Iowa State University Teaching Iowa State University Teaching SeminarSeminar

August, 2005August, 2005

Center for Excellence in Learning Center for Excellence in Learning and Teaching (CELT)and Teaching (CELT)

The Challenges of Teaching and Learning

Corly BrookeDirector of Center for Excellence in Director of Center for Excellence in Learning and Teaching (CELT)Learning and Teaching (CELT)

Professor of Human Development Professor of Human Development and Family Studiesand Family Studies

cbrooke@iastate.educbrooke@iastate.edu

celt@iastate.educelt@iastate.edu

294-2402294-2402

_________________________________________

Credits • Dr. Susan Yager, Associate Director of Dr. Susan Yager, Associate Director of

CELTCELT

• Karen Bovenmyer, Program Assistant Karen Bovenmyer, Program Assistant CELTCELT

• Jennifer Leptien, Program Assistant Jennifer Leptien, Program Assistant CELTCELT

• Dr. Mary Huba, Professor of Educational Dr. Mary Huba, Professor of Educational Leadership and Policy StudiesLeadership and Policy Studies

CELT Staff• Allan Schmidt, Assistant Director for Learning

Technologies (LT)• Donna Kienzler, Assistant Director for

Preparing Future Faculty (PFF)• Steve Freeman, Assistant Director for

Scholarship of Teaching and Learning (SoTL)• Travis Kramer, Learning Technologies• Rex Heer, Learning Technologies• Yaoling Wang, Learning Technologies• Heather Brumm, Learning Technologies• Jane Henning, Assistant to the Director• Marlys Carlson, receptionist and secretary• Kristen Myer, student assistant

How do we understand learning today?

• An active search for meaning by the An active search for meaning by the learnerlearner

• Constructing knowledge rather than Constructing knowledge rather than passively receiving itpassively receiving it

• Shaping as well as being shaped by Shaping as well as being shaped by experiencesexperiences

– (Joint Task Force on Student Learning, 1998, (Joint Task Force on Student Learning, 1998, Powerful Partnerships: A Shared Powerful Partnerships: A Shared Responsibility for LearningResponsibility for Learning, <http://www.aahe.org>), <http://www.aahe.org>)

Paradigm shiftTeacher-Centered to Learner-Centered

Huba and Freed, Learner-Centered Assessment on College Campuses.

Allyn&Bacon 2000 (CELT library)

• Knowledge is transmitted Knowledge is transmitted from professor to studentfrom professor to student

• Students passively receive Students passively receive informationinformation

• Teaching and assessing Teaching and assessing are separateare separate

• Culture is competitive Culture is competitive and individualisticand individualistic

• Students construct Students construct knowledgeknowledge

• Students are actively Students are actively involvedinvolved

• Teaching and assessment Teaching and assessment are intertwinedare intertwined

• Culture is cooperative, Culture is cooperative, collaborative and collaborative and supportivesupportive

What impact has this paradigm What impact has this paradigm shift had at Iowa State shift had at Iowa State

University?University?

Institutional Learning Experiences at Iowa State in

the past 15 years• Creation of Center for Excellence in Learning and Creation of Center for Excellence in Learning and

Teaching (CELT) Center for Excellence in Learning Teaching (CELT) Center for Excellence in Learning and Teachingand Teaching

• Project LEA/RN – contact Dr. Barbara Licklider, 294-Project LEA/RN – contact Dr. Barbara Licklider, 294-1276 Iowa State University - College of Education - 1276 Iowa State University - College of Education - Education Student Services - Project LEA/RNEducation Student Services - Project LEA/RN

• Implementation of outcomes assessment Student Implementation of outcomes assessment Student Outcomes AssessmentOutcomes Assessment

• Formulation of new P&T Policy (Scholarship of Formulation of new P&T Policy (Scholarship of Teaching/SoTL) Office of the Provost - Promotion & Teaching/SoTL) Office of the Provost - Promotion & TenureTenure

Institutional Learning Experiences (cont’d)

• Implementation of revised university strategic Implementation of revised university strategic plan Strategic Plan 2005-2010: Iowa State plan Strategic Plan 2005-2010: Iowa State UniversityUniversity

• Development of a plan for innovative Development of a plan for innovative communication instruction ISUComm communication instruction ISUComm ISUCOMM HOMEISUCOMM HOME

• Enrollment in AAHE/Carnegie Scholarship of Enrollment in AAHE/Carnegie Scholarship of Teaching and Learning Initiative (RUCASTL) Teaching and Learning Initiative (RUCASTL) http://www.cfkeep.org/html/snapshot.php?http://www.cfkeep.org/html/snapshot.php?id=32891678002562id=32891678002562

Institutional Learning Experiences (cont’d)

• Development of a Preparing Future Development of a Preparing Future Faculty (PFF) program for graduate Faculty (PFF) program for graduate students CELT > Preparing Future students CELT > Preparing Future FacultyFaculty

• Building stronger Academic Building stronger Academic Affairs/Student Affairs relationships Affairs/Student Affairs relationships Student Affairs homepageStudent Affairs homepage

• Learning Communities ranked fifth in Learning Communities ranked fifth in the nation Learning Communitiesthe nation Learning Communities

• Faculty Senate conference on SoTLFaculty Senate conference on SoTL

Iowa State University’s Strategic Plan Supports a Collaborative Culture of

Teaching and Learning

• Mission: Create, Share, and Apply knowledge to make Iowa and the world a better place.

• Vision: Iowa State University will be the best at advancing the land-grant ideals and putting science and technology to work.

Student Engagement

• National Survey of Student Engagement (NSSE) http://www.indiana.edu/~nsse/index.htm

• Indiana University, George Kuh• Iowa State participated in both the NSSE and

the Faculty Survey of Student Engagement (FSSE) in 2005.

• The ISU results are used as Performance Indicators for the Board of Regents.

Clusters or Benchmarks

NSSE created five clusters or benchmarks of effective educational practice:

1. Level of academic challenge2. Active collaborative learning3. Student-faculty interactions4. Enriching educational experiences5. Supportive campus environment

The benchmarks are expressed on a 100-point scale.

What is the connection to the scholarship of teaching?

• ““Just as students must be actively Just as students must be actively engaged in formulating their own engaged in formulating their own learning questions and thinking critically learning questions and thinking critically about them, so teachers must be actively about them, so teachers must be actively engaged in formulating their own engaged in formulating their own questions about learning and the impact questions about learning and the impact of teaching upon it.” of teaching upon it.” – (Cross & Steadman,1996, (Cross & Steadman,1996, Classroom Research: Implementing the Scholarship Classroom Research: Implementing the Scholarship

of Teachingof Teaching, p. 2)., p. 2).

Our vision for the scholarship of teaching and learning on

campus• Everyone becomes a learnerEveryone becomes a learner

• Learning is more deeply understoodLearning is more deeply understood

• Community is created around learning Community is created around learning and teachingand teaching

• New understandings about roles and New understandings about roles and rewards emergerewards emerge

• A collaborative, learning-centered A collaborative, learning-centered culture is createdculture is created

ScholarlyTeaching

Scholarship ofTeaching and

Learning

Benefits Increased student learning

Improved reputation of faculty and the university

Enhanced recruiting of excellent students

Increased alumni recognition

Improved relations with legislature

So… how do we learn to teach and teach to learn?

Center for Excellence in Learning and Teaching

• Our mission is to support, promote, and Our mission is to support, promote, and enhance teaching effectiveness and student enhance teaching effectiveness and student learning; learning;

• encourage scholarship of teaching and encourage scholarship of teaching and learning; learning;

• communicate the importance of teaching and communicate the importance of teaching and learning to both internal and external learning to both internal and external audiences; audiences;

• and serve as a catalyst for learning-centered and serve as a catalyst for learning-centered education.education.

• CELT

Think/Write/Pair/Share

• Reflect on your past learning situations Reflect on your past learning situations and the teachers involved.and the teachers involved.

• Identify 3-4 teacher behaviors that Identify 3-4 teacher behaviors that contributed to your learningcontributed to your learning

• Write those behaviors on a sheet of note Write those behaviors on a sheet of note paperpaper

• Share your ideas with a partner.Share your ideas with a partner.• Complete this in 5 minutes.Complete this in 5 minutes.

Effective Teaching Behaviors in the College Classroom

chapter by Harry G. Murray in Effective Teaching in Higher Education: Research and

Practice, edited by Perry and Smart, 1997 Agathon Press, CELT Library

• Enthusiasm/ExpressivenessEnthusiasm/Expressiveness

• Clarity of ExplanationClarity of Explanation

• Rapport/InteractionRapport/Interaction

• OrganizationOrganization

Principles of Good PracticeChickering & Gamson

• Encourage student-faculty contactEncourage student-faculty contact

• Develop reciprocity and Develop reciprocity and cooperation among studentscooperation among students

• Use active learning techniquesUse active learning techniques

Principles of Good Practicecont’d

• Give prompt feedbackGive prompt feedback

• Emphasize time on taskEmphasize time on task

• Communicate high expectationsCommunicate high expectations

• Respect diverse talents and ways Respect diverse talents and ways of learningof learning

Five Quick tips from Corly(expanded version in your handout)

• Use student pictures on Access Plus. Use student pictures on Access Plus.

Iowa State University Iowa State University

• Plan carefully for the first day.Plan carefully for the first day.

• Less is More!Less is More!

• Ask for assistance and come to Ask for assistance and come to CELT events.CELT events.

• Work closely with Student AffairsWork closely with Student Affairs

Invitation to Business After Hours 5-7 at Reiman Gardens today

• 20050727145642752.pdf

Enjoy the rest of the teaching seminar and

best wishes to you all for a successful semester!

Center for Excellence in Learning and Teaching

Iowa State University