Posted: 19 Nov 2009 08:08 AM PST by The Teaching Professor, Maryellen Weimer

Can we teach in ways that develop students’ commitment to ongoing, lifelong learning? Yes, say the researchers listed below whose study explored curricular conditions and educational practices that influence the development of a lifelong learning orientation.

The study design is complex, not easily explained in a short blog entry, but its three-stage analysis of data is robust and adds credibility to its conclusions. The study involved 405 undergraduates enrolled in five different kinds of courses. One of the key measures, the Need for Cognition (NCS) scale, has been used extensively in research and has established reliability and validity as a measure of the commitment to lifelong learning.

The study found that teaching practices that encourage students to reflect—active learning techniques, opportunities for perspective taking, and the chance to positively interact with diverse peers—all developed these students’ commitment to lifelong learning. This collection of curricular components and educational practices had the same effect regardless of a variety of background variables. Here’s what the researchers said about this finding: “This suggests that the positive impacts on orientation toward life-long learning of pedagogical practices such as perspective taking, active learning, and reflection are not circumscribed by student characteristics or restricted to specific subgroups of students. Rather the positive impacts of such pedagogical practices may be achievable with a broad spectrum of undergraduate students.” (p. 352)

This is good news for teachers, especially those likely to read a blog like this. Chances are good that these curricular components and educational practices are already being used—this should increase our motivation to use them more. The commitment to lifelong learning does develop gradually and not necessarily visibly. But research results like this are promising. The lifelong learning orientation can be developing, even though we aren’t always able to see it on a daily basis in class.

Reference: Mayhew, M. J., Wolniak, G. C. and Pascarella, E.

One professor’s video on why he removed all the computers form his classrooms.A Professor’s Plea: Teach Naked It’s not what you think….

In the process of preparing an article for the newsletter, I came across this observation: “Students who have the impression that nothing they do will alter the results of the learning process, or who attribute success to good luck and failure to bad luck, or who see the pedagogy and didactic practice of the professor as the sole determinant of success or failure, will make little effort to contribute to their own learning.” (p. 244)

It is important for us to remember that what students believe about learning and themselves as learners plays a key role in determining their success as learners. Research evidence is very clear on this issue. If a student believes that no matter what they do, they won’t succeed in a course, even being in a course with a highly rated effective teacher does not change the effects of those beliefs.

Because their beliefs matter so much, we must show students that their efforts do make a difference and explain why we propose they use certain strategies. I don’t think we’re always as diligent about this as we should be. A lot of times when we use a learning strategy, whether it’s concept maps, a reading preparation assignment, or a think-pair-share activity, we don’t explain to students why we’ve chosen this strategy. We don’t tell them that research has shown that when college students taking courses like theirs used this strategy, it improved their performance in the course or it developed necessary learning skills like critical thinking and problem solving.

If you think you already do this or think that the value of a particular strategy is self evident, I would encourage you to ask students. After they’ve worked together in a group on some project, ask, “Why do teachers have students work together in groups?” The first time I asked that question, the first answer I got was, “Because they don’t want to teach that day.” If that’s why students think I have them working on projects in groups, then I need to discuss the educational rationale behind my decision to use groups. It most certainly is not about a day off for the teacher.

Most faculty don’t know as much as they should about learning, but most students know even less. Even without that knowledge, students still have beliefs about their abilities as learners, and those beliefs affect their motivation to learn and the success of their efforts. We can help students by changing what they know about learning and by showing them how the strategies we propose do help them learn.

Reference: Morse, D. and Jutras, F. (2008). Implementing concept-based learning in a large undergraduate classroom. Cell Biology Education, 7 (Summer), 243-253.

Posted Tuesday, September 29th, 2009 at 9:53 am by Maryellen Weimer The Teaching Professor blog

http://www.teachingprofessor.com/articles/student-support/student-attitudes-about-learning

“My first two weeks have gone really well. I’m teaching four courses, one of which is a lecture course covering the history and contemporary practice motion design. That class has proven to be a real challenge. I underestimated just how difficult it is to fill 2.5 hours with stimulating content. I’m spending quite a bit of time beefing up my presentations, which means I’ve been hitting the books myself. Reminds me of grad school.  :-)

I realize that a solid 2.5 hours of lecture is not only unrealistic for me to perform (and it does feel like a performance), it’s not a great learning experience for students. So I’ve decided to share the load, so to speak. I’ve tweaked the structure of my class so that students will be teaching the class for the first 30 minutes or so. I created a list of 12 topics, broke the class into groups of three and created a schedule for their presentations.

I’ve also created little in-class assignments that test students’ comprehension of topics that I’ve just introduced to them. For instance, I explain the concept of rhythm (as it pertains to animation) and then I ask students to illustrate three rhythmic descriptors: staccato, flowing and frenetic. Because the students aren’t all familiar with the same software, I allow them to use any means they choose. I give them about 30 minutes to do this, and the results are always surprising and often worthy of discussion.

I already know I’ll be redesigning this course a bit for the winter quarter, when I’m scheduled to teach it.”–Justin Cone

“I am crazy busy but having a great time!  My mentor was (and continues to be) extremely helpful and available, and every other professor I have met in my department has been very helpful as well.  So many people have offered advice or ideas for various projects . . . I have been really impressed with how open and friendly the rest of the faculty is.  SCAD as a whole is very communicative, everything is clearly defined, and that is making my job so much easier.  Thank you!!” –Maggie Evans, Professor of Foundation Studies

“Thanks for checking in! It’s going ok- the first day of classes was a little nerve wracking- but I think I’m doing ok!  I’m enjoying the student’s enthusiasm- having a bit of difficulty getting all the students to do the reading and get out into the ‘market’ (shopping the stores) on a regular basis- getting them to understand how important it is in developing their analytical skills.  Getting the NY Times established has been a challenge as well- since there seems to be a difference of opinion with the design team- we were trying to establish racks for the papers to be placed on and this was not approved by design… wking on this to see where we’re going with this.  My mentor, Doris has been a Godsend- she is excellent, organized, patient- and just all round a great person.  The work load has been a little overwhelming and I am just keeping one step ahead.  The rubrics has been a little difficult in getting my hands on it- since the classes are newer.  I did send an e-mail to Ching Ching and also Mr. Kim- apparently these seem to be a work in process.
I would really like to get more computer training in excel, power point, illustrator and photoshop- from a teaching perspective- so that I can use the computer to it’s fullest advantage…. I’ll keep you posted as things untangle.

Thanks!” –Kat Dillon, Professor of Fashion

“It is a lot of work but I am finding it very rewarding.  I feel it will take about 2 quarters before I am totally comfortable.

Thanks for asking.”–Jack Mamais

So sweet! Thanks! Many triumphs indeed! ONLY trials….STILL NO COMPUTERS GAAAAAAH! I have one loaner laptop but we are desperate! Sorry- you asked! Other than that, great participation by everyone! The Casting Office is up and rolling!
Thanks again,. Andra Reeve-Raab, Professor of Performing Arts

“Thanks for your follow-up.  I am heading over to the Tech Ctr. this afternoon for some assistance on the computer. I know they have told me they do not cover Blackboard, and I unfortunately had a medical appt. last Fri. that conflicted with the on-line instruction, but I will continue to try and get some time with the e-learning tech helpers.

Any suggestions on how I can get in to work with one of them sooner, (they said they were overwhelmed with getting the on-line courses set-up?), would be appreciated.

Otherwise everything is great!

Thank you. ” –Marianne Brower

The Chronicle of Higher education is sponsoring a webinar on Wednesday, October 28th at 2 pm (EST). The Next-generation Education for Next-generation Students webinar link by presented by Bill Pepicello, Ph.D., President of University of Phoenix. It is a free, one-hour event. Here is their announcement:

Please join us for a complimentary webinar hosted by The Chronicle of Higher Education and sponsored by University of Phoenix. The event will be held on Wednesday, October 28 at 11:00 a.m. Pacific, 2:00 p.m. Eastern.

Next–Generation Education for Next–Generation Students will feature Bill Pepicello, Ph.D., President of University of Phoenix.

Dr. Pepicello will discuss the place of Millennial students in the evolving American higher education landscape. Millennials are not defined by the admissions requirements of traditional institutions, but now comprise the majority of undergraduates in America. This wide–ranging discussion will touch on basic issues necessary to ensure access—and success—for this core student constituency.

Topics will include:

• What do we know about Millennials?
• What are their cognitive and affective educational needs?
• How can they best be served through innovative curriculum?
• How can we measure their success in meaningful ways?

If there is enough interest, ITL will reserve a room and we can watch it as a group. Please let me know if you are interested in attending: lcirocco@scad.edu

Savannah College of Art and Design faculty visits RKS to learn RKS’s proprietary design thinking methodology and stay ahead of the curve in this new era of design.

After RKS founder and C.E.O. Ravi Sawhney spoke at the Savannah College of Art and Design (SCAD) last spring, Tom Gattis, Chair of SCAD’s industrial design department asked RKS to develop a workshop for SCAD’s entire team of design educators. So this past week, twelve professors from the SCAD- ID group descended upon RKS’s Southern California headquarters for an introduction to Psycho-Aesthetics, the RKS design-thinking methodology.

The workshop, lead by Tom White, RKS Executive Vice President, and Ingvald Smith-Kielland, RKS Vice President of Strategy, took a deep-dive approach as it immersed the SCAD team in the highly- visual RKS process. Discussions were dynamic and brainstorm sessions were lively. The SCAD professors soon found Psycho-Aesthetics to be a highly-adaptable framework suited to solving problems far beyond product development alone.

The SCAD team left energized after two days of productive and collaborative discourse. “This has been a great experience that has immense value in giving direction for the future,” said Dean Ermoli, while Professor Gattis found the workshop, “eye opening” and “game changing.” RKS gained a deep appreciation for the talented faculty driving this young, ambitious institution and its new programs forward. “SCAD has the advantage of recognizing we’ve entered a new era of design where the ability to think and communicate strategically is an important and often even more important than the ability to sketch,” said White. “What’s more, they have the insight, energy, and passion to push the paradigm as they grow and take their program to new heights.”

Read the blog and view the pictures

Welcome to the SCAD Fall 2009 Fall Quarter! We are every excited about all the faculty development events happening in SCAD-Savannah and SCAD-Atlanta! Please be sure that you visit our website so that you can take advantage of these professional development opportunities.There is a Calendar of Events on the website’s sidebar.

Here’s how to find our website: Login to MySCAD. On the HOME tab, find the Department Directory. Scroll down to Innovative Teaching and Learning. Click on the name and it will bring you to the website. Or, click on the blog symbol next to our name and it will take you to this blog.

You can also follow us on Twitter. We are SCAD_ITL.

Please be sure to come back often and leave a comment along the way to tell us how we are doing, or what you would like to read. Have a great quarter!

Cheers!

The Centers for Disease Control suggests people create a flu combat kit. It includes:

• Hand sanitizer. Small bottles should be kept in pockets, handbags or backpacks.

• Soap and water. People in school settings are advised to wash their hands several times during the day.

• Baby wipes. These can be used to wipe down surfaces, including lunch boxes and notebooks.

• Tissues. Use them for coughs and sneezes, and discard them after one use.

• Temple touch thermometer. This digital thermometer can take the temperature on the forehead, limiting the spread of germs.

• Stay home if you are sick. Do not return until your fever has subsided for 24 hours.
• Put your syllabus on Blackboard so students can learn in a self-directed manner until you return to class.

“If the shift from the instructional to the learning paradigm is to have a lasting impact on education, it must influence not only how people thing about teaching but also how teaching is evaluated. Evaluation is one of the primary means by which an institution conveys what is valuable and important to its members. If institutions fail to emphasize student learning in their evaluation practices, they will find it very difficult to promote a focus on student learning. Evaluation practices must be aligned with and support the learning paradigm.” (p. 345)

Trav D. Johnson makes this very important point in an article on learning-centered evaluation. He correctly observes that most end-of-course rating systems still focus on teacher performance and course characteristics. This means the purpose and focus of these evaluation activities need to change. In the learning paradigm, “the purpose of evaluating teaching is to determine the effectiveness of teaching in increasing student learning.” (p. 336)

And what questions might be asked on a learning-centered evaluation instrument? Johnson recommends questions in the following four areas. I’ve also included a couple of the same questions he proposes for each.

Learning Goals: What are students expected to learn? Are these the most valuable/important learning goals from student in this course?

Learning Activities: What learning activities are students expected to engage in? Are learning activities designed to maximize student achievement of the learning goals?

Learning Assessments: How is student learning assessed in this course? Are assessments accurate measures of student learning?

Learning Outcomes: What evidence can demonstrate that students learned what was expected? Have students achieved the learning goals?

Reference: Johnson, T. D. (2009). Learner-centered evaluation of teaching. In Nilson, L. B. and Miller, J. E., (eds.) To Improve the Academy, 27, 332-348.

Posted on The Teaching Professor blog, hosted by Maryellen Weimer on August 25, 2009.

FOR IMMEDIATE RELEASE

Contact:
Laura García-Culler, Executive Vice President
912.651.2125

Georgia Historical Society Awarded Nearly $300,000 from the National Endowment for the Humanities to train College Faculty

SAVANNAH – August 21, 2009. The Georgia Historical Society is pleased to announce it has been awarded two grants totaling $291,327 from the National Endowment for the Humanities (NEH) to enhance the teaching of African-American history and culture and the American Civil War by university and community college teachers.   These seminars and workshops will be held in the summer of 2010 and utilize site visits, scholarly lectures, and the Georgia Historical Society’s rich archival holdings. Sixty-five college faculty selected from a nationwide application process will study African-American and Civil War history with some of the leading experts in the field, including a Pulitzer Prize winner, three winners of the Bancroft Prize, two Lincoln Prize winners, and one Lincoln Prize Honorable Mention.  These two grants represent the largest amount of NEH funds awarded to an institution in Georgia in this grant cycle.

The first workshop, The American Civil War at 150: New Approaches, is an NEH Summer Seminar and Institute for University and College Teachers, and will be held in Savannah from June 6 through July 2, 2010.  This four-week residential seminar will engage sixteen college faculty in exploring new scholarship and approaches to the Civil War through lectures and readings, individual research projects in the GHS archives, and visits to historic sites in the Georgia lowcountry.  This seminar will challenge preconceived notions about the causes and consequences of the war that ultimately created our modern nation and ensured the survival of the United States of America, our republican form of government, and proved to the world the ability of the “People” to govern themselves.  This seminar will enhance the teaching of the war on the college and university level during the national Sesquicentennial observance.  College and university faculty from across the country are invited to apply.

The second grant is for a Landmarks of American History and Culture Workshop for Community College Faculty and will focus on African-American History and Culture in the Georgia Lowcountry: Savannah and the Coastal Islands, 1750 – 1950.  These residential workshops will be held July 11 - 17 and July 18 - 24, 2010.  They are designed to address the broad themes of race and slavery in American history and focus on site-specific experiences of Savannah area communities from the late eighteenth through the early twentieth centuries.  Fifty community college teachers from across the humanities will examine the centrality of “place” in the African-American experience in the Lowcountry and the larger Atlantic world through readings, lectures, site visits, community presentations, guided tours and research in primary source documents from the Georgia Historical Society’s collection.  Savannah’s Historic Landmark District will be utilized to illustrate the urban social, economic, cultural, and religious life of African-Americans over two centuries.  Participants will visit Ossabaw Island and Sapelo Island’s African American community of Hog Hammock to focus on the lives and distinct cultures that developed in the antebellum era and that still thrive in the Georgia lowcountry.  The workshops are intended to assist community college faculty in teaching and facilitating classroom discussions on African-American life and culture throughout American history, the Atlantic world in the eighteenth and nineteenth century, and the global impact of African-American religion, art, food, and music.

The Georgia Historical Society is grateful to NEH for the receipt of these two grant awards which help GHS to fulfill its mission to preserve and interpret Georgia and American history.  The National Endowment for the Humanities (NEH) is an independent grant-making agency of the United States government dedicated to supporting research, education, preservation, and public programs in the humanities.  For more information about NEH, go to http://www.neh.gov .

To learn more about the Georgia Historical Society, these two NEH grants and for upcoming events, visit www.georgiahistory.com .