2009 - Sixth Annual Teaching Retreat
"On the road to teaching excellence: Our journey as teachers"
TITLE: "The Road Not Taken": A Journey into the Jurisprudential Inquiry Model
Presenter: Jeong-Hee Kim, Secondary Education
Abstract: On my journey into Teaching Excellence, I keep thinking about what it means to be a good teacher. The road to Teaching Excellence is unpaved, thickly wooded, less traveled, and hardly noticed. As Robert Frost has written so poetically about his life journey, I wonder what it would be like to take a road less traveled by other teachers and what kind of difference I would make. I continue my deliberation about good teaching through one of my graduate courses, Contemporary Issues in Teaching and Learning. With my students who are mostly practicing teachers, I explore possibilities of an innovative teaching model called Jurisprudential Inquiry Model. Students experience how critical it is to exert their phronesis (moral judgment in Greek) to understand controversial issues in education and make informed decisions on the issues they face in their own classrooms. Students broaden their horizons by studying two opposing sides of an educational issue and develop an empathic understanding of others through the Jurisprudential Inquiry Model. I will share my teaching experience of using this model and deliberate ways in which I make a difference in my students’ journey of teaching and learning.
TITLE: Do you have the "Deer in the Headlights" look when hearing the words – Web 2.0?
Presenter: Cyndi Danner-Kuhn, College of Education
Abstract: Gain ideas for incorporating a variety of Web 2.0 Open Source technologies into your teaching and learning. No need to be an expert for this ride. The presentation is targeted at those new to Web 2.0 tools, those wanting to learn more, those with experience and power users who are trying to get colleagues to consider new methods. I hope to provide the resources for moving you forward. I’ll begin with some assumptions about teacher empowerment and why we should use Web 2.0 tools and how to start your own digital revolution.
TITLE: Assessment of Student Learning at K-State
Presenter: Steve Hawks and Will Weyhrauch, Office of Assessment
Abstract: K-State upholds assessment of student learning and the use of the results of assessment as key strategies to ensure continuous improvement of student learning. Student learning outcomes at the university, degree program and support program levels provide a shared vision of what we value and what students are expected to learn. Within a culture of reflection, scholarship, trust and shared responsibilities, faculty members develop and implement ongoing and systematic assessment strategies to understand what, how much and how students learn. The process of assessment guides collective action for curricular change, better learning opportunities for students, improvement of teaching, and more effective academic support services. We will share an overview of key assessment components necessary to build the foundational steps to teaching excellence and will focus on closing the loop in the assessment process.
TITLE: Trying New Routes: Going Past Print and Choosing Google
Presenter: Dale Askey (K-State Libraries)
Abstract: It is surprising, in 2008, that many students still come to the library bearing stern instructions from their professors to avoid online resources or to eschew using Google. Given the trend toward electronic journals and the many useful services offered by Google (Google Books, Google Scholar, Google News Archive, etc.), this is akin to suggesting they use a typewriter for their written work. What we should be doing--teaching faculty and librarians--is teaching students to use these services intelligently, and to distinguish generic published information from scholarly content, regardless of its format. This session explores these new(ish) services and encourages faculty to help their students be savvier information consumers.
TITLE: Has Your Road Become a Superhighway? Making Sense of Web 2.0 for Teaching
Presenter: Roger McHaney (Management)
Abstract: This session is intended to introduce Web 2.0 and provide an overview of how, in just a few years, the World Wide Web has been transformed from a 'small town' along a country road to a 'gleaming megacity' fed by a network of superhighways. Analogies from small town living are used to illustrate trends in Web evolution and usage. Current student expectations and their backgrounds in social networking and gaming also are explored and used to help teachers understand how their practices can benefit by taking even a short ride on the new highway. The presentation will focus on segmenting Web 2.0 into four major components: social networking, filtering/ recommendations, Web applications, and content sharing. By the end of the session teachers will better understand how the term Web 2.0 doesn’t refer to a technical update to underlying WWW technology but rather to changes in the way the Web is being used. Teaching ideas that capitalize on these changes will be introduced and attendees will be given information about locations of online tutorials and Websites that can help make their journey more manageable.
Presenter: Judith C. Richards C(ollege of Education)
Abstract: Recently I have read much research concerning intercultural competence. I have done this study because of my own journey of living overseas for over 17 years, and also because I believe that we now live in a global world and we need to prepare our students to live successfully in this multicultural community. I have reflected upon my own journey from ethnocentrism to ethnorelativism. From these reflections, I am better prepared to teach the teachers that I work with through distance education, helping them to recognize their own place on their journey towards intercultural competence, and also to teach and lead their students on their journeys.
TITLE: Driving Further While Still Saving Energy: Using Quick and Efficient Writing-to-Learn Strategies in the Classroom
Presenter(s): Deborah Murray, Kara Northway, Karin Westman (English)
Abstract: The latest National Survey of Student Engagement (NSSE) provides compelling evidence that students are more engaged in classes that require them to write extensively about course content: “They are more likely to analyze, synthesize and integrate ideas from various sources. They grapple more with course ideas both in and out of the classroom. And they report greater personal, social, practical and academic development.” This session will provide tips and tricks for faculty and instructors of all disciplines to help them integrate more writing-to-learn activities in their classrooms as well as save time when responding to student-writing.
TITLE: Sitting in the Backseat in an Undergraduate Research Project: Letting the Students Take the Wheel
Presenter: Deborah J. C. Brosdahl (Apparel, Textitles & Interior Design)
Abstract: Many teachers are uncomfortable with letting the students drive the learning experience. However, those who don’t try this new road may be missing out on the ride of their life! An opportunity to intersect undergraduate teaching and research will be presented to illustrate that teachers shouldn’t always feel the need to be in the driver’s seat to create the optimal learning experience. This presentation will showcase how eight undergraduate students created their own learning experience in a project supported by external grant monies. Attendees of this session will be asked to relate their own experiences in student-driven learning.
TITLE: Clickers: Turn Signals in the Classroom
Presenter: Bonnie Rush (Clinical Sciences)
Abstract: Audience Response Systems (ARS) are designed to facilitate student participation in a large classroom lecture setting. Audience response systems have been used in most disciplines in higher education, and there is converging evidence to indicate use of ARS generally improves student enjoyment, attendance, and student outcomes. Nine lecturers in the College of Veterinary Medicine evaluated 4 question types to determine if student engagement and attention was enhanced by specific question formats. Questions that challenged students knowledge base and highlighted lecture content enhanced student attention, whereas esoteric questions resulted in disengagement.
TITLE: What’s an Extension Specialist Doing in the Classroom: Retrofitting a Classic Model or Should an Old Dog Learn New Tricks?
Presenters: Jim Shroyer and Mickey Ransom (Agronomy)
Abstract: As an Extension Specialist, when asked to teach a sophomore-level, crop growth and development class on an emergency basis, general confidence gave way to abject fear as the first class period approached. Although, a class outline and course objectives were available, useable class notes were lacking. Personal field experience, combined with students’ desire to learn “stuff they could actually use”, led to use of a “problem of the day” in which the first 5-10 minutes of class were used to develop their diagnostic skills by observing pictures of real field problems and constructing a series of questions to ask clients. Eventually, short case studies were employed for cooperative group learning as students continued to develop skills. Guest lecturers participated, including specialists from other universities who made presentations using video conferencing.
TITLE: Dealing with the busy intersections -- how to meet student's needs in large lecture courses
Presenter: Dan Kuester (Economics)
Abstract: There are a number of techniques that I use to try and make each student in my large lecture classes (150-175 students) feel like they are important. Most of these techniques are not all that time consuming but they do require making the most of the extra time each of us have to a small degree during the day. This discussion will focus on these things that I try to do outside of class as well as techniques I use during my actual lectures to try and keep the students engaged and interested.
TITLE: Wide Open Spaces: The Benefits of Diverse Learning Environments
Presenter(s): Doug Benson (Modern Languages)
Abstract: Discussion of the emerging vision of classroom diversity as a catalyst for educational excellence that has come out of Daryl Smith's 1997 book Diversity Works: The Emerging Picture of How Students Benefit, the 2000 AACU report on diversity in the classroom, the Supreme Court's University of Michigan case, the work of the K-State Tilford Group, and other sources. Topics will include the differences between race, ethnicity and diversity; the nature of a diverse curriculum, and how to maximize the positive effects of diversity in classroom management and content.
TITLE: Traveling to Second Life – A NEW ADVENTURE
Presenter: Betsy Barrett (Hospitality Management and Dietetics)
Abstract: Second Life is a travel adventure in itself and offers opportunities for faculty and students to explore the real world by using a virtual world. This presentation will explain Second Life and the intricacies of using it in a college setting, show how it has been and/or can be used in a classroom, and discuss students’ perceptions of using Second Life. Attendees should be able to better explain Second Life and discuss ideas for using this virtual adventure to improve their teaching and relate to this generation of students.
TITLE: Teaching In The Intersection: Playing In The Street Without Getting Run Over
Presenter: Bill Genereux (Engineering Technology)
Abstract: Some of the most interesting and meaningful questions occur at the intersections of the disciplines. How do science and technology affect the process of making art? How has art affected the advance of science and technology? How can we connect what is known by our students to the unknown through the exploration of these intersections? This session will provide an opportunity to discuss unexpected connections between the arts and the sciences. What risks do we take by venturing too far from our disciplines? What are the potential benefits? Bring an open mind and a sense of humor as we look at the possibilities.
TITLE: Navigating the Intersections between Students and Professionals
Presenter: La Barbara James Wigfall (Architecture)
Abstract: As budgetary constraints and demand for diversity experience continue to influence curriculum development at colleges and universities, faculty will have to be more creative in their teaching delivery. Forging diversity partnerships with the private sector goes beyond the occasional guest lecturer-critic formula or faculty fellowship model. Today’s corporate partners are willing to offer faculty and students a wider range of academic experiences. In this session, faculty will look more critically at the needs of both professionals to diversify their companies and students’ desire to find meaningful, practical application of their coursework. Faculty teams will identify strategies for collaborative action to ensure academic sustainability and professional competitiveness during these challenging times.
TITLE: The Journey to Student Engagement: Adding Game Components Can Increase Student Grades by 10%
Presenter: Joel Lundstrom (Continuing Education)
Abstract: In an attempt to make courses more engaging for students, I included game components throughout a course. The game includes secret messages, random clues, video scenarios, widgets, flash simulations, etc.I expected increased student satisfaction, but was surprised at the other positive effects of including the game. Student average grades improved by over 10% (C average to a B average) and the average time spent online increased by 4.2 hours per student. This session will discuss other evidence for the effectiveness of this game as well as practical strategies for other faculty to incorporate game components in their courses.
TITLE: Superhighway or Dead End? First-Year Seminar Programs as an On-Ramp to Academic Excellence
Presenters: Gregory Eiselein and Emily Lehning (English/Student Life)
Abstract: Since the 1970's, First-Year Experience (FYE) programs have spread to colleges across the country, and they continue to grow in popularity because of their documented success at improving retention. Such programs have yet to demonstrate, however, significant impact on student GPA; and at large universities, they face real obstacles related to institutional size, fiscal priorities, and the demands of research. In this presentation, we will outline the primary difficulties in creating a FYE at a university like K-State. Using information from national FYE research and our current FYS study, we will also show how those challenges can be addressed in ways that draw upon K-State's historic strengths as a student-centered university.
TITLE: Speed Bumps and Road Blocks: Getting Around Student Resistance
Presenter: Royce Ann Collins (Educational Leadership)
Abstract: What do we do when we encounter resistance from our students? We add critical thinking and diversity issues to our curriculum, because we believe it is good practice. However, students don’t always share our enthusiasm. In this session, we will discuss why the students are resistant, questioning techniques to create a discussion, and how not to blame ourselves.