Plenary Talk: Pedagogies of Engagement: Preparing Students for an Interdependent World (9475 KB)
, Cooperative Learning Professor of Engineering Education, Department of Engineering Education, Purdue University and Morse-Alumni Distinguished Teaching Professor and Professor of Civil Engineering, University of Minnesota, ksmith@umn.edu
“Clickers” in the Classroom (1120 KB)
, Director of Astronomical Laboratories, University of Colorado, dduncan@colorado.edu
Wireless student response systems—“clickers”—address two of the oldest and most fundamental challenges in teaching: how to engage students, and how to determine if they are learning what you are teaching. Clickers are relatively low cost and easy to use. Data show that when they are used will in large lecture classes clickers increase the engagement of students and improve their learning. This is particularly true when students are encouraged to debate answers with their neighbors before answering. Students overwhelmingly like using clickers and believe they increase their learning. Clicker use also increases class attendance.
Pedagogies of Engagement and Assessment (Part 1—2504 KB and Part 2—915 KB)
, Cooperative Learning Professor of Engineering Education, Department of Engineering Education, Purdue University and Morse-Alumni Distinguished Teaching Professor and Professor of Civil Engineering, University of Minnesota, ksmith@umn.edu
How do we assess student learning and course effectiveness in engaged learning environments? This interactive workshop focuses on two aspects of assessment: (1) engaging faculty and students in talking about teaching and learning (informed by assessment data) and (2) assessing student-student collaboration, or the promises and perils of assigning and grading group work, aka, cooperative learning or cheating? Participants will share and explore a range of strategies for assessing course effectiveness as well as advantages and disadvantages of assigning group projects.
Design and Implementation of Pedagogies of Engagement (Part 1—1196 KB and Part 2—467 KB)
, Cooperative Learning Professor of Engineering Education, Department of Engineering Education, Purdue University and Morse-Alumni Distinguished Teaching Professor and Professor of Civil Engineering, University of Minnesota, ksmith@umn.edu
How can we structure pedagogies of engagement in our courses to ensure that they lead to enhanced student learning? How can the “Backward Design” approach (outcomes –> evidence –> instruction) assist us in our planning? Participants in this interactive workshop will explore the instructor’s role in designing and structuring “Pedagogies of Engagement” to create high-quality learning environments for students. Research insights from “How People Learn” and cooperative learning will be highlighted.
Teaching Ethics Through Case-Based Methods (1762 KB)
, Associate Professor, Department of Family Medicine, The Ohio State University, Doug.Post@osumc.edu
Ethical dilemmas are ideal vehicles for writing cases and teaching through case-based methods. In this session, we will examine how to use source materials to construct effective cases from the field of ethics. We will also explore a variety of case-based teaching methods that can be used to teach ethics content. These include trials, hearings, debates, and the jigsaw technique, among others. Participants will have the opportunity to participate in an ethics case, and will learn through an analysis of the process.
Using TAs to Teach Case Studies in Large-Enrollment Science Courses (101 KB)
, Assistant Professor of the Practice of Biology, Duke University, plemons@duke.edu
Well-designed case studies can engage students in the scientific process and provide opportunities for students to actively participate and think critically in the classroom. Large-enrollment classes present unique challenges to the utilization of case studies as a pedagogical tool. We will share how we have used case studies in a large introductory biology class at Duke University by employing them in small laboratory-like sections facilitated by TAs. Doing this necessitates specific TA training and support and comes with avoidable pitfalls and valuable payoffs for student learning.
Teaching Science with Case Studies—A National Survey of Faculty Perceptions (235 KB)
, Professor and Chair, Department of Teacher Education, College of Education, Michigan State University, mlunde@msu.edu
A New Method for Assessing Critical Thinking in the Science Classroom (179 KB)
, Assistant Professor of the Practice of Biology, Duke University, plemons@duke.edu
Peer-Led Workshops: Leader Training and Cooperative Examinations (208 KB)
, Professor of Biology / Biochemistry & Biophysics, University of Rochester, tpla@mail.rochester.edu