects of your life? While best practices were mentioned in the last few class meetings, I'm not sure I feel like I know when I was looking at them - what is a best practice? I believe I will retain much of what was experienced in our class room and be able to employ it in future courses I teach. What are "best practices?" Q6. Add comments below I think that this class would be easier to prepare for if it were earlier in the week (like Monday or Tuesday). In general I enjoyed the class very much and found it very useful as it helps me improve my teaching and the provide me with different strategies I can implement towards successful teaching. Great course. A definite necessity for any students looking to teach in the future. Overall, I feel like I learned quite a bit in this course. I only really have one complaint, and I'm not really sure this is a very fair complaint. The assignments that we had generally seemed pretty useful and worthwhile. On the other hand, I thought that at times we had so many things due that I really couldn't take the time to do a very thoughtful job on everything. Consequently, I thought there were some occasions where I was not particularly pleased with the quality of the work that I turned in because I just didn't take as much time as I should have working on it. I guess I would have gotten more out of some of the assignments if I had been able to really think about them instead of needing to "move on" to work on the next assignment. But maybe I'm just whining a little more than I should about having to do a little work. A very well run course, and one that I looked forward to every week. It could be a little better organized in respect to the assignments, but it was nonetheless quite well prepared. I deeply appreciate the microteaching experience and Eric Mazur's speech. It was wonderful to hear his talk and then spend an entire semester implementing his advice. Well done! 90

99 Section VII: Evaluation Tools EPD654 Teaching Science and Engineering What do you already know? code: Please use the following scale to let us know what you know about these teaching and learning issues. Nothing A great deal As you begin this professional development experience, identify what you already know about how to Create an inclusive classroom environment to engage all students. Be an active participant in a learning community. Seek out connections among peers, faculty, and other learners both within and without the discipline (learning community). Articulate your approach to teaching and learning. Identify a concept, design and implement a teaching and learning plan, and reflect on the experience using a teaching-as-research approach. Investigate, experience, and apply effective assessment, teaching, and learning practices. View the role of assessment as central to effective teaching and learning. Use ongoing formative assessment to continually gauge your students learning and adjust your teaching accordingly. Design a teaching and learning plan for a specific concept and a curriculum for a specific course. Design, implement, and analyze a classroom assessment technique for the course. Develop a deliberate, systematic, and reflective approach to teaching practices that advance the learning experiences and learning outcomes of students. Use research as a basis for solving real-world teaching and learning issues. Design your own research to explore teaching and learning issues of interest. Use skills and tools to apply teaching-as-research to your classrooms. Investigate research within and across STEM disciplines and education disciplines, including cognitive science Use peer reviews as an opportunity to give and receive feedback for improvement 91

100 Section VII: Evaluation Tools Discuss teaching and learning issues with a peer, mentor, or others. Reflect on and document teaching and learning experiences. Seek out ways to improve your teaching in ways that meaningfully enhance student learning. Please use the following scale to let us know your confidence level about these teaching and learning issues. Not confident Quite confident As you begin this professional development experience, identify the extent to which you are confident in your abilities to Teach for student understanding Design effective curriculum including objectives, methods, and assessment strategies Investigate effective practices in higher education teaching and learning Become change agents within your discipline Short Answer Question What does teaching-as-research mean to you? How can you imagine that such a concept might make a difference to you and your students? Demographic Information At what level are you in your graduate work? Masters First year of PhD Second year of PhD Last year of PhD Dissertator Post doc Faculty Academic staff Other (please explain) What else do you want us to know? What teaching experience do you have? No experience 1-2 semesters experience as a teaching assistant 3 or more semesters experience other: What industrial experience do you have? No experience 1-2 years 3 or more year 92

101 Section VII: Evaluation Tools EPD654 Teaching Science and Engineering code: Now, what do you know? (At the beginning of the semester, you responded to these questions titled, What do you already know? A few new demographic questions are added. We thank you in advance for your thoughtful responses.) Please use the following scale to let us know what you know about these teaching and learning issues. Nothing A great deal At the end of this professional development experience, identify what you know about how to Create an inclusive classroom environment to engage all students. Be an active participant in a learning community. Seek out connections among peers, faculty, and other learners both within and without the discipline (learning community). Articulate your approach to teaching and learning. Identify a concept, design and implement a teaching and learning plan, and reflect on the experience using a teaching-as-research approach. Investigate, experience, and apply effective assessment, teaching, and learning practices. View the role of assessment as central to effective teaching and learning. Use ongoing formative assessment to continually gauge your students learning and adjust your teaching accordingly. Design a teaching and learning plan for a specific concept and a curriculum for a specific course. Design, implement, and analyze a classroom assessment technique for the course. Develop a deliberate, systematic, and reflective approach to teaching practices that advance the learning experiences and learning outcomes of students. Use research as a basis for solving real-world teaching and learning issues. Design your own research to explore teaching and learning issues of interest. Use skills and tools to apply teaching-as-research to your classrooms. Investigate research within and across STEM disciplines and education disciplines, including cognitive science Use peer reviews as an opportunity to give and receive feedback for improvement Discuss teaching and learning issues with a peer, mentor, or others. Reflect on and document teaching and learning experiences. Seek out ways to improve your teaching in ways that meaningfully enhance student learning. Please use the following scale to let us know your confidence level about these issues. Not confident Quite confident As you end this professional development experience, identify the extent to which you are confident in your abilities to Teach for student understanding Design effective curriculum including objectives, methods, and assessment strategies Investigate effective practices in higher education teaching and learning Become change agents within your discipline 93

102 Section VII: Evaluation Tools Short Answer Questions What does teaching-as-research mean to you? How can you imagine that such a concept might make a difference to you and your students? Through your participation in this course and other Delta events/programs, did you feel like you were part of a bigger initiative of people on campus interested in improving their teaching and learning? Please describe. Please check all other Delta events and programs that you attended this semester. Then, Please rank order the top three, using "1" to indicate that the event was of most value to you, "2" to indicate that that event was next most valuable, etc. If you did not attend any event/program listed, just leave it blank: Monthly Roundtable (speaker: ) Monthly Roundtable (speaker: ) Delta-sponsored lectures with Graduate student discussions with Graduate student discussions with Workshop on NSF broader impact statements Other ILSE general meetings/brownbags ILSE leadership meetings Other Delta course(s) CCLE group Expeditionary Learning group Are you aware of future opportunities you have to be involved with Delta? If so, what do you know about? How might you continue your involvement? Demographic Information Gender: [ ] male [ ] female Ethnicity: [ ] Black, non-hispanic [ ] Asian or Pacific Islander [ ] White, non-hispanic [ ] American Indian or Alaskan [ ] Hispanic [ ] Other College/School: [ ] School of Education [ ] College of Letters & Science [ ] College of Engineering [ ] School of Human Ecology [ ] Medical School [ ] School of Pharmacy [ ] College of Agricultural & Life Sciences [ ] Institute for Environmental Studies [ ] Other, please specify Degree in Progress: [ ] Professional Degree [ ] Doctorial Degree [ ] Master s Degree [ ] Bachelor s Degree [ ] Associate s Degree [ ] Certificate or Diploma 94

103 Section VII: Evaluation Tools Questions for the Peer Review of Teaching December 16, 2004 Please read all the questions before answering any. Jot down short answers in preparation for discussion. 1: What aha moments or surprises have you experienced as part of this course? 2: In what way, if at all, has your attitude toward teaching, learning, and assessment changed, as a result of the course and related activities? 3: What, if any, are the things you learned in this class that you specifically plan to implement in your teaching? 4: What are the strengths of this teaching and learning experience? 5: What are some of the weaknesses? 6. Based on these weaknesses, what modifications would you suggest for the next course? 7: What do you think about a two-week intensive course vs. a semester long format? 8: What would you like to study in greater depth? Why? 9. What did you hope to learn that you didn t? 10. What else would you like us to know? 95

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107 Section VIII: What We Have Learned: Insights and Challenges What We Have Learned: Insights and Challenges Insights Students chose to participate in the College Classroom (CC) course primarily because they were seeking a community within which they could discuss teaching and learning and seeking a structure within which they could become aware of resources and develop teaching skills appropriate to STEM higher education. On multiple course evaluations, students stated that the class helped a great deal in areas such as developing their strengths as a teacher, their ability to self-reflect, their ability to teach and assess, and their awareness of the diversity of their students. They demonstrated an understanding of teaching-as-research by applying a wide rage of assessment practices, learning theories, and teaching practices through the microteaching experience. Students reported in one of the course evaluations that the group discussions, peer reviews of assignments, and writing (and rewriting) a teaching philosophy were significant in contributing to their learning and growth specifically as a professional in the academic community. The microteaching experience was identified as the most significant learning experience, which is appropriate since the time commitment to this experience is considerable. Challenges In one iteration of this course, students were encouraged to use an existing course they were involved in as the site for research into their teaching. We based our microcourse idea as we called it, on the model used in teacher education programs. The idea was to give students a more authentic learning opportunity by having them implement the teaching, learning, and assessment practices they were learning about in the CC course in a real learning environment, a microcourse, we called it. However, what we did not realize was the complex nature of identifying an appropriate microcourse. Despite faculty who had identified their courses as possible microcourse sites, students did not feel comfortable connecting with those faculty. Furthermore, we did not realize the lack of opportunities that students would perceive that could mimic education students student teaching experience. Few of the students were actually involved in their own course as teaching assistants or instructors, thus for many, the microcourse ended up being a small group of peers from the CC course. Unfortunately, when participants did have a classroom to use as a research site, they had no mentor teacher with whom to work, aside from those of us in the CC classroom. In addition, we did not realize the amount of guidance students would need to transfer the microteaching experience we had established in the CC course into their own microcourse. We left the participants very much in charge of how they wanted to use and structure their microcourse. Although participants were required to show weekly progress of their own learning about teaching, assessment, and learning through video of their microcourse, they were not sure what type of learning they were supposed to be documenting. Therefore, we have returned to our original outline of using in-class microteaching, trusting in the learning opportunities of that experience. In addition, since participants have the opportunity to take an Internship course as part of their Delta certification, they can use that experience to more thoroughly integrate what they learned in the CC course in an authentic learning environment they set up through the Internship course. Separate evaluation reports are available upon request. 99

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113 Section IX: Resources for Instructors Syllabus College Classroom Course College of Engineering - Engineering Professional Development 654 Teaching Science and Engineering, #86080 Meets with CALS Interdisciplinary Courses 875 Special Topics, #87260 Fall 2004, Thursdays, 2:30-5:00 Room 235 Materials Science & Engineering Instructors Project Assistant John Wright Joan Kwako Department: Chemistry Department: Math Education College: Letters & Science School: Education Office: 3209 Chemistry Building Office: 562 Educational Science [email protected] [email protected] Phone: Phone: Office hours: by appointment Sandra Shaw Courter (Sandy) Department: Engineering Professional Development College: Engineering Office: M1012 Engineering Centers Building [email protected] Phone: Office hours: by appointment Course Framework Designed especially for graduate students in science, technology, engineering, and mathematics (STEM) disciplines, this course provides a forum in which to discuss issues of learning, teaching, and assessment through the lens of teaching-as-research. The course is designed to promote the development of those skills and habits-of-mind, along with the knowledge base associated with highquality teaching, learning, and assessment. We define teaching-as-research as a deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and learning outcomes of students as well as teachers. Teaching Assessment Learning Consonant with this definition, you will develop your own microcourse as a laboratory for ongoing research where you can experiment with approaches that can develop your own effective teaching practices that will maximize your students learning and involvement. Through engaging in teaching-asresearch as an interconnected cycle of teaching and learning, you will learn to use ongoing formative assessment to continually gauge your students learning and adjust your teaching accordingly. 105

114 Section IX: Resources for Instructors Course Components 1. Learning: In the learning component, a focus of the course will be the paradigm shift from instructor-centered to student-centered curricula, various learning theories (e.g., learning as an active process, learning as socially constructed, and learning as cognitively guided), different learning styles (e.g., auditory, visual, kinesthetic), and common misconceptions (e.g., learning with understanding vs. memorizing). 2. Assessment: In the assessment component, you will learn about the purposes of assessment (e.g., to guide instruction, enhance learning, provide opportunities to learn, evaluate, and assign grades), the types of assessment (e.g., formative vs. summative, traditional vs. alternative), issues surrounding assessment (e.g., cheating, grading, and using rubrics) and analyze models of assessment design (e.g., procedurally vs. conceptually difficult questions, levels of conceptualization, and the content validity of problems). 3. Teaching: In the teaching component, you will learn teaching strategies that promote active learning (e.g., case studies, cooperative learning, concept tests, and problem-based learning), issues of teaching to diverse students (e.g., cultural, gender, and age-related issues), and issues that affect the effectiveness of teaching (e.g., respect of, and attitudes towards students, availability, and clarity of goals and expectations). Although we will focus on these three components early in the course, they will in fact be interwoven throughout the course as they must be in any effective course. Course Goals and Objectives After completing this course, graduate students as well as participating faculty are expected to be active participants in a learning community and more reflective practitioners who have a full appreciation of the interconnected cycle of learning, assessment, and teaching. You will be able to use ongoing formative assessment to continually gauge your students' learning and adjust your teaching accordingly. Hand-in-hand with learning about teaching-as-research and viewing your classrooms as sites for ongoing research into your own teaching, you will consistently seek to improve your teaching in ways that meaningfully enhance student learning. Objectives As a result of this teaching and learning experience, you will be able to Create an inclusive classroom environment to engage all students. Seek out connections among peers, faculty, and other learners both within and without the discipline; in other words, develop and be an active participant in a learning community. Articulate your approach to teaching and learning. Identify a concept, design and implement a teaching and learning plan, and reflect on the experience using a teaching-as-research approach. Investigate, experience, and apply effective assessment, teaching, and learning practices. View the role of assessment as central to effective teaching and learning. Design teaching and learning plans for specific concepts and a syllabus for a specific course. Design, implement, and analyze a classroom assessment technique for this course. Develop a deliberate, systematic, and reflective approach to teaching practices that advances the learning experiences and learning outcomes of students. Use research as a basis for solving real world teaching and learning issues. Design your own research to explore teaching and learning issues of interest. Use skills and tools discussed in class to apply teaching-as-research to your classrooms. Investigate research within and across STEM disciplines and education disciplines. Use peer reviews as an opportunity to give and receive feedback for improvement. Reflect on and document your own teaching and learning experiences. Seek out ways to improve your teaching that meaningfully enhance student learning. Develop confidence in your abilities to 106

115 Section IX: Resources for Instructors o o o o teach for student understanding. design effective curriculum including objectives, methods, and assessment strategies. investigate effective practices in higher education teaching and learning. become change agents within your discipline. Special Needs We wish to fully include persons with disabilities in this course. If you have special circumstances that you believe may affect your performance in this class, please meet with one of the instructors to make necessary accommodations that will enable you to fully participate. We will maintain complete confidentiality of any information you share with us. Required Course Text/Readings McKeachie, W. J. (2002). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (11th edition). Boston, MA: Houghton Mifflin Co. Additional articles will be available on the course homepage on the Desire 2 Learn site: Recommended Texts Bransford, J., Brown, A. L., Cocking, R. R., National Research Council, Committee on Developments in the Science of Learning, Committee on Learning Research and Educational Practice, et al. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, DC: National Academy Press. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. (1st ed.). San Francisco, CA: Jossey-Bass. Reis, R. M., & IEEE Education Society. (1997). Tomorrow's professor: Preparing for academic careers in science and engineering. New York, NY: IEEE Press. (especially for those enrolled for three credits) Wiggins, G., & McTighe, J. (1998). Understanding by Design. Association for Supervision and Curriculum Development. Evaluation 1. Evaluation and grading Evaluation of student learning will be assessed in ways that correspond to the above experiences: a. Class participation and contribution with an emphasis on active and informed participation b. Teaching and learning philosophy c. Microteaching experience d. Course curriculum e. Two written responses to the reading questions (3-credit option) f. One option (3-credit option) 107

116 Section IX: Resources for Instructors 2. Credit value Students may enroll for either three or two credits. Course grades will be determined according to the following structure: a. For three credits: For two credits: Participation 10% Participation 10% Teaching & learning philosophy 20% Teaching & learning philosophy 20% Microteaching 30% Microteaching 40% Course curriculum 20% Course curriculum 30% Written responses to readings 10% One option 10% b. Students may choose from the following list of options to fulfill the three-credit requirement: o Curriculum vita (CV) or resume o Weekly journal of lessons learned o Three observations of classes, faculty meetings, position interviews or job talk presentations with a one-page reflection of each o Two- to five-year professional development plan o Education-related paper or presentation for a professional organization o Semester-long faculty, peer, undergraduate, or K-12 mentor o Other, to be approved 3. Late policy Late papers and incompletes will involve penalties as a matter of fairness and courtesy to everyone in the class. Instructors will not be able to provide extensive written feedback for late papers. Students who submit late or incomplete assignments will receive lower grades up to one letter grade lower for each day submitted past the due date. Course Requirements 1. Course Readings: Questions and Responses 2. Teaching and Learning Philosophy: Personal Statement 3. Microteaching: A Research Approach to Teaching and Learning 4. Course curriculum 5. Formative Assessment for One Week Specifications for Course Requirements 1. Course Readings: Questions and Responses Discussion of the readings will be an integral component of the weekly class sessions. In addition you will be expected to read and reflect on the ideas and research presented in the readings. You should come to class prepared to discuss the readings, offering additional insights, critiques, and questions. We look forward to intelligent questions and well-supported debates. Written responses will provide opportunities for reflections and deeper understanding. Each week you are invited to post one question about that week s reading to the class website. You will be able to see all of your classmates questions and we encourage you to think about how you might answer their questions as well as your own. For the three-credit option, you should choose two questions throughout the semester to write a response. You will need to answer either questions you posed or those posed by someone else. These two responses, each of which should be approximately three double-spaced pages, are intended to help you advance your inquiry beyond the level reached in classroom. 108

117 Section IX: Resources for Instructors 2. Teaching and Learning Philosophy: Personal Statement Beliefs, values, goals, and practices as they relate to teaching and learning have come to be known as one s teaching and learning philosophy. You will write, peer-review, and rewrite your teaching and learning philosophy. This will invite exposure to a range of ideas, lenses, and perspectives that can be used to refine your philosophy. At the end of the semester, you will have several drafts of your teaching philosophy, the last of which you can use in your job search. Keep in mind that your philosophy may, and in fact, probably will, change over time, as you gain more experience teaching different courses, teaching to diverse students, and in different environments. 3. Microteaching: A Research Approach to Teaching and Learning Microteaching provides an opportunity to identify a concept, design a teaching strategy (i.e., design the learning plan describing how you will present and assess a particular concept), teach, reflect, and re-design the plan for both student understanding and your continuous improvement. A distinctive feature of this course will be the research approach to microteaching. You will identify questions intended to help you explore effective teaching strategies for yourself and your students. For example, what strategy would be most effective for helping students learn a specific concept in your discipline? How will you know? Have others had success with specific methods? If so, under what conditions? With what kinds of students? What research exists to demonstrate these results? What assessment technique/s would help you know that your students understand the concepts? What worked? What didn't? What revisions are appropriate? How successful was the re-design? What questions will you ask your peers to help you answer as they observe your microteaching experience? You will come to view your classrooms as sites for ongoing research into your own teaching and will work to improve your teaching to increase your students' opportunities and potential for learning. The learning plan you design could be for a concept you have taught in the past, one you retaught in a discussion section, or one you experienced as a student. Each learning plan should have three key features: a. The plan should be something you could use in the future such as a concept you could see yourselves teaching at some point. b. The plan needs to include activities that you would require your students to do to help clarify and/or solidify the concepts. c. The plan needs to include some type of assessment measure to determine how well students understand the concept you taught. This should include 1) some kind of summative assessment such as a quiz or homework question and 2) some type of ongoing formative assessment that you can use while you are teaching to guide your instruction. You will form groups of four, ideally with at least one other person in your discipline. (i.e., one group may have two mathematicians and two engineers; another group may have two biologists and two chemists). In pairs (i.e., the two biologists and the two chemists would pair up), you will work together to design a task appropriate for your field of study. One person from each pair will then teach their task to the other three members of the group (i.e., one chemistry and one biology task will be taught to the three other group members). The presented tasks will be videotaped and all four will discuss the strengths and weaknesses of the tasks and the learning plan. The pairs will reconvene and revise the task. Finally, the same person in each pair who taught the videotaped task will teach the revised task to the whole class. This is repeated so that each student will teach one videotaped original task and one revised whole class task. 4. Course curriculum At the end of the course you will have designed a complete curriculum for a course you very likely will teach before earning your degree or more likely, as an assistant professor. 109

118 Section IX: Resources for Instructors The course can be a standard intro course taken by undergraduates, a course you took that you think could be taught better, or a course you have not taken but think should be taught. Throughout the semester you will be required to turn in one component for the course. For example, some weeks, you will submit a learning plan for the week and other weeks you will submit an assessment tool. By the end of the semester, you will have a complete curriculum that you could place in a teaching and learning portfolio and share during an interview. 5. Formative Assessment You will have the opportunity to design and implement a formative assessment strategy for the course in which you are participating. You will sign up for a specific day in which you will implement some kind of formative assessment of the teaching strategies as they are presented. This is to encourage you to take the perspective of a learner while, at the same time, the perspective of the instructor. You will provide feedback to us as to the effectiveness of the task, what worked, what could use improvement, and how you would change it if you were to teach the same task in the future. You will meet with the instructors one day before the class you will be assessing. This visit will apprise you as to the expected learning outcomes and teaching strategies and, in turn, provide a foundation for reflecting what actually got taught (if it is different than the intent) and how much flexibility and adaptation was required. 110

119 Section IX: Resources for Instructors Resources Week 1 Research Evidence in Support of Active Learning 111

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121 Section IX: Resources for Instructors Research Evidence in Support of Active Learning Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987, Winter). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10, In this study an instructor paused for two minutes on three occasions during each of five lectures: the intervals ranged from 12 to 18 minutes. During the pauses, while students worked in pairs to discuss and rework their notes, no interaction occurred between instructor and students. At the end of each lecture, students were given three minutes to write down everything they could remember from the lecture (free recall); 12 days after the last lecture, the students were also given a 65 item multiplechoice test to measure long-term retention. A control group received the same lectures (using the same anecdotes and visual aids) and was similarly tested. In two separate courses repeated over two semesters, the results were striking and consistent: Students hearing the lectures while the instructor paused did significantly better on the free recall and the comprehensive test. In fact, the magnitude of the difference in mean scores between the two groups was large enough to make a difference of two letter grades depending upon cutoff points! The implication of this research is staggering, for it essentially says that if we talk six minutes less, students learn more. Undoubtedly these counterintuitive results stem from two things: 1) the short lectures (12-18 minutes) are consistent with the research that suggests that students ability to retain information falls off substantially after minutes; and 2) by engaging in an activity that reinforces the information presented, student learning should be increased. This study of Ruhl and others clearly suggests that we have an opportunity to include short, active-learning activities into our lectures with no loss to the content learned. Indeed, students seem to learn more from the process. Russell. I. J., Hendricson, W. D., & Herbert, R. J. (November, 1984). Effects of lecture information density on medical student achievement. Journal of Medical Education, 59, Concerned about the explosion of information available in medical texts and the perceived need by lecturers that they must cover even more material in the limited time available, the authors studied the effect of information density on student retention. They prepared three different lectures on the same subject. Ninety percent of the sentences in the high-density lecture disseminated new information. By comparison, only 70 percent of the medium and 50 percent of the low-density lecture presented new information. During the remaining time, the lecturer reinforced material by restating key ideas, highlighting the material s significance, providing illustrative examples, and relating the material to the student s prior experience. The lectures were presented to a total of 123 students randomly distributed into three groups, which showed no significant difference in cumulative GPA s. Finally students were given a pretest that showed no significant difference in their knowledge base, a posttest (1) immediately after the lecture, and an unannounced posttest (2) 15 days later. Statistical results clearly showed that students in this study learned and retained lecture information better when the density of new material was low. The implication is that the amount of new information that students can learn in a given time is limited and that we defeat our purposes when we exceed that limit. [Who among us has not gone over the allotted class time by a minute or two to provide "just one more thing"?] This study suggests, however, that we would be better off presenting only the basic material necessary to achieve our learning objectives: approximately only 50 percent of the material presented in any lecture should be new. The rest of class time should be devoted to material or activities designed to reinforce the material in students' minds. This study is significant since one of the chief barriers always presented by faculty to the acceptance of active learning is that "there is simply too much content to cover." Apparently less new content and 113

122 Section IX: Resources for Instructors more time reinforcing the facts and concepts presented [which could include active learning] will lead to greater student learning. 114

123 Section IX: Resources for Instructors Resources Week 2 Learning Plan Guidelines Learning Plan Template Learning and teaching: A comparison 115

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125 Section IX: Resources for Instructors Learning Plan Guidelines Learning Goals are broad statements of instructional intent; they define the general purpose of the course. are intangible, abstract, general intentions that can't be validated general, broad, generic; overall goals for the lesson; use terms such as understand, appreciate, verbs are: understand, appreciate, know, enjoy, apply, believe Learning Objectives the specific steps that lead to goal attainment identify the skills, attitudes and knowledge that must be taught to satisfy the student s needs and satisfy course goals should be stated clearly and spelled out in detail. are measurable assessment ought to determine whether objectives were met. verbs are action verbs aligned with the appropriate cognitive demand (see Bloom, below) Bloom s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Remember specific facts, principles and concepts. Be able to name, recall, repeat, recognize, etc. Organize facts in such a way as to make sense of them. Be able to describe, explain, define, etc. Apply known concepts or principles to solving problems in new situations. Be able to solve, apply, interpret, etc. Analyze information into its constituent elements. Be able to identify interrelatedness and key concepts. Synthesize or put together information in new or original ways. Be able to produce a unique solution or original plan. Make critical judgments regarding the value of knowledge to specific situations. Be able to compare explanations or theories. define, describe, label, list, match, name, outline, recall, recognize, reproduce underline, select, state, write, relate contrast, classify, explain, formulate, identify, illustrate, indicate, judge, justify, name, represent, select, locate, paraphrase assess, choose, compute, construct, demonstrate, explain, find, perform, predict, select, show, use, apply, illustrate analyze, break down, compare, contrast, conclude, criticize, differentiate, identify, justify, resolve, select, separate, correlate, organize argue, combine, conclude, derive, discuss, generalize, organize, relate, restate, select, summarize, create, propose attack, avoid, choose, criticize, defend, determine, evaluate, identify, judge, recognize, select, support, verify, appraise, defend, assess 117

126 Section IX: Resources for Instructors Opening Activity to introduce the topic/concept a problem, puzzle, extension of previous problem Concept Activity/Task the means by which you will teach the concept, such as direct instruction, discovery learning, inquiry approach type of modeling you will do Examples specific to highlight and clarify concepts to expose common misconceptions Checking for understanding/assessment may be group or individual check informs you of what students know/can do, based on your instruction what the learner will do to demonstrate understanding and mastery of objectives Assignment What activities/homework/ will you assign to encourage a deeper understanding of the concept? 118

127 Section IX: Resources for Instructors Learning Plan Template Topic/Concept Week Date Prerequisite knowledge required Resources required Learning goals Learning Objectives Possible student solution paths Opening Activity Concept Activity/Task Examples Checking for understanding/assessment Assignment 119

128 Section IX: Resources for Instructors Learning and teaching: A comparison Think about the following questions and write your thoughts below. What is one of the most effective learning experiences you have had? What made it so successful? What is one of the least effective learning experiences you have had? What made it so unsuccessful? What do the similarities and differences mean to you? Think about a course you may teach in the future. Consider what kind of learning environment you would create. What are the important characteristics of the environment in your course? What are the things you would do to help your students master the concepts and develop critical thinking skills? How would you incorporate assessment into your course to ensure student learning? How would we do things differently if we focused on learning rather than on teaching? 120

129 Section IX: Resources for Instructors Resources Week 3 Reflections for Microteaching Peer Review of Teaching and Learning Philosophy 121

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131 Section IX: Resources for Instructors Microteaching Reflections Name Topic/concept Background: Course, level of students Successes Opportunities Overall comments with special attention to assessment, diversity, and learning community Signed Date 123

132 Section IX: Resources for Instructors Peer Review of Teaching and Learning Philosophy Reviewer Writer Successes Opportunities Overall comments with special attention to assessment, diversity, and learning community Signed Date 124

133 Section IX: Resources for Instructors Resources Week 4 Notes sheet for video: In their own words Issues and possible solutions worksheets 125

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135 Section IX: Resources for Instructors Notes sheet for video: In their own words Week 4 As you watch this segment of the video, write down issues raised by the students. Identify common and unique issues. 1) What a professor says is important 2) I just felt totally overlooked 3) I felt like Tinkerbell in Never-Never Land 127

136 Section IX: Resources for Instructors Movie s Segment # 1: What a professor says is important Student Sample experience Issues to be considered What can be done? Ken I wish I had more practical experience. Should practical applications be incorporated as part of the class? What should the balance between theory and practice be? Should instructors rely on students practical experience to inform the class? Should instructors create opportunities for students to learn what their potential occupations may look like? Mitch The lectures were not geared toward student participation. Is the instructor responsible for students understanding of course material, or only for its delivery? Does it make a difference if a professor shows enthusiasm for a course? What message is sent if a professor uses outdated course materials? Is classroom participation essential for learning? How can an instructor encourage students to ask questions? How can an instructor engage diverse students in the classroom? Amy I always knew I could go and speak to him. Does interacting with an instructor matter for a student s learning & development? How can an instructor be accessible to students? Should office hours be the only opportunity to interact with students? How an instructor can encourage students to use his/her office hours? Adapted from: Bogue & Marra (2000). In their own words learning environment workshop. Section 1, p

137 Movie s Segment # 2: I just felt totally overlooked Student Sample experience Issues to be considered What can be done? Sharon I only had one minority professor and no female professors. I don t have anyone I can relate to. Is it the sole responsibility of special programs for women and minorities in STEM fields to provide for role models? How can an instructor create an inclusive classroom environment for all students? How important is it for underrepresented students to have role models? Are there alternative solutions when there are not many role models for underrepresented students? Mike If professors really had an idea of what it was like: then they d see things differently, maybe help out. Does harboring feelings of isolation and being treated differently effects a student s learning and development? Why do some students feel isolated in the classroom? What an instructor can do to integrate all students regardless of race and gender? Ken I don t think there is any outright pressure to push women and minorities out of engineering. Are majority students able to notice isolation of certain students? If majority students are able to perceive prejudice and discrimination in the classroom, what lessons do they draw from it? Is it important for an instructor to foster equity and respect for diversity in the classroom? Why? Adapted from: Bogue & Marra (2000). In their own words learning environment workshop. Section 1, pp. 4, 5. Section IX: Resources for Instructors 129

138 Section IX: Resources for Instructors Movie s Segment # 3: I felt like Tinkerbell in Never-Never Land Student Sample experience Issues to be considered What can be done? Michele The professors did not seem to know or care what was going on. Is it the responsibility of the instructor to find out how teams are working? How can an instructor prevent students falling into traditional roles when doing teamwork? How do team assignments and experiences affect student retention? Should instructors help students to work in teams? Should an effort be made to save a student like Michele? Is Michele s experience an indication that she wouldn t be a good engineer? Engineering is a traditionally male profession. What can professors do to make this occupation accessible to underrepresented students? Sally Sometimes I feel like my teachers want to take care of me. Do underrepresented students need extra help just because they are underrepresented? Are underrepresented students prepared for STEM fields? What are appropriate ways to offer help? Should instructors intervene in student-to-student interactions? Do interactions among students affect their learning and development? Shall instructors give preferential treatment to underrepresented students? What message might such a treatment send to majority students? Rosa It made me look at my classes and my career plans in a whole new way. Why did Rosa assume the instructor wanted to give her bad news? What an instructor can do to encourage students to interact with them beyond classroom or office hours? How accessible should instructors be to students? What devices an instructor can implement to evaluate a student potential for different occupations and majors? Adapted from: Bogue & Marra (2000). In their own words learning environment workshop. Section 1, pp. 6,

139 Section IX: Resources for Instructors Resources Week 5 Results of Felder s Learning Style Inventory 131

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141 Section IX: Resources for Instructors NC STATE UNIVERSITY Learning Styles Results Results for: ACT X REF <-- --> SEN X INT <-- --> VIS X <-- --> VRB SEQ X GLO <-- --> If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale. If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension. If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference. We suggest you print this page, so that when you look at the explanations of the different scales you will have a record of your individual preferences. For explanations of the scales and the implications of your preferences, click on Learning Style Descriptions. For more information about learning styles or to take the test again, click on Learning Style Page. 133

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143 Section IX: Resources for Instructors Resources Week 6 Concept map relating teaching and research 135

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145 Section IX: Resources for Instructors Concept Map: Ask students to draw their understanding of and the relationship between teaching and research. You may do this activity any time in the semester. Students should do this at least two times: at the beginning of a class and again at the end of the class OR during another class, as in an early-in-the-semester class and an end-of-semester class. Being able to see the growth or change is the important matter. Ask students to use a different color marker the second time so they can easily see what they have added their expanded understanding. You too will see their new understanding and, in this way, a concept map can be an innovative assessment tool. Students can work in pairs. Supplies include plain paper or card stock and markers of at least two colors. Teaching Research 137

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147 Section IX: Resources for Instructors Resources Week 7 Group Problem Solving: Four 4s Individual Problem Solving: Six Sticks 139

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149 Section IX: Resources for Instructors Group Problem Solving: Four 4s Using four 4s and the four operations (addition, subtraction, multiplication, and division), create equations that add up to all the numbers from zero to nine. Ex: = 0 141

150 Section IX: Resources for Instructors Individual Problem Solving: Six Sticks Given six congruent sticks, form four congruent triangles. The side of each triangle is to be one stick. 142

151 Section IX: Resources for Instructors Resources Week 8 Need to design high school math problem Polya: Problem Solving Heuristics Schoenfeld: Problem Solving Heuristics 143

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153 Section IX: Resources for Instructors Resources Week 9 Assessment task design: What to ask yourself when you ask your students Need to design quiz 145

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155 Section IX: Resources for Instructors Assessment task design: What to ask yourself when you ask your students In terms of student understanding: What will this assessment to tell me about my students? What will this assessment afford me in terms of knowing what my students understand? How will this assessment illuminate student understanding? Will I be able to tell what my students understand through this assessment task? Will the task improve learning? In terms of what I have taught: What will the results of this assessment tell me about what I have taught? Does the task increase the ability to learn, remember, and use the content or concepts? In terms of the content: Does the content of the assessment tasks reflect important skills, content, and processes in my discipline? Does the task assess the broad processes that I wish to assess (i.e., problem solving, reasoning, and/or conceptual understanding)? Is the assessment task relevant in that the problems are meaningful with respect to subject matter? Is the task representative in that it provides a good reflection of the content intended to be taught? Is the task open to high-level thinking in that it allows various interpretations, several solution strategies, and multiple answers? In terms of the design of the task: Is the task coherent? Are there connections among big ideas? Does the task develop ideas in depth? How will this assessment elicit solutions I am looking for? Does the task engage students? Is it intriguing and does it pose a challenge? Does the context provide appropriate challenge, capture curiosity, and incorporate important content? 147

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157 Section IX: Resources for Instructors Resources Week 10 Alignment worksheet (learning outcomes, methods, assessments) Content-by-process matrix Learning outcome-by-process matrix 149

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159 Section IX: Resources for Instructors Alignment Workshop a worksheet to align learning outcomes, method, and assessment Learning Outcome Learning Activities/ Method Classroom Assessment Technique (CAT) (ungraded) Assessment Strategy (graded) 151

160 Section IX: Resources for Instructors Content-by-Process Matrix Analysis of Strategies to Assess Learning of worksheet based on levels of learning Process Content Knowledge Comprehension Application Analysis Synthesis Evaluation This matrix is adapted from Signe Kastberg, Using Bloom s Taxonomy as a Framework for Classroom Assessment

161 Section IX: Resources for Instructors Learning Outcome-by-Process Matrix a worksheet for analysis of learning outcomes used to identify levels of learning Process Learning Outcome Knowledge Comprehension Application Analysis Synthesis Evaluation This matrix is adapted from Signe Kastberg, Using Bloom s Taxonomy as a Framework for Classroom Assessment

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163 Section IX: Resources for Instructors Resources Week 11 Rubrics examples 155

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165 Section IX: Resources for Instructors Rubrics examples EPD155 Diagnostic Essay Assessment Name: Criteria Content (50%) Excellent work overall /+ Solid work generally / Passable work but with cause for concern /- Comments Organization, Style, Tone Mechanics/ Format Comments Overall Assessment: 157

166 Section IX: Resources for Instructors Research Paper Grading Rubric Student Name: Topic: CRITERIA: CONTENT (50%) Investigates issue Explores all relevant perspectives Demonstrates critical thinking and information-seeking skills and strategies Analyzes assumptions in arguments Treats all perspectives fairly Includes solid evidence and well-chosen quotes Establishes credibility Uses emotional appeals and logic A Excellent work overall, with almost no weaknesses to note AB Strong work overall, but a few minor weaknesses noted B Solid work, generally, but with either multiple minor weaknesses or 1-2 major weaknesses BC Acceptable work, but with either extensive minor weaknesses or multiple major weaknesses C Passable work but there is cause for some concern, with extensive minor and major weaknesses noted D/F Barely or not passable. This work does not fulfill the assignment even minimally and is cause for concern. 70 and below ORGANIZATION, STYLE, TONE (25%) Introduction Body Conclusion Transitions Unity Variety Paragraphs Sentences MECHANICS/FORMAT (25%) Title Length Single-spaced Cover page APA documentation Headings (optional) Grammar and Punctuation Typography Comments: Grade: Instructor s Initials: 158

167 Section IX: Resources for Instructors Resources Week 12 Workshop: Linking learning to effective practice Observation Questions: Active Learning 159

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169 Section IX: Resources for Instructors Workshop: Linking learning to effective practice The following list links ten principles of learning from the Joint Task Force on Student Learning (1998) with one or more effective practices identified in three different lists of strategies that improve undergraduate education. The matches here were made by Vanessa Hensey and Sandy Courter and are not necessarily correct. The workshop is intended to spark conversation, not to identify a correct match between one learning principle and one best practice. 1. Learning is fundamentally about making and maintaining connections: biologically through neural networks; mentally among concepts, ideas, and meanings; and experimentally through interaction between the mind and the environment, self and other, generality and context, deliberation, and action. To be remembered, new information must be meaningfully connected to prior knowledge, and it must first be remembered in order to be learned. (Angelo, #6) 2. Learning is enhanced by taking place in the context of a compelling situation that balances challenge and opportunity, simulating and using the brain s ability to conceptualize quickly and its capacity and need for contemplation and reflection upon experiences. To be most effective, teachers need to balance levels of intellectual challenge and instructional support. (Angelo, #9) 3. Learning is an active search for meaning by the learner = constructing knowledge rather than passively receiving it, shaping as well as being shaped by experiences. Effective practitioners encourage active learning. Learning is not a spectator sport. Students must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. (Seven Principles of Good Practice in Undergraduate Education, #3) Active learning is more effective than passive learning. (Angelo, #1) 4. Learning is developmental, a cumulative process involving the whole person, relating past and present, integrating the new with the old, starting from but transcending personal concerns and interests. Information that is organized in personally meaningful ways is more likely to be remembered, learned, and used. (Angelo, #8) 5. Learning is done by individuals who are intrinsically tied to others as social beings, interacting as competitors or collaborators, constraining or supporting the learning process, and able to enhance learning through cooperation and sharing. Interaction between teachers and learners is one of the most powerful factors in promoting learning; interaction among learners is another. (Angelo, #13) 161

170 Section IX: Resources for Instructors 6. Learning is strongly affected by the educational climate in which it takes place; the settings and surroundings, the influences of others, and the values accorded to the life of the mind and to learning achievements. Classroom climate matters. A classroom climate dominated by prejudice and discrimination lessens learning. College professors are key in creating a nurturing environment by stressing equity and fairness in the relationships among students and between students and faculty. (Classroom Teaching Practices: Ten Lessons Learned, #6) 7. Learning requires frequent feedback if it is to be sustained, practice if it is to be nourished, and opportunities to use what has been learned. Learners need feedback on their learning, early and often, to learn well; to become independent learners, they need to become self-assessing and self-correcting. (Angelo, #14) Effective practitioners give prompt feedback. Knowing what you do and do not know focuses learning. Students need appropriate feedback on performance to benefit from courses. (Seven Principles of Good Practice in Undergraduate Education, #4) The ways in which learners are assessed and evaluated powerfully affect the ways they study and learn. (Angelo, #12) 8. Much learning takes place informally and incidentally, beyond explicit teaching or the classroom, in contacts with faculty and staff, peers, campus life, active social and community involvement, and unplanned but interesting, complex situations. Motivation to learn is alterable; it can be positively or negatively affected by the task, the environment, the teacher, and the learner. (Angelo, #4) 9. Learning is grounded in particular contexts and individual experiences, requiring effort to transfer specific knowledge and skills to other circumstances or to more general understandings and to unlearn personal views and approaches when confronted by new information. Learning to transfer, to apply precious knowledge and skills to new context, requires a great deal of directed practice. (Angelo, #11) 10. Learning involves the ability of individuals to monitor their own learning, to understand how knowledge is acquired, to develop strategies for learning based on discerning their capacities and limitations, and to be aware of their own ways of knowing in approaching new bodies of knowledge and disciplinary framework. Students can evaluate their cognitive and affective growth. Again, the key in good assessment rests on content valid measures. That is, growth measures need to evolve from a deep understanding of the curricular objectives and the subject matter. (Classroom Teaching Practices: Ten Lessons Learned, #8) Effective practitioners respect diverse talents and ways of learning. There are many roads to learning. Students need the opportunity to show their talents and learn in ways that work for them. (Seven Principles of Good Practice in Undergraduate Education, #4) 162

171 Section IX: Resources for Instructors Observation Questions: Active Learning To what degree does the instructor/faculty member: Answer students questions? Formulate questions of his/her own? To what degree does the instructor/faculty member ask questions such as: What's the next step? What's wrong with what I just wrote? How could I check this solution? Suppose I run some measurements in the laboratory or plant and the results don't agree with the formula I just derived. What might be some reasons for the discrepancy? What question do you have about what we just did? What variations of this problem might I put on the next test? To what degree does the instructor/faculty member require students to do something, such as: Solve problems in class? Sketch and label a flow chart/force diagram for a system? Outline a problem solution? Sketch a plot of what the problem solution should look like? Give several reasons why you might need or want to know the solution? Interpret an observation or experimental result? Critique a design? Troubleshoot? Brainstorm? Discuss, explain, or debate during class? Define a concept in their own words? Predict system behavior before calculating it? 163

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181 Section X: References References Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6). Black, P., & Wiliam, D. (1998). Inside the black box. Phi Delta Kappan, 80(2), Bonnice, W. E. (1999). Flexible grade weightings. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington DC: Mathematical Association of America. Brookfield, S. D. (1995). What it means to be a critically reflective teacher. In Becoming a critically reflective teacher (pp. 1-14). San Francisco, CA: Jossey-Bass Publishers, Inc. Butler, R. (1988). Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14 Carrizosa, K., & Sheppard, S. (1990, Oct 18-21). The importance of learning styles in group design work. Paper presented at the 30th ISEE/AEEE Frontiers in Education, Kansas City, MO. Courter, S. (2004) Strategies that improve undergraduate education: A compilation of learning principles and effective teaching practices. Unpublished compilation. University of Wisconsin. Crannell, A. (1999). Collaborative oral take-home exams. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington, DC: Mathematical Association of America. Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Association of Physics Teachers, 69(9), Deel, S. E. (2005). Finding my teaching voice, [List serve]. Tomorrow's Professor. Esty, W. W., & Teppo, A. R. (1992). Grade assignment based on progressive improvement. Mathematics Teacher, 85(8), Felder, R. (1996). Matters of Style. ASEE Prism, 6(4), Felder, R., & Brent R. (2004) Intellectual Development of Science and Engineering Students. Journal of Engineering Education, November, Feldman, K. A. (1988). Effective college teaching from the students' and faculty's view: Matched or mismatched priorities? Research in Higher Education, 28(4), Gee, J. P. (1989). Literacy, discourse, and linguistics. Journal of Education, 171(1), Hagelgans, N. (1999). Combining individual and group evaluations. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp ). Washington, DC: Mathematical Association of America. Hall, S., Waitz, I., Brodeur, D., Soderholm, D., & Nasr, R. (2002, Nov 6-9). Adoption of active learning in lecture-based engineering classes. Paper presented at the 32nd ASEE/IEEE Frontiers in Education, Boston, MA. 173

182 Section X: References Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping: Part I: Group versus individual problem solving. American Journal of Physics, 60(7), Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping: Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), Kastberg, S. E. (2003). Using Bloom's taxonomy as a framework for classroom assessment. Mathematics Teacher, 96(6), Kroll, D. L., Masingila, J. O., & Mau, S. T. (1996). Grading cooperative problem solving. In National Council of Teachers of Mathematics (Ed.), Emphasis on assessment (pp ). Reston, VA: NCTM. Kwako, J. (2003). A brief summary of traditional and alternative assessment in the college classroom. Unpublished manuscript, Madison, WI. MacGregor, J. T. (1990). Collaborative learning: Shared inquiry as a process of reform. New Directions for Teaching and Learning, 42(Summer), Marchese, T. J. (2003). The new conversations about learning: Insights from neuroscience and anthropology, cognitive science and workplace studies, from McAlpine, L., & Weston, C. B. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28(5/6), Menges, R. J., & Austin, A. E. (2001). Teaching in higher education. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp ). Washington, DC: American Educational Research Association. Mills, J., & Ayre, M. (2003). Implementing an inclusive curriculum for women in engineering education. Journal of Professional Issues in Engineering Education & Practice, 129(4), Newmann, F. M. (1991). Linking restructuring to authentic student achievement. Phi Delta Kappan, 72(6), Noddings, N. (1985). Small groups as a setting for research on mathematical problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple Research Perspectives (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In M. C. O'Connor (Ed.), Changing assessments: Alternative views of aptitude, achievement and instruction (pp ). Boston: Kluwer Academic Publishers. Ritter, L. (2000). The quest for an effective form of assessment: The evolution and evaluation of a controlled assessment procedure (CAP). Assessment and Evaluation in Higher Education, 25(4), Schoenfeld, A. (1987). What's all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Shafer, M. C., & Foster, S. (1997). The changing face of assessment, Principled practice in mathematics and science education (Vol. 1, pp. 1-8). Madison, WI: National Center for Improving Student Learning and Achievement in Mathematics and Science. 174

183 Section X: References Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), Shulman, L. S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings (Ed.), The course portfolio: How instructors can examine their teaching to advance practice and improve student learning (pp. 5-12). Washington, DC: American Association for Higher Education. Steen, L. (1999). Assessing assessment. In B. Gold, S. Z. Keith & W. A. Marion (Eds.), Assessment practices in undergraduate mathematics (pp. 1-5). Washington, DC: Mathematical Association of America. Thompson, A. G. (1988). Learning to teach mathematical problem solving: Changes in teachers' conceptions and beliefs. In R. Charles & E. A. Silllver (Eds.), The teaching and assessing of mathematical problem solving (pp ). Reston, VA: Lawrence Erlbaum Associates. Tobias, S. (1990). They're not dumb. They're different: A new "Tier of talent" for science. Change, 22(4), Wilson, L. (1996). What gets graded is what gets valued. In National Council of Teachers of Mathematics (Ed.), Emphasis on assessment (pp ). Reston, VA: National Council of Teachers of Mathematics. Wright, J. C. (1996). Authentic learning environments in analytical chemistry using cooperative methods and open-ended laboratories in large lecture classes. Journal of Chemical Education, 73(9), Wright, J. C., Millar, S. B., Kosciuk, S. A., Penberthy, D. L., Williams, P. H., & Bampold, B. E. (1998). A novel strategy for assessing the effects of curriculum reform on student competence. Journal of Chemical Education, 75(8), Zielinski, T. J. (1995). The mastery learning alternative to physical chemistry lecture. International Chemical Congress of Pacific Basin Societies and the American Chemical Society. Washington DC: American Chemical Society. 175