savvy learning: using technology wisely to enhance active learning and success in class and beyond...

Savvy Learning:Using Technology Wisely to Enhance Active Learning and Success inClass and Beyond

Presiding Facilitator: Gerald R. Greenberg Senior Associate DeanThe College of Arts and Sciences

Syracuse [email protected]

Facilitators:

Mary LernerAssistant DeanThe College of Arts and Sciences, Syracuse [email protected]

Rhona FreeVice-President for Academic AffairsEastern Connecticut State [email protected]

Kandice L. SalomoneAssociate DeanThe College of Arts and Sciences, Syracuse [email protected]

Objectives for today’s workshop

Determine:

•How to conceptualize and encourage the use of technology wisely to enhance active learning?

•What type of action plan for meeting your goals would work best at your institution?

•What pitfalls to expect for attaining your goals and how to devise strategies to overcome them?

Rhona FreeVice-President for Academic AffairsEastern Connecticut State [email protected]

Liberal Arts Work Initiative

LAW

SAVVY LEARNING: USING TECHNOLOGY WISELY TO ENHANCE ACTIVE LEARNING AND SUCCESS IN CLASS AND BEYOND

Rhona FreeProvost and Vice President of Academic Affairs

GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

Eastern Connecticut State University

Eastern Connecticut State UniversityA Liberal Education, Practically Applied


Eastern’s emphasis on experiential education and applied learning History Mission Strategic plan– AAC&U Essential learning outcomes Academic Plan/High impact Practices Assessment tool Faculty priorities Parent and student values Employer values

AAC&U Essential Learning Outcomes

Knowledge of Human Cultures and the Physical and Natural World (Liberal Arts Core courses)

Intellectual and Practical Skills (Liberal Arts Core courses)

Personal and Social Responsibility (How to develop, how to assess?)

Integrative and Applied Learning (How to develop, how to assess?)



Personal and Social Responsibility Civic knowledge and engagement Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges Center for Community Engagement Service-learning Campus leadership- SGA, clubs and

organizations



Integrative and Applied Learning Including synthesis and advanced

accomplishment across general and specialized studies

Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

Liberal Arts Work program


Applied learning for assessment

AAC&U (2011) found that 79% of employers who participated in a survey would like colleges and universities to emphasize more the ability to apply knowledge and skills to real-world settings and that more than 80% believe that completion of a supervised and evaluated internship of community-based project would be very or fairly effective in ensuring that recent college graduates possess the skills and knowledge needed for success at their company.

AAC&U, The LEAP Vision for Learning: Outcomes, Practices, Impact, and Employers’ Views. 2011


Applied learning for assessment

The AAC&U survey indicated that “…faculty-evaluated internships ranked highest among a list of assessment practices in which business leaders recommend that colleges and universities invest scarce resources.” Carey, AAC&U Peer Review, Fall 2010.

Carey, S.J. Peer Review, Fall 2010, Vol. 12, No. 4.,


Applied Learning: Liberal Arts Work Program


Every Eastern bachelor degree seeking undergraduate student will achieve the learning goals identified in this proposal by completing a structured pre-professional experience prior to graduation. This experience will include internship, co-op, or other field experience off-campus or intensive faculty-mentored research, scholarship or creative activity on campus. This experiential learning will help students clarify their careers goals, develop their skills in real-world settings, and better prepare them for graduate school, employment, or other options.

Experiential Education: Prevalence before LAW initiative (based on calculations of student who complete a for-credit experience including independent study.)


Program Percent completing experiential component



Accounting

32 Env Earth Sc.

57 Psychology

73

Biochemistry

80 Elem. Ed. 100 Studio Art 89

Biology 52 English 64 Sp/Leis.Mg

100

Business 91 His/Soc Sci

46 Sociology 39

Bus. Inf. Syst.

89 History 38 Social Work

100

Comm. 100 Math 48 Spanish 45

Comp. Sci.

50 Perf. Arts 100 Visual Arts

76

Early Ch. Ed.

100 Health/P.E.

75 Overall 66

Economics

74 Poli Science

64

Liberal Arts Work: Learning goals for internships/teaching practica/co-ops/other LAW designated courses


Students will satisfy the LAW requirement by completing an approved activity that achieves specified learning goals.

Students who complete the LAW experience through internships, teaching practica, co-ops or other LAW designated courses:

1. Will be able to demonstrate that they understand the connection between theory and practice as it relates to their experience.

2. Will be able to demonstrate an ability to function effectively in a professional environment. This can include work products, workplace ethics, comportment and other workplace behavior.

3. Will be able to articulate their interests, abilities and values in relation to the career experience.

Liberal Arts Work: Learning goals for student research or creative activity with faculty


Students who complete the LAW requirement through research or creative activity with faculty will:

1. Complete academic research or production/performance of artistic work under the supervision of, or in collaboration with, a faculty member, and in doing so demonstrate the ability to function as a professional within a chosen field of study.

2. Display abilities (knowledge, skills, attributes) that allow the student to engage a particular research problem or creative question and then apply those skills within the framework of professional study or creative activity within their field or subfield.

3. Formally present the research at an academic conference (undergraduate or professional) or submit the work to an academic journal for publication or present/exhibit/perform the work in an appropriate setting.

Liberal Arts Work: Categories of activities


Undergraduate Research and Creative Activity Internships: paid and unpaid, on and off campus

Student teaching On campus and off campus paid jobs On campus and off campus unpaid internships

Co-ops Service-learning Field-based course work Capstone projects

Liberal Arts Work: Challenges


Lack of established internships Lack of public transportation Evidence of uneven participation: AAC&U 2011– 56% of Whites v.

45% of Black or Hispanic seniors participate in internships, 22% of non first-generation students do research with faculty v. 16% of first generation.

Reluctance of some departments to promote activities viewed as vocational.

Concern among some departments that some students will not be successful at completing research.

Faculty load credits constraints for supervision of internships. Lack of office space, equipment, supervision at non-profits’

locations. Insufficient opportunities to present of publish their research. For non-traditional students is this a valuable requirement?

The Work Hub: A technological solution to some of the challenges


The Work Hub: Using technology to promote equal access to active, integrative, and applied learning.

Liberal Arts Work: The Work Hub

Three examples of technology-enhanced applied learning in the Work Hub:Grant Associate ProgramCIGNADesign Studio

GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March

2, 2013

Continued challenges?

Creating more opportunities (internship hosts still want students at their sites)

Information security


The Work Hub model on other campuses?

Do students face the same geographic and time constraints?

Can/will campus IT support the Hub? Is there a way to compensate faculty for

supervising or mentoring student activity in the Work Hub? Is that essential?

Do students have to get credit? Do students have to pay for the experience?

Should for-profit enterprises have to pay to participate?


Gerald R. GreenbergMary LernerKandice L. SalomoneThe College of Arts and SciencesSyracuse University

Serendipitous Transformation:Digital Humanities Excellence Initiative is Springboard forCyberliteracy and Emerging Pedagogies

Where it All StartedThe Dean’s Excellence Initiatives

Wall Graphics Needed

The Digital Humanities Initiative Meets Frustrated Professor

Serendipity CAN be Transformative

You want WHAT??

Isn’t this what faculty SHOULD be doing?

Recalibrate…. Recalibrate….

Recalibrate….

Board of

VisitorsToday’s classroom. What’s next?

Duncan BrownPhysics

BEFORE AFTER

PATRICK BERRYWriting

Cyberliteracy & Emerging Pedagogies

Kick-Off Meeting

Laurinda DixonArt History

Does it matter to students?

Lessons Learned• Work with those

interested

• Maximize talents of those interested

• Create excitement by showcasing work

• Develop creative support mechanism

• Find hidden talent

Next Steps

• Pedagogy Center– Speaker from NITLE

– Faculty fellowship program (with overlap)

– Two symposia a year

– Resources from advancement outreach

What are YOUR next steps?

savvy learning: using technology wisely to enhance active learning and success in class and beyond...

Documents

active learning

savvy learning

lifelong learning

student learning boston

liberal education

college of arts

sea change

sciences syracuse university