teaching symposium 2013: plenary panel - staying on course
DESCRIPTION
Content developed by: Dr. Cory Lock, St. Edward's University Dr. Rebecca Frost Davis, St. Edward's UniversityTRANSCRIPT
![Page 1: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/1.jpg)
How are liberal arts universities preserving a focus on their key mission and goals during a time of disruption in higher education?
![Page 2: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/2.jpg)
• Massively Open Online Courses (MOOCS)
• Games and gamification
• 3-D printing
• Tablet computing
• Learning analytics
• Wearable technology
Horizon Report (2013)
![Page 3: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/3.jpg)
![Page 4: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/4.jpg)
Mission (and Mission-Derived ELOs)
![Page 5: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/5.jpg)
• Survey of undergraduates regarding their educational experiences
• Since 2000, 1,544 institutions and 4 million students have participated
• Provides a detailed perspective on campus culture
![Page 6: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/6.jpg)
5 Benchmarks of Effective Educational Practice
• High level of academic challenge
• Active and collaborative learning
• Student/faculty interaction
• Supportive campus environment
• Enriching educational experiences
![Page 7: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/7.jpg)
SEU NSSE Feedback• A strength: Supportive Campus Environment
• Room for growth: Active and Collaborative Learning at the senior level– Class presentations, group projects, discussing class
topics outside classroom, participating in community projects, participate in class…
![Page 8: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/8.jpg)
AAC&U and High-Impact Practices
• First‐Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing‐Intensive Courses
• Collaborative Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning
• Community‐Based Learning
• Internships
• Capstone Courses
![Page 9: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/9.jpg)
AAC&U
• 12 LEAP (Liberal Education and America’s Promise) Essential Learning Outcomes
• 16 VALUE rubrics (Valid Assessment of Learning in Undergraduate Education)
![Page 10: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/10.jpg)
• Inquiry and analysis• Critical thinking• Creative thinking• Written
communication• Oral communication• Reading• Quantitative literacy• Information literacy• Teamwork• Problem solving
• Civic knowledge and engagement
• Intercultural knowledge and competence
• Ethical reasoning• Foundations and
skills for lifelong learning
• Global learning• Integrative and
applied learning
![Page 11: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/11.jpg)
![Page 12: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/12.jpg)
![Page 13: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/13.jpg)
Framing questions for new technology, pedagogy, or structure:
• Does it facilitate students’ acquisition of mission-derived learning outcomes?– What are the SEU mission-derived learning
outcomes?
• Does it facilitate implementation of high-impact practices?
• Does it move students towards “Capstone-level” mastery of ELOs? (“deep learning”)
![Page 14: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/14.jpg)
Rebecca Frost Davis
Director of Instructional and Emerging Technology
Using Disruption to Stay on Course
![Page 15: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/15.jpg)
Liberal Education in a Networked World
• http://rebeccafrostdavis.wordpress.com • Slides• More examples
![Page 16: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/16.jpg)
Disruption & Adaptation• Disruptions
– Massive Open Online Course (MOOC)– Big Data– Globally Networked World
• Liberal Arts Responses– Networked course– Open Learning Initiative– Situating the Global Environment
![Page 17: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/17.jpg)
Massive Open Online Course
Image courtesy of Phil Hill
![Page 18: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/18.jpg)
• Industrial (xMOOC)– Faculty expert– Homogeneous
Network– One perfect lecture(r)– Knowledge transfer
• Networked (cMOOC)– Peer learning– Heterogeneous
Network– Knowledge is situated– Knowledge production
Two Visions for MOOCs
![Page 19: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/19.jpg)
Networked Courses
• Local classes in a Larger Network– Sunoikisis intercampus courses (ICCs) in advanced
Greek & Latin– FemTechNet: Distributed Online Collaborative Course
(DOCC)– History Harvest
• Aggregate Expertise• Share local resources• Share local perspective
Sunoikisis Network, Fall 2006
![Page 20: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/20.jpg)
Big Data
Image courtesy of Min Lun Wu
![Page 21: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/21.jpg)
Big Learning Data• Improve learning resources based on usage
data• How do small colleges achieve scale?• How do small colleges adapt resources to their
context?
![Page 22: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/22.jpg)
Blended Learning in a Liberal Arts Setting
• Bryn Mawr College, NGLC grant-funded program
• “Using Blended Learning in a Liberal Arts Environment to Improve Developmental and Gatekeeper STEM Course Completion, Persistence, and College Completion”
• Open Learning Initiative modules• http://nextgenlearning.blogs.brynmawr.edu/
![Page 23: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/23.jpg)
Open Learning Initiative (OLI)• Carnegie Mellon• Computer-based, interactive
tutorials and quizzes• Customized learning• Instant feedback
![Page 24: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/24.jpg)
Outcomes• Student preparation = better student-faculty
interaction– Metacognition
• Assessment data for learning analytics• Mastery vs. grades
![Page 25: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/25.jpg)
Challenges• Uneven availability of resources
– OLI had poor coverage of economics, biology, geology, chemistry, developmental math
• Start-up costs: time to find, evaluate, apply & integrate computer-based materials
• Doesn’t apply in every case, e.g., basic math skills
![Page 26: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/26.jpg)
Creating Resources• Spohrer (Bryn Mawr) reports 50 hours• Collaborative Projects from ACS
– Analyzing and Creating Maps– Beyond the (Online) Handbook: Writing Resources D
esigned for the Digital Environment
![Page 27: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/27.jpg)
Globally Networked World
Global Network by Flickr User WebWizzard
![Page 28: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/28.jpg)
World is Flat• Global access to information & people• Creating citizens & workers for this context• Challenges
– Vs. residential liberal arts experience or immersive study abroad experience
– Developing skills in this context– Communicating across domains
![Page 29: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/29.jpg)
• First-Year Seminars and Experiences
• Common Intellectual Experience
• Learning Communities• Writing-Intensive
Courses• Collaborative
Assignments and Projects
• Undergraduate Research• Diversity/Global
Learning• Service Learning,
Community-Based Learning
• Internships• Capstone Courses and
Projects
High Impact Practices (Kuh)
![Page 30: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/30.jpg)
Situating the Global Environment• Lewis & Clark College• https://sge.lclark.edu/ • Jim Proctor,
“Situated Social Learning”• Interdisciplinary
environmental research• Situated research
– Local focus on global issues
![Page 31: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/31.jpg)
Social learning• Document research process• Share research resources• Share references • Aggregate projects on blog
– Maps– Tags– Concept maps– Mashups
![Page 32: Teaching Symposium 2013: Plenary Panel - Staying on Course](https://reader034.vdocuments.site/reader034/viewer/2022051109/5480280bb4af9f6f2d8b4802/html5/thumbnails/32.jpg)
Globally Networked High Impact Practices
• Common intellectual experience– Reflecting on research
• Learning communities online• Collaborative projects• Undergraduate research• Global learning• Community-based learning• Documenting learning experiences