- Examine the place of instructional design in the “big picture” of teaching,
- Take a close look at what each of us really wants our students to learn,
- Work through the model of Integrated Course Design that enables us to systematically design significant learning into our courses, and
- Conclude by looking at some case studies that address the question of whether this more intentional way of designing courses really makes a difference in the way students respond.
Facilitator: Dr. Bill Beverly, Associate Professor of English
Facilitator: Dr. Karobi Moitra, Clare Boothe Luce Assistant Professor of Molecular Biology
Story telling can be leveraged as an effective pedagogy to help students grasp complicated theories, engage students and help improve student retention in STEM or non- STEM fields. Different kinds of story telling (Narrative-based instruction and the Nature of Science) will be discussed in this session using examples from Genetics / Cell and Molecular Biology courses that have been taught by the presenter. A brief (15 minutes) lecture will be presented that will cover the salient features of story telling including helpful tips on how to frame an actual story and how to integrate educational content into the story. Student assessment data and surveys will also be discussed. This lecture will be interactive and encourage audience participation so that the attendee’s become an integral part of the presentation. Finally, the attendees will participate in a mini-workshop (~45 minutes). During this workshop the participants will work in small groups to choose a topic, frame a story, and incorporate educational content into the story. The session will conclude with the participants sharing their respective “story telling” lesson plans. The main goals of this session are to demonstrate that storytelling can be used as a powerful tool to teach, engage, and retain students. The workshop will serve to aid the participants in developing their own unique lesson plans and encourage them to incorporate this type of ‘story telling’ pedagogy into their own courses.
This session will focus on using annotation to track students’ thinking about texts. We will also discuss how annotation can be used to promote paraphrase and summary.
This session is facilitated by Critical Reading Specialist, Ms. Dowan McNair-Lee.
The Spring 2015 “Room of One’s Own” lecture series takes its cue from Virginia Woolf’s essay by the same title, which was first given at Cambridge University in 1929. Like Woolf, invited faculty speakers will tell their own stories, share insights about their writing processes, and reflect broadly on questions related to intellectual freedom for women. The series is an opportunity for us all to think about the degree to which Woolf’s concerns still apply today. Specifically, some speakers will address topics like, how to find time to write when you are a caregiver to small children; how to make room in your brain for writing when you are juggling other jobs; and how to find that ideal writing space, the door to which only you hold the key.
The speakers will share their own perspectives, followed by a questions and discussion from the audience, and then a workshop for participants in the audience. The series is open to faculty, staff, and students alike and is designed to serve as a venue for both students and their teachers to share stories about common struggles and common points of inspiration. Students enrolled in a writing course this semester are especially encouraged to attend.
Wednesday, April 15th, 4:30-5:45 p.m., Rose Parlor
Theme: What is Revision?
Speakers: Wendy Bilen and Mary Lynn Rampolla
Want Your Students to Learn More?
Designing Your Courses for More Significant Learning
May 7-8, 2015 from 9:00am-5:00pm
Most college teachers would like their courses to be an experience in which their students achieve some kind of significant learning that lasts. But we feel frustrated and uncertain about how to get that to happen – for more students, more of the time.
This workshop will (a) expand participants’ vision of the kinds of learning that are possible and (b) familiarize participants with a process for designing courses for Significant Learning, i.e., learning that truly makes a difference in the way students think, act and feel after college.
In this workshop, we will:
Dr. L. Dee Fink is a nationally and internationally-recognized consultant on college teaching and faculty development.
After receiving his doctorate from the University of Chicago in 1976, he accepted a faculty position at the University of Oklahoma. In 1979 he founded the Instructional Development Program at the University of Oklahoma and served as its director until his retirement from Oklahoma in May 2005. He was president of the POD Network (Professional and Organizational Development) in Higher Education (2004-2005), the primary professional organization for faculty developers in the United States.
He is the author of “Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses” (Jossey-Bass, orig. ed. 2003; updated ed., 2013) and co-editor of “Designing Courses for Significant Learning”, Issue #119 in the quarterly series New Directions for Teaching and Learning (Jossey-Bass, Fall 2009).
More information can be found on his website: www.finkconsulting.info