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Table of Contents

Welcome to the Heald College Faculty!....................................................................................1Orientation Introduction..............................................................................................................2

Orientation Learning Outcomes.................................................................................................2Workbook Introduction...............................................................................................................3

Using the eLearning DVD, Orientation Workbook, and SharePoint Faculty Orientation Site 3The Role of the Campus Mentor................................................................................................3DVD and SharePoint Instructions..............................................................................................4

DVD Instructions....................................................................................................................4SharePoint Instructions..............................................................................................................4

Logging in to the Faculty Orientation SharePoint Site...........................................................4Accessing the Faculty Orientation Workbook Files................................................................4

Module I: What Makes Heald College Unique?.........................................................................6Learning Topics..........................................................................................................................6Learning Activities......................................................................................................................6

Learning Activity One: The Heald Teaching and Learning Approach....................................6Learning Activity Two: Student-Centered Learning................................................................7

Module II: Managing Student Expectations..............................................................................9Learning Topics..........................................................................................................................9Learning Activities......................................................................................................................9

Learning Activity Three: Getting Ready for Day One.............................................................9Learning Activity Four: Classroom Management Scenarios................................................10

Module III: Using Course Plans and Developing Your Course Syllabus.............................12Learning Topics........................................................................................................................12Learning Activities....................................................................................................................12

Learning Activity Five: Developing Your Course Syllabus...................................................12

Module IV: Assessment & Grading.........................................................................................16Learning Topics........................................................................................................................16Learning Activities....................................................................................................................16

Learning Activity Six: The Case of the Puzzling Assignment...............................................16Learning Activity Seven: Create Your Own Rubric (optional)..............................................17

Module V: Keeping Students Engaged...................................................................................18Learning Topics........................................................................................................................18Learning Activities....................................................................................................................18

Learning Activity Eight: Keeping Students Engaged............................................................18Learning Activity Nine: Learning Style Survey (optional)....................................................19

Orientation Summary...................................................................................................................20Learning Activities....................................................................................................................20

Learning Activity Ten:...........................................................................................................20

You Can Make a Difference In a Student’s Life...........................................................................24Orientation Resources..............................................................................................................25

Adult Learning Information and Self-Assessments..................................................................25Learning Styles Surveys..........................................................................................................25

Copyright Heald College LLC

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Rubrics for Assessment...........................................................................................................25

Heald College Orientation Glossary........................................................................................26Assessment:.............................................................................................................................26Curriculum:...............................................................................................................................27Educational Law and Good Practice:.......................................................................................29Heald Terminology:..................................................................................................................30Instructional Methods and Terminology:..................................................................................31Teaching Approaches:.............................................................................................................33


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AcknowledgementsNolan Miura, President & Chief Executive OfficerAppointed in 2006, Nolan Miura is Heald’s ninth president in its 145-year history. Nolan has more than 10 years of experience in higher education leadership and administration. He holds an MBA from the University of Southern California and a BS in Business Administration from California State University-Long Beach.

John Keim, Senior Vice President & Chief Academic Officer John joined Heald in early 2007. John has more than 15 years of experience in academic leadership positions in higher education and has overseen a variety of different instructional modalities. John received his MBA from Georgetown University and B.S. in Business Administration from Regis University.

Buck Garrett, Corporate Director and Vice President of Student ServicesBuck Garrett has twenty-two years of experience in post secondary education. Buck has served as a University instructor, campus Dean, and as Corporate Director and Vice President of Student Services with two large school groups. He has worked with Heald College for eight of those years. Buck holds a J.D. from the University of Mississippi-Oxford and a B.A. from the University of North Carolina-Chapel Hill.

Stephanie Romano, Director of CurriculumStephanie Romano had 20 years of experience in project management, on-line and on-ground instructional design, and team leadership. She has worked in both the corporate and higher education settings to design and develop curricula for a broad range of topical areas, including nursing, business management, construction management, and software engineering. Most recently, Stephanie managed the team responsible for the design, development, and management of over 30 accredited degree programs at Westwood College, a career college system with 17 campuses and over 10,000 students nationwide.


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About the AuthorBea JenningsBea Jennings has held leadership roles in adult education, as the administrator of large, geographically dispersed academic programs for over twenty years. She has led undergraduate and graduate academic affairs including governance for two universities; faculty and curriculum development for professional degrees in business, management, healthcare, information technology, and liberal studies (both classroom and online); and course and faculty scheduling. As a university consultant, Bea was in charge of program design and start-ups for 21 partner schools.

As a faculty member and consultant, she has focused on regional accreditation preparation, human resources for academic departments, faculty development programs, and curriculum design and instruction for varied delivery models.

Bea holds a doctoral certificate in Online Instructional Design from Capella University, an M.A. in Management: Human Relations and Organizational Behavior from the University of Phoenix, and a B.S. in Business Administration from Regis University.


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Welcome to the Heald College Faculty!


Dear Heald Faculty Member,

Welcome and congratulations on your decision to join the Heald College faculty. We’re excited to have you here and look forward to working with you.

This orientation is designed to prepare you for teaching at Heald College. It is essential that you understand your role and what Heald stands for: its students, faculty, staff, 145 year tradition, and its Teaching and Learning Approach. We are dedicated to creating a learning environment that fosters and supports student learning and student success. The Heald Faculty Competencies and Statement of Teaching Effectiveness provide the standards we strive to uphold. We also want you to be prepared to start teaching your first quarter, feeling confident by having reviewed and prepared many of the course materials you will need to get ready for day one.

The eLearning DVD and Workbook should deepen your knowledge about Heald College and provide valuable, hands on information about how to prepare to teach. You will be paired with a campus mentor who will review your workbook activities, give you feedback, and will be accessible to provide guidance and tips throughout your first quarter of teaching at Heald.

In addition to this eLearning Orientation, all new Heald faculty members attend their local Campus Orientation. This provides you with campus administrative information on important tasks like submitting student attendance and grades. You will also be learning about campus departments and student and faculty resources. Perhaps most important, you will be meeting the staff members you will be working with as you join the Heald College Faculty.

The Academic Affairs department looks forward to working with you and welcomes your efforts in helping us to continue delivering quality, career-focused programs to our students.

I wish you great success and welcome to Heald College!

John Keim, Senior Vice President and Chief Academic Officer

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Orientation Introduction

The Heald College New Faculty Orientation Program is delivered using an eLearning DVD, this Orientation Workbook, and instructional materials available on SharePoint, the Heald Intranet. By completing this Orientation, you will gain a deeper understanding of the Heald College Mission and its teaching and learning approach. You will also be developing instructional materials that you can use beginning on your first day of class: your syllabus and first day lesson plan (agenda).

This Orientation Workbook corresponds to the eLearning DVD. The DVD has five modules, each covering a specific instructional area of importance to you. As you complete each module on the DVD, you will be using this Workbook and the associated modules to complete the related learning activities. At the end of this Workbook is a list of resources you may want to investigate and a glossary of terms that relate to teaching and learning at Heald.

Orientation Learning Outcomes

Upon completion of this orientation, participants will be able to:

Examine Heald College’s approach to teaching and learning Value student-centered learning Explain the faculty role and responsibilities Use course plans and student retention materials Solve classroom issues through realistic scenarios and cases Assess your knowledge and skills level using the Heald faculty competencies

and effective teaching methods Prepare to teach your first course for Heald College


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Workbook Introduction

This Introductory section explains how to use this Workbook along with the eLearning DVD and SharePoint Faculty Orientation Library.

Using the eLearning DVD, Orientation Workbook, and SharePoint Faculty Orientation SiteAs you complete the Heald New Faculty Orientation, you will be using the eLearning DVD, the Orientation Workbook, and the Heald Intranet SharePoint site to access documents that are needed to complete workbook learning activities.

The Orientation eLearning DVD is your starting point and covers five key modules:

Module I: What Makes Heald Unique? Module II: Managing Student Expectations Module III: Using Course Plans and Developing Your Course Syllabus Module IV: Assessment and Grading Module V: Keeping Students Engaged

Each of these DVD modules has corresponding learning activities for you to complete in the accompanying Orientation Workbook.

The materials that you need to complete the Orientation Workbook activities are located on Heald Intranet SharePoint Faculty Orientation site. Think of this site as an electronic library. The documents that you are asked to review or use are in document libraries that correspond to the five modules named above. These document libraries appear on the screen with the same name and in the same order as the DVD and Workbook.

Your campus will make sure you receive a user name and password to access the Heald Intranet. There are SharePoint Instructions that follow in this introductory section of the Workbook.

As part of this orientation you will need to store files that you download or create. We recommend that you set up a Heald Teaching folder on your home computer’s hard drive or on your personal Heald network drive. The Role of the Campus Mentor

Your campus will assign you to a Mentor who is an experienced Heald faculty member. Upon completing the DVD Orientation and Workbook activities, you will meet with your Mentor. At that time you will review the Orientation Workbook activities that you completed with your Mentor, and your Mentor will provide useful feedback on the way you approached each activity. Note that your last Workbook Learning Activity asks you to assess your own skill level on each of the faculty competencies and the effective teaching methods. This self-assessment will be used to help frame your mentoring plan. Your Mentor will work with you on that plan and be available to answer any questions, give you tips, and point you to resources throughout your first quarter of teaching at Heald College.


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DVD and SharePoint Instructions

DVD Instructions

The Faculty Orientation DVD should start automatically when you load it into your DVD drive. If it does not, go to ‘My Computer’, right click on your DVD drive, and then click on ‘Auto Play’.

SharePoint Instructions

As mentioned earlier, SharePoint contains the files referenced in this Orientation Workbook. Below are some basic instructions on SharePoint. If you need additional support, please work with your campus Mentor or your Program Director. If you are unable to log into the SharePoint site, please contact the Heald IT Help Desk at 866-863-4226.

Logging in to the Faculty Orientation SharePoint Site

To access the Faculty Orientation SharePoint Site containing the files referenced in the Orientation Workbook:

1. Cut and paste the following URL into your Internet Explorer browser: https://intranet.heald.edu/SiteDirectory/aa/fac/faculty

2. Log in using your User ID and Password

If you have not been provided with a User ID and Password for Citrix or for the Faculty Orientation SharePoint site, please contact your Program Director.

If you are already on the Heald Intranet (Citrix) Home Page and want to access the Faculty Orientation site, go to Heald Sites-> Academic Affairs -> Faculty -> Faculty Orientation.

Accessing the Faculty Orientation Workbook Files

When you enter the Faculty Orientation SharePoint site, the following screen is displayed. The document libraries associated with each section of the Workbook are displayed on the left.


Click on the document library indicated in the workbook exercise

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https://intranet.heald.edu/SiteDirectory/aa/fac/faculty

As shown above, you can open any document library by clicking on it once. When you open the library, the files and folders associated with that library are displayed as shown below.

To open one of the files or folder, double click on the file or folder. Or you may download a file by clicking to the right of the file name, choosing Send To, then selecting Download a Copy. If you have opened a file that you would like to save, use File, Save As. When saving a file, be sure to select your local hard drive or your personal network drive.


Double click on the file you would like to open.

You can download the file by clicking to the right of the file name, selecting Send To, then selecting Download a Copy

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Module I: What Makes Heald College Unique?

Learning TopicsBelow are the learning topics covered in this module:

Heald College Mission Student-Centered Learning Value and Role of Faculty Teaching and Learning at Heald

Learning ActivitiesComplete the Module I Learning Activities below. Remember to save files to your Heald Teaching folder, when necessary.

Learning Activity One: The Heald Teaching and Learning ApproachReview the DVD and SharePoint Instructions. Access SharePoint on the Heald Intranet site, click on What Makes Heald Unique and download a document called the Teaching and Learning eBrochure.

The Heald Teaching and Learning Approach will give you an understanding of Heald’s academic philosophy and how the College is organized for teaching and learning. Review the brochure and copy it to your personal Heald Teaching folder. Print it out to use as a reference as you complete this Orientation.

In a paragraph below, discuss which ideas stand out to you about Heald’s Approach to Teaching and Learning.

Heald’s Teaching and Learning Approach:


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Learning Activity Two: Student-Centered LearningOne of the things that makes Heald College unique is its student-centered learning model. Everything that faculty and staff do is focused on ensuring each of our students’ success and helping them to reach their educational goals. There are a great many big and small steps that can be taken to accomplish this. The following activities focus on student-centered learning:

A. There are two documents in the What Makes Heald Unique? Library on SharePoint for you to download: 1) The Sample Student Attendance Letter, and 2) the Day-One Student Needs Checklist document.

Decide what you want to tell your students about attendance the first day of class. Customize the Sample Student Attendance Letter and add your name/signature. The Day One Student Needs Checklist will give you important information about your students. Customizing this Checklist will help you to assist your students in contacting Student Services staff, such as the Learning Resource Center, or Advising, Career Services, or any other Heald student resource. Add your contact information to the Day-One Checklist and include any other information that you think is important. Copy and save these documents to your Heald Teaching folder.

Notes:


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B. View the Faculty Role in Retention PowerPoint located in the What Makes Heald Unique? SharePoint library. Student retention begins on the first day the student enters a Heald program, in addition to the first day of each course.

In the space below, describe what you think the Heald faculty member’s role is in student retention. How can you work effectively with other Heald units to meet those needs of your students which extend beyond your class?

Faculty’s Role in Student Retention:

C. As you continue to think about Module I Learning Topics and your review of the Heald Approach to Teaching and Learning, consider the term “modeling professionalism”.

Answer the following questions in the space below: What does the term “model professionalism” mean to you? Why does Heald value this, and how do they support both faculty and students in this endeavor?

Modeling Professionalism:

Module II: Managing Student Expectations



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First Impressions (credibility, common ground, WIIFM) Using Icebreakers Setting Clear Expectations (model professionalism, set stage for learning, review your

syllabus) Providing a Safe, Positive, Supportive Learning Environment Getting Students Engaged in Learning

Learning ActivitiesComplete the Module II Learning Activities below. Remember to save files to your Heald Teaching folder, when necessary.

Learning Activity Three: Getting Ready for Day OneReview the DVD content for Managing Student Expectations and download the First Day Agenda Template from the SharePoint Library titled Managing Student Expectations.

Begin to fill in the sections of this agenda. Focus on completing the Welcome/Introduction section first, select an Icebreaker activity

(there is an Icebreakers Handout on SharePoint) or create your own icebreaker. Determine the main topics you will cover in the course and develop your Course

Roadmap. Remember to include your WIIFMs wherever you think they will be effective.

You will be developing your course syllabus during this Orientation using a sample Course Plan. When you receive the textbook and Course Plan for the course you will actually be teaching, you can finalize your First Day Agenda using the content that you created in this activity. Copy and save your customized sample First Day Agenda to your Heald Teaching File.

Notes:


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Learning Activity Four: Classroom Management ScenariosReview the content of DVD Module II: Managing Student Expectations content and refer to the Classroom Management Techniques PowerPoint and Heald Academic Policies located in the corresponding SharePoint library. You may also want to refer to the Workbook Glossary section – Educational Law and Good Practice. Then respond to the four scenarios below and discuss how you would handle each one.

Scenario One : Sarah Owens arrives 15 minutes late to her the first day of class. When she is seated her cell phone goes off, so she steps into the hallway and returns five minutes later looking quite agitated. She then raises her hand during your discussion only to ask if you have a pen and paper. Soon you discover that she doesn’t have her textbook. What is your approach?

Scenario Two : It is the second day of class and you have a student who is obviously unfocused. He seems unable to concentrate and is frequently talking off the topic. You address his behaviors in a calm, kind, and firm manner and ask him to meet with you after class. When you meet, he tells you privately that he is on medication and has always had ‘attention deficit disorder (ADD).’ What is your approach?

Scenario Three : In the first week you have just had small groups finish working on an activity. You are now asking for everyone’s attention so that you can discuss the new material. One of the groups sitting towards the back begins talking and laughing among themselves. You see cell phones out, and it appears they may be text messaging. This has


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become disruptive to the rest of the class, and the group is clearly not paying attention. What is your approach?

Scenario Four : You have introduced the course with a fun, engaging icebreaker activity and you are now discussing your course syllabus that you have handed out to each student. One of the students raises his hand and says: “We had a course from Mr. Johnson last quarter and didn’t learn anything. All he did was read from the book.” Several other students nod in agreement. What is your approach?


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Module III: Using Course Plans and Developing Your Course Syllabus


Course Plans Syllabus Lesson Plans Other Resource Material

Learning ActivitiesComplete the Module III Learning Activities below. Remember to save files to your Heald Teaching folder, when necessary.

Download the sample Course Syllabus and the sample Lesson Plan to your desktop. You will be using these two documents to customize your own course syllabus. Familiarizing yourself with all of the Course Plan documents will help you understand the types of support materials you receive when you teach a Heald course.

Copy the Syllabus document you create and save to your Heald Teaching folder on your computer.

Learning Activity Five: Developing Your Course SyllabusA. After viewing the DVD content for this module, go to SharePoint and download the Prof.

Dev. Course Plan. Thoroughly read the Lesson Plan and Syllabus documents.

Use your saved copy of the Syllabus to create your syllabus. First, fill in your contact information into the highlighted area of the Syllabus. Next, use the sample Prof. Dev. Lesson Plan to complete the “Course at a Glance” section. Review the weekly reading, activities, and assessments in the sample Lesson Plan. The options allow you to you’re your need by tailoring the Course at a Glance. Insert your biography into “Instructor’s Biography” section. Including professional and personal information you would like to share with your students. Finally, list your policies in the “Instructor’s Classroom Policies” section.

Working through this section will give you experience and once you receive your textbook Plan you can finalize and name your course syllabus document.

Notes:


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B. Develop a brief bio to include in your syllabus. Think about what students want to know about you. Certainly your professional and academic credentials. It can help students learn a little more about you if you include some personal things – interests, hobbies, family, pets.

Your Bio:

C. When completing the Instructor’s Classroom Policies area of the Course Syllabus, notice that there are several ideas for you to consider. Be sure to think through all of your classroom policies. Remember it is important that students understand what is expected of them so they have the best chance of succeeding.

Some of the things students will want to know: If you accept late assignments If there is a point deduction for late work If they can resubmit work for a better grade If you grade down if they are tardy or absent

What about cell phones and texting, chewing gum, not being prepared, the Heald dress code and attendance?

As described in the Classroom Management Techniques PowerPoint, your classroom policies become the ground rules for your classroom. Continue working on your course syllabus and fill in the Instructor Classroom Policies section. Complete a Word document of your classroom policies and cut and paste into your course syllabus. Save this document in your Heald Teaching folder.

Notes:


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D. Notice that some of the Heald instructional policies are already in the Syllabus Template.

Heald’s complete academic policies are published in the Heald catalog. You can access the catalog at: www.heald.edu. First click on ‘Programs’ (on the left menu bar), and select ‘Academic Catalog’.

It is good practice to have the complete academic policies easily accessible if an issue surfaces and you need to refer to them.

As you review the Heald academic policies, pay particular attention to the Workbook Glossary on Educational Law and Good Practice. FERPA refers to students’ rights to privacy. Additionally, important points about peer review, grading, and Students with Disabilities are discussed.

When you have completed the instructor fill-in sections of the Syllabus, rename and save this document to your Heald Teaching folder.

Notes:

Module IV: Assessment & Grading


Classroom Assessment (formative, summative, POMA) Using Rubrics to Evaluate The Purpose of Grading Grading and Motivation


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http://www.heald.edu/

Providing Corrective Feedback

Learning ActivitiesComplete the Module IV Learning Activities below. Remember to save files to your Heald Teaching folder, when necessary.

Learning Activity Six: The Case of the Puzzling AssignmentReview the DVD content on Assessment and Grading and view the Motivation To Learn PowerPoint and the Heald Grading Policies and Procedures on SharePoint in the Assessment and Grading Library. Then complete the following case:

A. It is mid-quarter and you have just received student papers from a major course assignment. One of your students has been doing average to good work on smaller, less complex assignments, but has turned in a very poor paper. The following problems exist in the paper/assignment:

The student did not follow directions or address some of the criteria The student misinterpreted several key points The paper is poorly organized There are several grammatical and spelling errors

When you have graded all the student papers, you see that the other students did quite well on the assignment. You are puzzled as to why you did not observe these types of problems with this student in the earlier weeks of the course. You plan to return the graded papers and review the completed assignment in class tomorrow. How do you handle this situation?

Puzzling Assignment Case:

Puzzling Assignment Case, cont:


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Learning Activity Seven: Create Your Own Rubric (optional)After reviewing the DVD content for Assessment and Grading, you may find it useful to go to the University of Wisconsin – Stout, Professional Development website. To access this site, copy and paste http://www.uwstout.edu/soe/profdev/rubrics.shtml in your web browser. You will find excellent information about rubrics on this site.

1. Click on ‘Quick Links to Rubrics’ 2. You will see ‘Creating Your Rubrics’. 3. Click on ‘Creating Your Rubrics’ and you will find the rubric template referred to in the DVD. 4. Notice the ‘Rubric Generator’. It is a great tool for creating rubrics for your course assignments.

Copy any rubrics you create to your Heald Teaching folder.

Notes:


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http://www.uwstout.edu/soe/profdev/rubrics.shtml

Module V: Keeping Students Engaged

Learning Topics Below are the learning topics covered in this module:

Learning Approaches at Heald (active, applied, collaborative, problem-based) Varied Presentation and Learning Styles Setting the Stage for Learning (advanced organizers, cues, questions) Setting-Up and De-Briefing Activities Bookends: How to Begin and End Each Class

Learning ActivitiesComplete the Module V Learning Activities below. Remember to save files to your Heald Teaching folder, when necessary.

Learning Activity Eight: Keeping Students Engaged

In Module V of the DVD, several types of Learning Approaches were discussed. They included: active, applied, collaborative, and problem-based. Note: These terms are also included in the Orientation Glossary at the end of this Workbook.

In a Word document, develop a classroom Instructional Activity for each of the courses you are planning to teach. This activity should include all of the Learning Approaches (recall that they overlap, and many activities can include elements of each learning approach). In your document, describe how each of the approaches are included in the activity.

Notes:


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Learning Activity Nine: Learning Style Survey (optional)Review the Gardner’s Learning Styles Handout, which can be found on SharePoint’s “Keeping Students Engaged Library” to learn more about multiple intelligences.

It is valuable to know about your own learning style preferences, and determine if you are unconsciously overusing your own style when teaching, rather than using some strategies that support all styles.

Below are two URLs you can use to take different Learning Style Surveys (Self-Assessments). You may want to take them both and compare your results. Both surveys are based on Howard Gardener’s Multiple Intelligences, along with some other research on learning styles.

http://www.learning-styles-online.com/

http://www.engr.nscu.edu/learningstyles/ilsweb.html

Notes:


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Orientation Summary

You have now completed the five Learning Modules that comprise this New Faculty Orientation. We hope this orientation has provided you with the information and tools to prepare you to teach your first quarter at Heald College. The Orientation has provided video clips of Heald faculty, students and staff, the brochure of the Heald Teaching and Learning Approach, and five modules on: What Makes Heald Unique, Managing Student Expectations, Using Course Plans and Developing Your Course Syllabus, Assessment and Grading, and Keeping Students Engaged. You have completed Learning Activities tied directly to the Heald Faculty Competencies and the Effective Teaching Methods. In addition, you have also developed course instructional materials that you can use when teaching Heald courses.

Now it is time to get ready for your Mentoring assignment. To get started you will be completing a Teaching Self-Assessment.

Learning ActivitiesComplete the Teaching Self-Assessment Activities below. Review the Orientation DVD and your responses to the Workbook Learning Activities. Then assess your teaching strengths and areas you need to continue to develop by comparing them to the Heald Faculty Competencies and Statement of Effective Teaching.

Learning Activity Ten: The eLearning Orientation Workbook activities were designed to address the Heald Faculty Competencies and Statement of Effective Teaching methods. The activities should get you off to a fast and successful start in teaching your first course for Heald College. We also want to help you make the most out of your Mentoring assignment. Review the Heald Teaching and Learning Approach that you printed out in Module I of this workbook. Then complete the Teaching Self-Assessment Parts A, B, and C that follow.

Notes:


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Consider what you have learned in this Orientation in addition to your past experience. In what teaching areas do you feel most confident? Check off your strengths on the list below:

Faculty Competencies Provides Quality Instruction Employs Effective Classroom Management Techniques Provides Formative and Summative Assessment Facilitates a Positive and Supportive Learning Environment Exhibits Adaptability Uses Effective Oral, Written, and Interpersonal Communication Models Professional Behavior

Effective Teaching Methods Model expected professional behavior Develop and use course plans Define daily learning goals Open each session with an overview of prior learning and a discussion of the day’s

learning objectives Plan and deliver active learning activities Plan and deliver creative thinking activities Ask effective questions Challenge students with problem-solving activities Connect course concepts to the workplace Address diverse learning styles Check frequently for understanding Vary presentation styles Close each session with a summary of the session’s learning and build anticipation

for the next day Engage in on-going formative assessment of student learning Partner with LRC, Student Services and Advising staff on support plans for students

in need of academic or personal assistance

A. Consider areas that have been covered in this Orientation or your past experience. In what teaching areas do you need more information, clarification, and practice? Check off these areas listed below:

Faculty Competencies Provides Quality Instruction Employs Effective Classroom Management Techniques Provides Formative and Summative Assessment Facilitates a Positive and Supportive Learning Environment Exhibits Adaptability Uses Effective Oral, Written, and Interpersonal Communication Models Professional Behavior


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Effective Teaching Methods Model expected professional behavior Develop and use course plans Define daily learning goals Open each session with an overview of prior learning and a discussion of the day’s

learning objectives Plan and deliver active learning activities Plan and deliver creative thinking activities Ask effective questions Challenge students with problem-solving activities Connect course concepts to the workplace Address diverse learning styles Check frequently for understanding Vary presentation styles Close each session with a summary of the session’s learning and build anticipation

for the next day Engage in ongoing formative assessment of student learning Partner with LRC, Student Services and Advising staff on support plans for students

in need of academic or personal assistance

B. Build a Plan for Mentoring: Review the teaching areas in A and B above and list the areas that you want to focus on with your faculty mentor. You can use these to build your mentoring plan.

Ideas for Mentoring Plan:


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C. When you meet with your Mentor:

Some of the Workbook Learning Activities were completed on your computer and saved in your Heald Teaching folder. Print out the documents that you created for these Workbook Learning Activities so that they are available for your Mentor to review, along with your responses to the activities in this Workbook.

Notes:


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You Can Make a Difference In a Student’s LifeAfter watching the Heald students, faculty and staff on the Orientation DVD we hope you will see that teaching for Heald College is very rewarding, and that you can make a life-changing difference in your students’ lives.

You Can Make A Difference!


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Orientation ResourcesThe following links and citations are for you to explore, learn and enjoy:

Adult Learning Information and Self-Assessments

http://tip.psychology.org

www.learnativity.com

www.agelesslearner.com

http://www.learning-theories.com/

http://adulted.about.com/od/adultlearningtheory/

www.funderstanding.com(Says it’s learning for kids, but explore site—has a great annotated Bibliography and links)

http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

http://www.fsu.edu/~adult-ed/jenny/learning.html

Learning Styles Surveys



Rubrics for Assessment

http://www.uwstout.edu/soe/profdev/rubrics.shtmlUniversity of Wisconsin’s Stout, Professional Development website


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http://www.uwstout.edu/soe/profdev/rubrics.shtml



http://www.fsu.edu/~adult-ed/jenny/learning.html


http://www.funderstanding.com/

http://adulted.about.com/od/adultlearningtheory/

http://www.learning-theories.com/

http://www.agelesslearner.com/

http://www.learnativity.com/

http://tip.psychology.org/

Heald College Orientation Glossary

Assessment: Assessment means an estimate of value; an outcome in which the student demonstrates acquisition and/or application of knowledge, skills, or attitudes. They are the methods used to evaluate to what degree each student met the course or graded assignment outcomes or performance criteria. Assessment methods include testing, case studies, papers, problem exercises, oral presentations, debates, projects, or any other method that evaluates the student's level of achievement and/or performance. The assessment process should provide clear feedback to the student and may or may not be assigned a grade.

Authentic Assessment: Authentic assessment is an approach to evaluating student mastery of learning outcomes through activities that reflect ‘real world’ application of the concepts being assessed. Authentic assessments are generally task- or project-based (rather than written tests) and include a grading rubric to help instructors grade student work consistently.

Examples of authentic assessments include: Developing a marketing plan for a course in marketing Working in a team to develop, write, and present a network design in a network

design course. Giving injections in a medical assisting course.

Formative Assessments: Assessment instruments that help an instructor check in on how well the student is learning the course content as he/she progresses through the course. These are generally developed by the instructor via instructor materials that come with the adopted textbook.

Summative Assessment: This is a project or other assessment instrument that is meant to measure if and to what extent the global course outcomes were mastered in the course. Summative assessments are created during the course development process and should be followed as closely as possible. They can be tailored to the particular audience, but must align to the course outcomes.

Multiple Measures of Assessment: The use of a combination of assessments, like class participation/performance, papers, quizzes, problem-solving exercises, projects, presentations, to arrive at a more valid evaluation of a student’s proficiency in a subject. This includes weighting of graded assignments and activities in a balanced way, rather than to depend almost exclusively on an end-of-course test or project.

Criteria: Criteria are those standards upon which one is measured. Criteria are the building blocks of rubrics.

Rubric: A rubric is a set of criteria or standards that govern an action or procedure. A rubric is an assessment tool that sets clear expectations for the academic product, usually a graded assignment. It is a scoring tool used in the assessment of knowledge, skills, attitudes in course learning activities and assignments. For example, a rubric for an essay might tell students that their work will be judged on thesis statement, purpose, organization, audience awareness, and grammar.


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Grading: Establishing evaluation criteria for course assignments, determining the numeric value for each assignment, and developing a range of numerical values to reflect the levels of accomplishment or proficiency for stated course or assignment outcomes. The course grade is normally expressed as a letter grade and indicates the level of proficiency from excellent to average to poor or failing.

Curriculum: Course: A course covers specific content within a discipline of study. Each course has a specific course description explaining the content to be covered, and may have defined outcomes that can become part of a comprehensive degree or college-wide outcomes assessment plan. The course outcomes, topics, activities, assessments, and graded assignments all relate to the subject matter.

Course Plans: A packet of material to support the course, including: Syllabus, Lesson Plan, Equipment Lists, Handouts (if needed), and Assessments and Rubrics.

Lesson Plan: Is a guide for delivering weekly course instructional content and meeting student-learning outcomes. Each Lesson Plan provides a list of resources to support your instruction. The main part of the Lesson Plan is a weekly breakout of topics, activities, assessments and reading/homework assignments. There are also ‘notes to the instructor’ with helpful tips.

The following items cannot be changed in the lesson plan: Course Requirements, which indicate required assessments that map to the

course or program-level outcomes. Topics and subtopics: the order and length of time devoted to each topic can be

tailored to the instructor’s teaching style and approach.

Syllabus: A document that represents all the required elements that must be implemented consistently by all faculty at all campuses, including the course description, the student learning outcomes, number of units, pre-requisites, course topics covered, adopted course textbook(s), and Heald policies. These areas must not change and are specific to the Heald course. There are also areas on the Syllabus highlighted in yellow, where the instructor provides his or her own information. This includes your contact information; assignments, activities, and reading assignments in the ‘Course at a Glance’ section, a brief biography, and your own classroom policies. CAO Curriculum provides standardized syllabi for all courses (developed by faculty teams). After Instructors customize the appropriate areas, they have them reviewed/approved by the campus PD/DAA.

Equipment List: Describes the equipment needed to run the course effectively. Software, hardware, lecture room equipment is all described here. Campuses are responsible for providing the appropriate equipment to support the course.

Handouts: Instructor handouts are documents that support the instructor (such as test answer keys); Student handouts are documents that describe a student project or activity. Handouts are developed as part of the course development process. Instructors can (and are encouraged to) make their own handouts to support the way they prefer to teach the course.


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Topic and Sub Topics: A topic is subject matter content within a discipline or course that should be addressed through lecture, visual aids, media, class activities, assignments, lab work, etc.

Curriculum: All the courses of study offered by an educational institution, or for a specified degree, certificate or general education core; a group of related courses, often in a specialized field of study, such as a degree program.

Heald Curricula: Each Heald course has certain elements that are commonly taught across all campuses, by all instructors. The course plans, along with the instructor’s course syllabus, ensure that each teaching faculty member teaches to the same Student Learning Outcomes.

Program: A detailed course of study and curriculum for specific degree, certificate or core general education areas. An academic program has a purpose statement and program goals and/or outcomes.

Assignment: A learning activity completed by the student independently or as a part of a group; a deliverable that students complete in order to demonstrate their level of proficiency. Reading, research, papers, case study analysis, projects, exercises and problems are typical types of course assignments. Many course assignments are graded.

Activity: A learning experience or task that is assigned to facilitate learning that supports the theoretical foundation and application of the subject. Activities can be individual or small group, and include reading, writing, debate, case studies, discussion, research, role-play, problem solving and many other techniques that appeal to different learning styles.

Examples include:

Role Playing: By taking on perspectives other than their own, students begin to appreciate the beliefs, wants and needs, and motivations of others, while working to find creative and effective solutions to challenges you may pose to them.

Case Study: Case studies can vary from, “What would you do in this situation?” to a more elaborate role-playing scenario where students must resolve more difficult questions based on real-world data and documents. The key is to simulate real-world situations and problems. Students must analyze the information and determine actions to be taken. Case studies involve critical thinking, reflection, and problem-solving skills and can be used as individual or group activities/assignments.

Self-Check: A quiz that is generally non-graded and taken in-class. A few questions can be posed to the students regarding homework and/or reading, and the students can then gauge, on their own, where they may be lacking some understanding or knowledge.

Self-Assessment: Students are asked to reflect about their learning in general or about their understanding of class material at different intervals in the course, or assess graded material on their own – they then can discern their strengths and weaknesses and can confer with the instructor on “next steps” to improve. Journaling is an ideal way to capture self-assessments.


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Objectives: Heald does not use this term except where needed for special programmatic accreditation language (as in Dental Assisting). Objectives are learning goals (what will be covered).

Outcome: An outcome is the end result or that which follows from an act. An academic outcome is the goal or purpose of instruction or the terminal result based on acquired student knowledge, skills, and/or attitudes.

Student Learning Outcomes (SLO) are the observable, measurable target behavior that students will be able to exhibit upon completion of the course or program. Outcomes have criteria or evidence to discriminate excellent from average from poor performance. In education, this is often shown through grading.

Educational Law and Good Practice:

FERPA: The Family Educational Rights and Privacy Act of 1974 (FERPA), 20 USC § 1232g, protects the student from having his/her records released to persons or institutions without the student’s written consent and allows the student to review his/her own official education records to make sure that no misleading, inaccurate, or otherwise inappropriate information has been included in his/her file. Refer to Heald’s policy titled Student Records and Privacy Rights in the Heald Policies and Procedures in the Academic Catalog.

Faculty should not disclose personal information regarding students’ contact information, but can encourage students to share this information with one another when working on class projects or for other instructional reasons.

Peer Review and Feedback: Peer review and feedback usually takes place when a student reads (or hears) the writing of a classmate and gives constructive feedback to the writer. This may be done in pairs or small groups. Review and feedback can be a powerful instructional experience for both the reader and writer.

There are two kinds of feedback: reader-based feedback and criterion-based feedback. Any untrained reader is well qualified to give reader-based feedback, while most faculty have been specifically trained to give criterion-based feedback.

A good practice is to make this distinction to your students when you have them review and provide feedback to one another. As the teaching faculty member, you are the only one that can award a grade to the student, so it is important for you not to use the term ‘student grading’.

Students with Disabilities: It is the student’s responsibility to make his/her disability known and to present certified documentation of the disability. A student who chooses to make his/her disability known and seeks accommodation should contact the Academic Affairs Department immediately upon recognizing the need for an accommodation. An Academic Affairs Department Representative will discuss the recommended accommodations with the student to determine a reasonable means for delivering a specific accommodation. Documentation of recommended accommodations from a physician or other healthcare professional will be required prior to provision of the accommodation.


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Heald Terminology:

Faculty Competencies: Indicate the achievement and demonstration of the knowledge, skills, and attitudes required to perform a given task. Heald College has identified faculty competencies that are act as the framework for faculty hiring, placement, evaluation, training and development, and recognition. These competencies are:

Provides Quality Instruction Employs Effective Class Management Techniques Provides Formative and Summative Assessment Facilitates a Positive and Supportive Learning Environment Exhibits Adaptability Uses Effective Oral, Written, and Interpersonal Communication Models Professional Behavior

Heald College Mission: “Our mission is to prepare our students for academic, personal, and professional success through quality career-focused programs that develop skills to last a lifetime.”

Mentoring and Coaching: Mentoring is a career development process in which less experienced workers are matched with more experienced colleagues for guidance. Mentoring can occur either through formal programs or informally as required and may be delivered in-person or by using various media. Coaching is a process in which a more experienced person, the coach, provides a worker or workers with constructive advice and feedback with the goal of improving performance.

Professionalism: Faculty are expected to ‘model professionalism’ by being prepared and well-organized, starting and ending class on time, communicating in a clear and respectful manner, providing timely individual feedback on coursework, appearing well-groomed and wearing appropriate attire, and pointing-out the importance of prompt and continuous attendance. This helps to prepare students for the expectations of the workplace. Heald has specific dress code, attendance, and conduct policies in place to support professionalism in students.

Program Outcome Mastery Assignments (POMAs): Program-level assessments that are embedded in Heald’s courses where mastery of an outcome is expected to have been achieved. These must be implemented as written.

Program Review: Heald College engages in systematic program review (evaluation process) of instructional programs and administrative and educational support (AES) programs to determine how well the College is meeting its established outcomes and goals. The results of program review are used to plan improvements and develop budgets to support improvements. Complete documentation of Heald’s Institutional Effectiveness strategies are available on the Institutional Effectiveness Site in Sharepoint.

Statement of Effective Teaching: Presents a series of teaching methods and strategies that are highly valued at Heald and support the faculty competencies. Heald faculty members are expected to gain proficiency in these teaching methods.


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Student-Centered: Providing a safe, positive, and supportive learning environment and placing students at the center of the teaching and learning model. At Heald it is providing practitioner faculty; industry relevant curriculum; active and applied teaching & learning methods; student and career services; learning resource centers, labs, and extracurricular activities to support each student in their academic and career endeavors.

Instructional Methods and Terminology:

Advance Organizers, Questioning, and Cues: Instructors set the stage for learning by using advance organizers, questioning, and cues. Text or graphic advance organizers focus students’ attention on the important information about to be presented; they effectively organize information and help students learn and retain information. A syllabus is one type of advance organizer. Questioning helps identify what students already know, and the instructor can then connect new information to the students’ existing knowledge base. Questions that involve reflection, comparison, and analysis promote deeper learning than those that focus exclusively on recall. Cues are prompts that give students a ‘push’ in the right direction to respond or answer questions.

Critical Reflection: Is the process of inwardly reviewing and assessing one’s experience, integrating knowledge gained from experience with new knowledge and or knowledge already possessed. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.

Critical Thinking: Carefully exploring the thinking process to clarify ones understanding and make more intelligent decisions. The following are aspects of critical thinking: carefully exploring situations and questions, thinking independently, viewing situations from different perspectives, supporting diverse perspectives with reasons and evidence, thinking actively, and discussing ideas in an organized way. (Adapted from Chaffee 2003)

Feedback: There are three types of feedback: faculty to student, student to student, and student to faculty. All three play a key role in successful instruction. It is critical for faculty to provide students with timely and constructive ‘expert’ feedback, so that the student knows what they are doing well, and how to improve in areas of weakness. Student to student or ‘peer’ feedback is useful to help students learn through collaboration and from individuals in similar roles. Student to faculty feedback is the only way for faculty to learn whether the course is going well, or if adjustments need to be made. For example: are the activities and assignments on target, clear, relevant?

Learning Domains: The three types of cognition that Benjamin Bloom described in his book Bloom’s Taxonomy of Educational Objectives (1956.) These domains are used to describe the learning process, define levels of learning, and to develop learning activities and assignments that achieve specific educational outcomes or goals. Blooms’ Taxonomy is used for assessing the level of learning. These learning domains are:

Knowledge-Based (cognitive, mental): Acquiring new knowledge: students are able to recall, describe and identify new

information. Enhanced thinking: students are able to critically reflect, analyze or judge

information and build upon prior learning.


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Skill-Based (psychomotor, manual or physical): Application of knowledge in similar or new content areas: students are able to

apply concepts and operate, assemble, install, build, or conduct some type of process or manipulate objects or materials.

Attitude-Based (affective, feelings/emotions): Development of or change in intrapersonal areas: students gain self-awareness

and an awareness of others; they question, justify, advocate, defend, challenge, endorse, dispute, and/or persuade about a condition, event or action.

Learning Styles: Learners process and perceive information in different ways, though we all share some of the same learning patterns, preferences, and approaches. It is important for teaching faculty to be aware of differing learning styles and incorporate instructional methods to accommodate these different learning styles. Below are three learning style models that are frequently cited:

Perceptual/Senses examine how learners take in information through their senses. They look at how learners see, hear, feel, and move through the world – visual, auditory, and tactile/kinesthetic.

Multiple Intelligences (Howard Gardner 1999) framed a theory stating that learners had seven, updated to eight, learning ‘intelligences’ that together make up the learners cognition: verbal-linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.

Kolb’s Model (David Kolb 1973) developed a model illustrating how individuals learn through their experience throughout the lifespan. Kolb’s model is frequently applied to adult learning and career development. Kolb’s four types of learning styles include: concrete/reflective, abstract/reflective, abstract/active, concrete/active.

Metacognition: Refers to the ability of learners to be aware of and monitor their own, unique learning processes. Metacognition is based upon a learner’s strong self-awareness of how they learn best. Components of metacognition include a general self-awareness (of one’s own knowledge and ability levels), reflection (stopping to think about what one is doing or where one is going), and self-assessment (giving oneself tests, mental or actual, to assess if learning has been effective). The terms ‘self-regulating’ and ‘self-management’ are often used as forms of metacognition. Successful learners employ a range of metacognitive skills and effective teachers include instructional strategies to help develop these skills.

Motivation to Learn: Recent studies view the motivation to learn as an interaction between the instructional environment and the learner’s interpretation of that environment. The learner’s internal interpretation is influenced by the learner’s prior experiences, self-esteem and values. Intrinsic motivation comes from within the learner and is linked to their need to know, accomplish, and achieve; the learner is mainly responsible for their own learning. The cognitivist school places most of its emphasis on intrinsic motivation. Extrinsic motivation comes from the learning environment itself, and is based on rewards, reinforcement, and extinguishing inappropriate behaviors. The behaviorist school places more emphasis on extrinsic motivation. Multimedia: The use of two or more of the following elements in a presentation or instructional program: text, images, video, audio, and animation.


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Recall: Quizzes, unit tests, mid-term and final-exams based on objective questions such as multiple-choice, true/false, fill in the blank, measure the immediate recall of information. These types of objective tests do not measure the ability to retain, apply or transfer knowledge, skills or attitudes.

Retention in Learning: Occurs when new information is moved from working to long-term memory. Retention is fostered through practice and rehearsal, whether through critical reflection or instructional tasks that require students to practice, rehearse, and apply the new subject matter to real-world problems and situations. Retention can be considered as either ‘near’ or ‘far’ transfer of information in the form of new knowledge, skills and attitudes gained. Near transfer occurs when students can apply the new subject matter information to the same or similar problems or situations. Far transfer occurs when students can apply the new subject matter to new and novel problems and/or situations, many times in new subject matter areas or environments.

Teaching Styles and Techniques: The following are some of the teaching styles used by faculty:

Didactic: Didactic literally means to teach, to intend to instruct. Its connotation, though, often goes back to “didactic literature,” in which the teachings were largely moral directives – how to live one’s life in a good and moral way. Today, in the world of academia, didactic has come to be known as a way of instructing; that is, you the teacher are the fountain of knowledge, and your students are the receptacles, quietly awaiting you to pour knowledge into their eager minds. Associated with “teacher-centered” approach, and emphasis on lecturing.

Facilitative: Freeing from difficulty or impediment. This has come to represent a style of teaching, first made popular by the “father of humanistic psychology,” Carl Rogers. That is, to have a facilitative style of teaching means to have a more open style; you rely much less on traditional lecturing and more on giving students the tools and steps to take so that they can find meaning in the topic at hand.

Socratic dialogue: In a Socratic dialogue you ask a question, then one student answers it, and then you ask another question. In this way, you may make frequent comments or prompts to foster cognitive exploration. It is recommended that this technique be used sparingly to guard against dominating the discussion. You could also have other students be responsible for asking follow-up questions, too. Associated with “discovery learning.”

Weaving: Connecting earlier discussions with current topics, clarifying points, identifying the themes, making connections, etc. Such “weaving” comments supply a unifying overview, interpreting the discussion by drawing its various strands together in a momentary synthesis that can serve as a starting point for the next round of discussion and/or debate.

WIIFM: Stands for “What’s In It For Me.” This is based on the knowledge that learners pay attention and want to learn when they know why the subject matter is important to them. Gaining the learners attention is the first requirement in teaching. Frequently pointing out why a course topic is useful to students in their personal or work life keeps their interest high.


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Teaching Approaches:

Active Learning: Learning in which the learner constructs meaning, often working in collaboration with other students. The emphasis of instruction is on the active process of learning and the learner, not the passive presentation of information. Students are engaged in solving problems, developing projects, discovering, exploring, experimenting, instructional games and simulations, asking questions and seeking answers.

Applied Learning: Applied learning is a teaching approach that bases instructional activities and assignments on ‘real world’ situations. Students apply theoretical concepts to real world, work related problems and scenarios. Authentic assessments are used to evaluate applied learning activities and assignments.

Brain-Based Learning: This learning theory is based on the structure and function of the brain. The three instructional techniques associated with brain-based learning are:

Orchestrated Immersion - Creating learning environments that fully immerse students in an educational experience.

Relaxed Alertness - Trying to eliminate fear in learners, while maintaining a highly challenging environment.

Active Processing - Allowing the learner to consolidate and internalize information by actively processing it.

Brain-Based Learning has an impact on instruction in the following ways: Curriculum - Faculty design learning around student interests and make learning

contextual through real world examples. Instruction - Faculty encourage students to learn in teams and use peripheral learning.

Learning is structured around real problems, with faculty encouraging students to also learn in settings outside the classroom and the school building.

Assessment - Faculty use course assessments as tools to reinforce student learning, thus allowing students to monitor and enhance their own learning process.

Collaborative Learning: An instructional approach in which students of varying abilities and interests work together in small groups to solve a problem, complete a project, or achieve a common goal. There is a sharing of authority and acceptance of responsibility among group members for the group’s actions. One of the underlying premises of collaborative learning is based upon cooperative learning – consensus building through cooperation by group members, in contrast to competition in which individuals try to best other group members.

Experiential Learning: An instructional approach in which students are active learners, constructing their own knowledge based on current or past learning, rather than simply observing the instructor as he/she explains or demonstrates skills or processes.

Lifelong Learning (LLL): LLL occurs when individuals have learned how to learn and have the curiosity and awareness to keep learning new and relevant knowledge and skills throughout their lives. Lifelong learning is not confined to the educational setting, but can occur in the workplace, community and ones’ personal life. Heald College fosters learning skills that encourage graduates to continue learning for a lifetime.


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Passive Learning: Students are less involved in their own learning. The instructor lectures and gives exams to measure if the students can memorize or quickly recall facts and figures. Students often have little responsibility for their own learning.

Peer Feedback: Students review each others’ work and provide peer feedback (essays, case studies, designs, products) based on a set of standards supplied by the faculty member.

Problem-based learning: An instructional approach that promotes student involvement and active learning. This technique uses real-world problems with authentic tasks as the basis of student learning. In problem-based learning, students become more self-directed learners while the teacher acts more as a coach and facilitator.

Situated Learning: Situated learning occurs within a contextual framework; one that informs and supports the learning process. Learning that is gained in a context is more readily retained and transferred within that contextual framework. Properly designing the situation in which the learning takes place can enhance the transfer of learning to other situations. Anchored instruction can be a part of situated learning where the context is reflects a real-world workplace context.


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Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.

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Friedlander, E. Ed’s Guide to Classroom Control: For College and Professional teachers (2005).Retrieved from http://www.pathguy.com/classcon.htm

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Huitt, W. (2001). Motivation to learn: an overview. Educational Psychology Interactive. Valdosta,GA: Valdosta State University. Retrieved from http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

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Kiznik, Bob (2008). Classroom management and managing student conduct. Adprima. Retrieved from http://adprima.com

Knowles, M.S. (1984). The adult learner: a neglected species. Houston, TX: Gulf.

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Mager, R.E.,The promise of educational psychology: teaching for meaningful learning Vol. II (2002), Upper Saddle River, N.J.: Pearson Education.

Merriam, S.B. (1993). An update on adult learning theory. San Francisco, CA: Jossey-Bass.

Morin, Amanda. How to Develop Classroom Management Techniques. Retrieved from http://www.ehow.com/PrintArticle.html?id=2144870

Speaking of Teaching (fall, 1998). Speaking Of Teaching Newsletter. Vol.10, No. 1. Retrieved from http://ctl.stanford.edu/Newsletter/motivation_to_learn.pdf

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Thiagarajan, S. (2003). Design your own games and activities. Francisco, CA: John Wiley &Sons, Inc.


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ttosspon.wikispaces.com faculty … · web viewtable of contents. welcome to the heald college...

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