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  • Engaging Students: Professional Development

    Resources for a Learning-Centered Teaching Program

    Bill Searle

    Asnuntuck Community College Northamerican Council for Staff, Program and Organizational Development

    Spring 2008

  • SearleEngagingStudents Page2

  • SearleEngagingStudents Page3

    Engaging Students: Professional Development

    Resources for a Learning-Centered Teaching Program

    Bill Searle

    Asnuntuck Community College Northamerican Council for Staff, Program and Organizational Development

    Spring 2008

  • SearleEngagingStudents Page4

    The Northamerican Council for Staff, Program and Organizational Development (NCSPOD), an affiliate council of the American Association of Community Colleges (AACC), was founded in 1977. Members come from two, three and four year colleges plus universities, business, industry, consulting firms and government agencies from across the United States and Canada. NCSPODs mission is to increase institutional vitality by providing professional development opportunities for our members, enabling them to establish, enhance and revitalize staff, program and organizational development in their organizations. For more information about NCSPOD, please visit the website at www.ncspod.org Bill Searle has worked in community colleges since 1971, as an administrator and faculty member. A full time faculty member since 1980, he is currently Professor of Management and Futures Studies at Asnuntuck Community College in Enfield, CT. His faculty development work spans over a quarter century. Bill was a founding member of the Connecticut Center for Teaching, which he ran for a four-year term, served in a number of other capacities, and was on the Centers Steering Committee for over 20 years. He was also a founding member of the New England Faculty Development Consortium, served on that board for 7 years, co-edited the newsletter for two years, and ran their Spring Seminar for Faculty Developers for four years. Bill served on the AACC Commission on Academic, Student and Community Development for two years and was a member of the Commission on Diversity for a year. A regular contributor to NCSPODs newsletter, Bill also has authored and edited a number of other NCSPOD publications, as well as publications for the Center for Teaching, and articles in various periodicals. He has served NCSPOD as Northeastern Region Vice President, President, and Chair of the Editorial Board.

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    Table of Contents Purpose of This Publication ................................................................... 8 Copying This Publication ....................................................................... 9 Thanks ............................................................................................ 10 A Word About Wording ....................................................................... 10 Using This Publication ........................................................................ 11 Learning-Centered Teaching ............................................................... 12 Barr & Tagg: Comparing Educational Paradigms .................................... 14 Building a Learning-Centered Teaching Culture ...................................... 17 Those Little (and not so little) Actions and Activities That Build Success .... 20 Programming Ideas ........................................................................... 23 Two Programs That Energize Faculty ............................................ 23 Online Resources To Make Available ............................................ 24 Creating a Problem-Based Education Program ............................... 28 Start With 'The Seven Principles' ................................................. 31 Start at the Beginning: Hiring ..................................................... 32 New Faculty Orientation ............................................................. 34 New Faculty Email/Webcast Tips ................................................. 37 Programming Aimed at Students ................................................. 38 Classroom Assessment .............................................................. 40 Webcast/Video Series ................................................................ 41 What Works Well -- For Me ......................................................... 42

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    Teaching Partners ..................................................................... 45 5 Key Changes to Practice .......................................................... 48 Create a Wiki ........................................................................... 49 Focused Challenge Series .......................................................... 51 Question & Answer: Dear Abby ................................................... 54 Tacos and Talk ......................................................................... 58 Spaces for Learning................................................................... 59 Classroom Physical Environment ................................................. 60 Classroom Preferences Survey Instrument .................................... 65 Two Resources To Provide Faculty .............................................. 67 Peer Advisors ........................................................................... 68 Kolb Learning Styles Faculty Self-Study Package ........................... 71 Universal Design .............................................................................. 96 Evaluating Your Efforts ...................................................................... 99 Workshops ...................................................................................... 100 Personal Learning Application .................................................... 101 Energizing the Classroom .......................................................... 102 Engaging Students in Class Using Student Groups ........................ 108 Learning Cycle ......................................................................... 118 BOPPPS: Lesson Planning in 5 Minutes ........................................ 133 Preparing Faculty to Present BOPPPS to Colleagues ....................... 142 Lesson Planning: Further Steps .................................................. 146

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    Course Planning for Learning-Centered Teaching .......................... 147 Outcomes, Not Agony: Making Outcomes Work For Us .................. 157 Learning Preferences ................................................................ 166 VARK ..................................................................................... 168 Kolb Learning Styles ................................................................. 176 Group Development ................................................................. 195 Writing Cases .......................................................................... 205 Peer Advisors 1/2 Day and Full Day Workshops ............................ 225 Faculty Classroom Evaluation .................................................... 236 Workshop Checklist .................................................................. 244 Specialized Materials ........................................................................ 251 Involving Senior Faculty Through Writing .................................... 252 Small Pamphlets -- Ideas and Models ......................................... 258 Newsletters -- Ideas and Models ................................................ 259 Using Email Effectively -- Ideas and Models ............................... 266 Multi-Focus Focus Flyers -- Ideas and Models ............................. 275 Bookmarks ............................................................................. 286 Single-Focus Short Flyers -- Ideas and Models ........................... 289 Sample Plan for Distributing Newsletters/Flyers/Emails ................. 299

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    Purpose of This Publication Too many of our students are dropping out. More often than many people would like to admit, they drop out because of poor teaching based upon out-dated, ineffective, inaccurate models of what a teacher should do. Our students lives are at stake, and it is time that everyone began understanding this. Some people have dubbed our colleges Second-Chance Institutions. They are wrong. For too many of our students we are Last-Chance Institutions. There is no net after us, no other place to go. When we fail them, we wound them deeply. Forever. Learning-Centered Teaching is not an educational fad. It is an imperative. The time for scholarly debate, for discussions about what the research shows, for the endless rounds of discussions that occur in higher education has gone. We are failing far too many students with teaching-as-usual. Lets gear up and get going. This publication is aimed at helping you do just that. What would you like as a resource on learning-centered teaching? This was the question posed to a number of faculty developers. It will surprise no NCSPOD members that the results came back that people wanted a practical publication. Ideas I can adapt to my situation. Programs that work elsewhere. No more theory! I need practical approaches I can share with faculty. Resources developed for community college faculty members. Thus, this publication is designed to provide developers with resources to use and adapt, ideas to consider and customize, and materials to discuss and determine how to use. You may wish to use this material only for yourself. Fine. You may wish to g

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