Archive of ‘teaching’ category

measuring learning outcomes

https://www.facebook.com/groups/onlinelearningcollective/permalink/746716582625709/

a discussion from the Higher Ed Learning Collective:

In my teaching career I worked at two colleges in Wisconsin. One public and one private. Both have Learning outcomes for each course, program/major outcomes for each major, and Institutional outcomes for the college (aka Employable skills, Career essentials, or Abilities).
Recently a friend of mine started teaching an online class at the University in a different state, and she kept asking them to give her learning outcomes for the course. After some back and forth emails it turned out that this other state university doesn’t have them.
It blew my mind 🤯, how do they know what the scope and depth of teaching should be in that course? How do they get their accreditation?
I am curious to know if it is just in Wisconsin or selected states/countries that it is a common practice to have outcomes? Also how do you teach without them?

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Go to the AACU Value Rubric website and adopt several of the outcomes for the course.
https://www.aacu.org/value-rubrics

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We have LOs over here in MN.
My guess is that they’re buried deep in some filing cabinet in your friend’s university and most folks just ignore them.
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Usually the instructor is required to create the outcomes for the class, but they are usually based on meta-outcomes from the department. That’s how it has been at all institutions I have worked at. With that said, I have worked with colleagues, full professors with Ph.D.s that didn’t understand the principle of learning outcomes, and unless forced to put them in the syllabus, they either would not do it on their own or when having them, would not follow them. And forgot about triangulation of LO to activities and assessments.
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Accreditors look for program LOs but not at course level. (We learned this after a faculty member was fired for pushing back on LOs on the syllabus, and when the Uni said “SACS requirements”, SACS responded w/“um no, not really…”) Since then, we’ve collected data as part of our assessment plan & can say w/confidence that students don’t read them…

The Post-Pandemic Liberal Arts College

To RSVP ahead of time, or to jump straight in at 2 pm ET this Thursday, click here:
https://shindig.com/login/event/volkbenedix

the topic of liberal education, in the company of two great advocates.  On Thursday, January 28h, from 2-3 pm ET, we’ll be joined by professors Beth Benedix and Steven Volk, authors of the new book The Post-Pandemic Liberal Arts College: A Manifesto for Reinvention (publisherour bookstore).

Beth Benedix teaches literature and religious studies at DePauw University. There she founded and directs The Castle, a nonprofit organization that partners with local public schools to build a culture of arts-integrated project-based learning, and TransformEdu, a consulting business that works with college educators to develop holistic, intentional and collaborative practices to energize the classroom. ​

Beth has published: Reluctant Theologians:  Kafka, Celan, Jabes; Subverting Scriptures:  Critical Reflections on the Uses of the Bible; Ghost Writer (A Story About Telling a Holocaust Story). She is working on a documentary film project about public education with film-makers Joel Fendelman and James Chase Sanchez.

She completed her B.A, M.A and Ph.D at the University of Illinois, Urbana-Champaign.

Steve Volk is Professor of History Emeritus at Oberlin College where he taught Latin American History and Museum Studies between 1986-2016. He founded the Center for Teaching Innovation and Excellence (CTIE), Oberlin’s teaching and learning center, in 2007 and served as its director until retiring in July 2018. He was named Outstanding U.S. Baccalaureate Colleges Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Center for the Advancement and Support of Education (CASE) in 2011. In 2012, he was named a Great Lake College Association Teagle Peadagogy Fellow. In 2003 he received the Nancy Lyman Roelker Mentorship Award from the American Historical Association, and was recognized for his teaching leadership by the Northeast Ohio Council on Higher Education. In 2001 he was commended by the Government of Chile for “his contributions in helping to restore democracy” in that country.

He blogs at https://steven-volk.blog/.

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more on future trends in this IMS blog
https://blog.stcloudstate.edu/ims?s=future+trends

school board diversity

https://www.edweek.org/ew/articles/2020/11/18/why-school-board-diversity-matters.html

Both superintendents and board members have a role to play in elevating different voices, say school board members. District leaders can’t pick candidates, but they can create “leadership academies” to teach interested community members about the workings of their school systems. They can also create committees and other advisory boards that allow parents an entry point into getting more involved in their school district, if they choose.

2017 study that examined middle and high schools in Florida found that districts with diverse school boards have lower rates of school suspensions for all students, and that disparities in suspension rates between minority and white students are reduced overall.

 

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more on school board in this IMS blog
https://blog.stcloudstate.edu/ims?s=school+board

Webcam policies

https://www.facebook.com/groups/onlinelearningcollective/permalink/706123016685066/

Does your college/university have an official policy on webcams on/off during Zoom classes?
Do you, as faculty, have something written in the syllabus that addresses the issue?
I am a part of a college-wide sub committee, and we are looking for best practices. Personally, I feel uneasy teaching to black rectangles.
https://www.cccco.edu/-/media/2020-12-Opinion-Online-Class-Cameras-On-Requirements-a11y.pdf

https://higheredpraxis.substack.com/p/tip-dont-require-cameras-on
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more on webcams in this IMS blog
https://blog.stcloudstate.edu/ims?s=webcam

Teaching, Learning, and Student Success 2020 and 2021

Webinar | Teaching, Learning, and Student Success: 2020 in Retrospect and 2021 in Prospect

https://events.educause.edu/webinar/2020/teaching-learning-and-student-success-2020-in-retrospect-and-2021-in-prospect

Outcomes

  • Discuss key shifts in higher education teaching, learning, and student success in 2020
  • Consider the prospects for these domains in 2021
  • Explore the implications of these developments and prospects

Speakers:
https://members.educause.edu/bryan-alexander                https://members.educause.edu/kimberly-arnold                    https://members.educause.edu/phillip-ventimiglia                      https://members.educause.edu/alexa-wesley

free digital tools for students engagement

15 Free Digital Tools to Boost Students’ Engagement Online

A review of digital tools and ideas for teachers to support formative assessment in online classrooms

https://medium.com/the-faculty/digital-tools-for-online-student-engagement-2faafbbd0b44

1. Diigo

2. Evernote

3. Notion

4. Hypothes.is

5. Mural

6. Miro

7. Kahoot

8. Sli.do

9. Factile

10. Wakelet

11. Flipgrid

12. Slack

13. Padlet

14. Zoom

15. BigBlueButton

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more on engagement in this IMS blog
https://blog.stcloudstate.edu/ims?s=engage

peer to peer curation

Peer-to-Peer Curation Activities Boost Higher-Order Thinking

https://www.kritik.io/resources/peer-to-peer-curation-activities-boost-higher-order-thinking

Most professors we hear from want to assess their students on higher levels and that if current assessments kept student at the lowest level of Bloom’s Taxonomy, they wouldn’t feel rewarded as educators.

However, assessment is by far the most labour-intensive part of teaching. Assessment plans and rubrics must be prepped. Test questions must be written. Every student needs a mark, personalized feedback and a road-map for improvement. The larger the class, the more work for the instructor. Add in formative assessments like weekly assignments and exercises that precipitate subtle, ongoing tweaks to the syllabus and it’s easy to see why many faculty opt to stick with what they know: An accumulation of easy-to-grade summative assessments that almost inevitably rely upon memorization and the most basic understanding of concepts

Curation Activities can be one of the most effective teaching strategies to help students compare what they’re learning in the classroom with real-world examples, and gain insight into how they can relate to each other.

Curation Activities can apply to all disciples, such as Business, Arts, or Sciences.

When students explain what they’ve learned to other students, they help consolidate and strengthen connections to those concepts while simultaneously engaging in active learning Find more project ideas here.

By actively engaging with their classmates and applying their own evaluative skills to feedback they’re delivering to their peers, students are developing lifelong critical thinking and creative analysis skills. Additionally, peer assessment is proven to be effective in getting students faster feedback from diverse sources, increases meta-cognition, independence and self-reflection, and improves student learning. These are all important skills that provide value far beyond the classroom. More details on the benefits of peer assessment here.

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more on curation in this IMS blog
https://blog.stcloudstate.edu/ims?s=curation

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