Saturday, January 23, 2010
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Programs Support Programs General Education and QEP
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DU CTLAT Presentation Assessing Student Learning Outcomes Educational Programs Support Programs General Education and QEP
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Campus Technology Free Online Magazine, Newsletters and Webinars!
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Campus Technology - "Clickers in the Classroom at U Wisconsin-Madison"
http://campustechnology.com/Articles/2010/01/20/Clickers-in-the-Classroom-at-U-Wisconsin-Madison.aspx
DU CTLAT Presentation - Using Clicker Technology for Quick Classroom Feedback
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DU CTLAT Presentation - Using Clicker Technology for Quick Classroom Feedback
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DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising
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DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising
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Join the POD Network - The Professional and Organizational Development Network!
The POD (Professional and Organizational Development) Network supports a network of nearly 1,800 members - faculty and teaching assistant developers, faculty, administrators, consultants, and others who perform roles that value teaching and learning in higher education. Our own Associate Provost, Dr. Phyllis Dawkins, is the new incoming President for the POD Network for 2010-2011!
Blog U. - Inside Higher Ed - "FUNQs: Won’t Ask, Won’t Tell!"
By Mary W. George November 1, 2009 8:55 pm
http://www.insidehighered.com/blogs/keywords_from_a_librarian/funqs_won_t_ask_won_t_tell
Today I have the urge to address a perennial, insidious, and unnecessary condition that afflicts higher education in this country. It results from the most Frequently UNasked Question (by students) that is also the most Frequently UNanswered Question (by faculty): What is a primary source?
The silence surrounding this question is deafening. Undergrads are oblivious to the issue, think they already know the answer because they memorized a definition in eighth grade (“A primary source was written at the time”), or are afraid to show their ignorance by asking in class or in private communication with a professor. Faculty are far more culpable, in my view, because they assume, based on no evidence whatsoever, that students have grasped the difference between primary and secondary sources at about the same time, and with the same clarity, that they figured out sex.
Au contraire: what with tidy textbooks, packaged compilations of readings — or worse yet, summaries and excerpts — that mix original material with commentary, compounded by a torrent of electronic resources, students are bound to be hazy about what makes anything primary. My hunch is that the problem is at least in part visceral: no pain, no gain in this context becomes no effort (to acquire a primary source), no understanding (of what one is). My second hunch is that, lacking attention to the issue, students will confuse the container with its content. A paperback edition of Romeo and Juliet appears identical to a casebook of critical essays about the play. So if both look like a book, feel like a book, and smell like a book, and if both come from a bookstore, library shelf, or Blackboard site, then they both must be...? My third, and most troubling, hunch is that every IHE confers degrees on some students who are still uncertain about what’s what, sourcewise.
To test these suspicions, I often ask small groups of students to distinguish between primary and secondary sources. Originally I thought their answers would help me cast my own presentation of library research concepts and strategies, but I quickly realized that I was blundering into an abyss of muddle and guesswork.
Here is how the drama usually unfolds. First, there is silence and a close examination of fingernails and keypads. Then a brave soul or two will dig deep and recite a version of the memorized definition. But when I ask them to elaborate or provide an example of a primary source in the context of their course, I am apt to hear such assertions as that a primary source is (a) what they are supposed to read first, (b) the most important piece of their research, (c) the item they should list at the top of their bibliography, and (d) the earliest treatment of their topic. My favorite response of all time came from a class smart aleck who announced, “I’m not sure what a primary source is, but I figure it must be one if it makes me sneeze.” Lunacy or profundity, do you think?
While none of these notions is dead wrong, and while I applaud the attempt to use the etymology of primary as a clue, it is apparent to me that there has been a crucial gap in student learning. Boiled down, faculty reason, and teach, as follows:
--This is what we’re studying.
--This is what we know about it.
--This is what people have said about it.
--Now we’ll consider what it means and its consequences.
What’s missing from this syllogism is a careful look at what it is and at how we might either verify or extend our knowledge systematically. In short, what are the primary sources any college course is concerned with and what are the appropriate ways to engage them.
Faculty in the experimental sciences do the best job of imparting ideas about the substance of their field, along with the rigor, logic, and safety precautions good research demands. Students enroll in laboratory classes expecting to learn about phenomena by conducting guided investigations that entail precise procedures and analysis. But there is rarely an equivalent detailed look at objects or approaches in the rest of the college curriculum. Instead, there may be a research assignment requiring a preliminary bibliography or draft, with scribbled professorial feedback, and some instructions about what to do, but no coaching on how — let alone why — to do it. Repetition over four years will eventually lead students to a sort of fluency, but there’s no guarantee that students will graduate with the same mastery of methods that they have of facts and theories. To judge from the e-mail queries we get from alumni about how to find information in areas outside their major, I have to conclude that many people cannot adapt their undergraduate research experiences to different disciplines or endeavors.
Neither faculty nor librarians, acting as individuals, can impart everything students need to understand about sources or research methods, but we can, and should, talk repeatedly with students about the origin, nature, and transmission of the primary sources they are studying. We must not allow “What is a primary source?” to remain a taboo question.
http://www.insidehighered.com/blogs/keywords_from_a_librarian/funqs_won_t_ask_won_t_tell
Today I have the urge to address a perennial, insidious, and unnecessary condition that afflicts higher education in this country. It results from the most Frequently UNasked Question (by students) that is also the most Frequently UNanswered Question (by faculty): What is a primary source?
The silence surrounding this question is deafening. Undergrads are oblivious to the issue, think they already know the answer because they memorized a definition in eighth grade (“A primary source was written at the time”), or are afraid to show their ignorance by asking in class or in private communication with a professor. Faculty are far more culpable, in my view, because they assume, based on no evidence whatsoever, that students have grasped the difference between primary and secondary sources at about the same time, and with the same clarity, that they figured out sex.
Au contraire: what with tidy textbooks, packaged compilations of readings — or worse yet, summaries and excerpts — that mix original material with commentary, compounded by a torrent of electronic resources, students are bound to be hazy about what makes anything primary. My hunch is that the problem is at least in part visceral: no pain, no gain in this context becomes no effort (to acquire a primary source), no understanding (of what one is). My second hunch is that, lacking attention to the issue, students will confuse the container with its content. A paperback edition of Romeo and Juliet appears identical to a casebook of critical essays about the play. So if both look like a book, feel like a book, and smell like a book, and if both come from a bookstore, library shelf, or Blackboard site, then they both must be...? My third, and most troubling, hunch is that every IHE confers degrees on some students who are still uncertain about what’s what, sourcewise.
To test these suspicions, I often ask small groups of students to distinguish between primary and secondary sources. Originally I thought their answers would help me cast my own presentation of library research concepts and strategies, but I quickly realized that I was blundering into an abyss of muddle and guesswork.
Here is how the drama usually unfolds. First, there is silence and a close examination of fingernails and keypads. Then a brave soul or two will dig deep and recite a version of the memorized definition. But when I ask them to elaborate or provide an example of a primary source in the context of their course, I am apt to hear such assertions as that a primary source is (a) what they are supposed to read first, (b) the most important piece of their research, (c) the item they should list at the top of their bibliography, and (d) the earliest treatment of their topic. My favorite response of all time came from a class smart aleck who announced, “I’m not sure what a primary source is, but I figure it must be one if it makes me sneeze.” Lunacy or profundity, do you think?
While none of these notions is dead wrong, and while I applaud the attempt to use the etymology of primary as a clue, it is apparent to me that there has been a crucial gap in student learning. Boiled down, faculty reason, and teach, as follows:
--This is what we’re studying.
--This is what we know about it.
--This is what people have said about it.
--Now we’ll consider what it means and its consequences.
What’s missing from this syllogism is a careful look at what it is and at how we might either verify or extend our knowledge systematically. In short, what are the primary sources any college course is concerned with and what are the appropriate ways to engage them.
Faculty in the experimental sciences do the best job of imparting ideas about the substance of their field, along with the rigor, logic, and safety precautions good research demands. Students enroll in laboratory classes expecting to learn about phenomena by conducting guided investigations that entail precise procedures and analysis. But there is rarely an equivalent detailed look at objects or approaches in the rest of the college curriculum. Instead, there may be a research assignment requiring a preliminary bibliography or draft, with scribbled professorial feedback, and some instructions about what to do, but no coaching on how — let alone why — to do it. Repetition over four years will eventually lead students to a sort of fluency, but there’s no guarantee that students will graduate with the same mastery of methods that they have of facts and theories. To judge from the e-mail queries we get from alumni about how to find information in areas outside their major, I have to conclude that many people cannot adapt their undergraduate research experiences to different disciplines or endeavors.
Neither faculty nor librarians, acting as individuals, can impart everything students need to understand about sources or research methods, but we can, and should, talk repeatedly with students about the origin, nature, and transmission of the primary sources they are studying. We must not allow “What is a primary source?” to remain a taboo question.
DU CTLAT Flashlight 2.0 Workshop
Friday, January 29, 2010
WWA Library, 2nd Floor Distance Learning Lab
Instructor: Steve Ehrmann, TLT Group Consultant
Time / Title / Group
9:00 a.m. – 10:00 a.m. Designing and Drafting Surveys - Faculty Learning Communities
10:30 a.m. – 11:30 a.m. Improving Academic Programs - QEP Pilot /Degree Program Coordinators
12:00 p.m. – 1:30 p.m. Designing and Drafting Surveys - Faculty and Staff
2:00 p.m. – 3:30 p.m. Designing and Drafting Surveys - Faculty/Staff/QEP Assessment Committee Improving Academic Programs
With Flashlight 2.0 you can:
- Adapt surveys and item banks created by other users, including authors at other institutions.
- Choose from a large collection of model surveys and validated questions created by Flashlight staff.
- Add to the power of your inquiry and subtract from survey fatigue by using matrix surveys.
- Use a variety of question types to create your own items, including rubrics.
- Institutions doing student course evaluation will see that it is less expensive and more flexible than alternatives.
- Faculty engaged in the scholarship of teaching and learning will discover exciting options for building on the research of their colleagues.
- It's great for faculty learning communities.
- Boost response rates (e.g., by tracking who has responded, while maintaining respondent anonymity.
- Display reports to respondents as soon as they complete a survey and then allow them to watch as more data comes in.
Learning to Use Flashlight Online 2.0
http://www.tltgroup.org/Flashlight/FLO2/Training1.htm
About Dr. Stephen C. Ehrmann...
For over thirty-five years Dr. Stephen C. Ehrmann has been working on three related issues:
1. how best to use technology to improve education
2. how to ask the right questions — how to use assessment to guide improvement in learning; and
3. how to help faculty in ways that spread those techniques.
Since 1993, Steve Ehrmann has directed the award-winning Flashlight Program on assessment and evaluation. Flashlight's tools, training, consulting and external evaluations help educators guide their own uses of technology, on- and off-campus. Dr. Ehrmann's work on Flashlight has recently focused on developing research strategies employing matrix surveys. In 1998, Steve Gilbert and Steve Ehrmann founded the Teaching, Learning, and Technology Group. The TLT Group has supported hundreds of institutions over the last 12 years, helping them use available, inexpensive, low risk technologies to improve teaching and learning.
Description of the Flashlight Program
The award-winning Flashlight Program provides Dillard with:
• Flashlight Online, a powerful, easy-to-use, web-based survey system
• materials for learning how to carry out effective studies (e.g., the Flashlight Evaluation Handbook); and
• services such as this campus visit. Flashlight consultants can also help us with program evaluation, assessment, and other tasks.
Flashlight Online is a unique survey tool. When using Flashlight Online, you can:
• Adapt surveys and item banks created by other users, including authors at other institutions;
• Choose from a large collection of model surveys and validated questions created by Flashlight staff;
• Reduce survey fatigue by combining several other surveys into a single matrix survey;
• Enrich feedback on student work by using rubrics;
• Do student course evaluation in a way that is less expensive and more flexible than alternatives.
• Engage in the scholarship of teaching and learning, especially by using faculty learning communities;
• Boost response rates (e.g., by tracking who has responded, while maintaining respondent anonymity;
• Develop benchmarking surveys and other collaborative research with other institutions;
• Display reports to respondents as soon as they complete a survey.
Stephen C. Ehrmann, Ph.D.
Director of the Flashlight Program for the Study and Improvement of Educational Uses of Technology - Vice President, The Teaching, Learning, and Technology Group,
***a not-for-profit organization***
Mobile: +1 240-606-7102
Office (main number): +1 301-270-8312
The TLT Group Blog: www.tlt-swg.blogspot.com
The TLT Group: http://www.tltgroup.org/
The Flashlight Program: www.tltgroup.org/flashlightP.htm
DU CTLAT Workshops Spring 2010
The Center for Teaching, Learning and Academic Technology (CTLAT) will be hosting the following workshops during Spring 2010:
Time / Title / Group
Using Tegrity on Blackboard
WWA Library, 1st Floor Information Literacy Computer Lab
Friday, January 22, 2010 4:00 PM-5:00 PM
Instructor: Kim Robinson krobinson@dillard.edu 504-816-4908
Tegrity is the university’s new class capture system. It can be used to record the instructor’s computer screen and voice, providing students with an opportunity to replay class content online, or on iPods and other mobile devices. The purpose of this session is to discuss the utility of the Tegrity system on Blackboard from an instructor’s perspective. Effective strategies for incorporating Tegrity into various styles of instruction and general best practices for using the Tegrity system will also be discussed. A demonstratation of how to record and make content available to participants using Tegrity will be provided.
Flashlight 2.0
Friday, January 29, 2010
Friday, January 29, 2010
WWA Library 2nd Floor Distance Learning
Time / Title / Group
9:00 a.m. – 10:00 a.m. Designing and Drafting Surveys - Faculty Learning Communities
10:30 a.m. – 11:30 a.m. Improving Academic Programs - QEP Pilot /Degree Program Coordinators
12:00 p.m. – 1:30 p.m. Designing and Drafting Surveys - Faculty and Staff
2:00 p.m. – 3:30 p.m. Designing and Drafting Surveys - Faculty/Staff/QEP Assessment Committee Improving Academic Programs
___________________________________________________________________________
Using Tegrity on Blackboard
WWA Library, 1st Floor Information Literacy Computer Lab
Friday, January 22, 2010 4:00 PM-5:00 PM
Instructor: Kim Robinson krobinson@dillard.edu 504-816-4908
Tegrity is the university’s new class capture system. It can be used to record the instructor’s computer screen and voice, providing students with an opportunity to replay class content online, or on iPods and other mobile devices. The purpose of this session is to discuss the utility of the Tegrity system on Blackboard from an instructor’s perspective. Effective strategies for incorporating Tegrity into various styles of instruction and general best practices for using the Tegrity system will also be discussed. A demonstratation of how to record and make content available to participants using Tegrity will be provided.
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