Day-Long “Rock your Pedagogy” Seminars:

This series of intensive day-long seminars is intended to move participants from simply being exposed to interesting information or new technologies and on to strategies for applying these tools and skills in order to produce deeper learning. Space is limited and registration is required. Lunch will be served.  

Distance Learning, 6/24/09 & 8/13/09
Effective Learning Environment, 7/30/09
Hybrid Learing, 7/22/09
Learning Portfolios, 8/12/09
Service Learning, 7/17/09
Team-Based Learning, 7/9/09 & 7/28/09

How to Develop and Assess Learning Portfolios Register
Facilitated by Wayne Hall & Joyce Malek
Wednesday, August 12, 2009
8:30AM-4:00PM
480C & 462 Langsam

The purpose behind a learning portfolio is simple enough: to capture and showcase learning. It might be in a digital format (an e-portfolio) or hard copy; it might focus on a single course or integrate pieces from a whole program of study; and it might emphasize process or product, past accomplishments or future promise. What it can’t be is a bunch of bull. Read more...

back to top

Distance Learning: Developing Content and Interactions for Effective Learning         
Register 
Facilitated by Eugene Rutz
Thursday, August 13, 2009
8:30AM-4:00PM
480C & 462 Langsam

This workshop will focus on teaching and learning for those purposefully designed situations in which the instructor and students are in different locations.  We will address both real-time (synchronous) and asynchronous methods using a range of technologies and pedagogies. In this highly interactive, hands-on seminar, we will use the framework of instructional design to examine the elements of an effective distance learning (or hybrid) course. Read more...

back to top

Learning Portfolios

Facilitated by Wayne Hall & Joyce Malek
Wednesday, August 12, 2009
8:30AM-4:00PM
480C & 462 Langsam

Role of Learning Portfolios

One of the strengths of learning portfolios is that they are so flexible and adaptable (which is simultaneously a potential weakness; see “bunch of bull” above). They might add writing to a math class, solidify the deep learning in a design class, or unify the various perspectives in a business class. They have been explicitly highlighted in UC’s Integrated Core Learning (ICL) initiative as a way to help students integrate what is often experienced as a fragmentary and disconnected set of random requirements delaying progress on a major program of study. 

What are the main goals of this seminar?

One of the main goals of this seminar will be to give faculty a variety of models that bring rigor to learning portfolios to this end: by assembling a learning portfolio, a student quite simply learns more.

Participants will develop plans for learning portfolios that address a variety of student learning outcomes as well as specific assignments to guide students toward such outcomes. We will consider the technical resources and challenges as well as the theoretical underpinnings (and more challenges). We will develop specific plans for learning portfolios for our own students and, in that same process, perhaps see how this might apply to our own professional development as well.

How will this seminar be conducted?

We will move almost immediately into interactive and hands-on work, experimenting with several different approaches that exemplify different concepts of a learning portfolio. Participants will identify and share information about the courses or curricula within which they seek to employ learning portfolios. We will work through course-redesign processes to clarify student learning outcomes and then the types of learning-portfolio assignments best calculated to achieve those outcomes. Part of our time will be spent in the CET&L classroom and part in one of the Langsam computer labs.

Who is the intended audience for this seminar?

If learning portfolios are flexible and adaptable, then participants can come to this seminar from a wide variety of perspectives and with a wide range of agendas. You are welcome if you are interested in ways of integrating writing, reflection, deep learning, or integrated learning more fully into your courses, your program, or your own professional-development plans. Participants with some experience with learning portfolios are encouraged to bring samples of assignments and rubrics that they have used (whether to good effect or bad) that are appropriate for learning portfolios as well as course descriptions for courses in which learning portfolios might be included.

Will participants take anything from the seminar besides an increased awareness of learning portfolios?

Participants will leave this seminar with a plan for developing their own applications for learning portfolios. More specifically, that means being able to

1. Decide between several different formats for learning portfolios
2. Identify the student learning outcomes relevant for learning portfolios
3. Craft rubrics for presenting learning-portfolio assignments to students
4. Employ assessment strategies for evaluating student work in learning portfolios
5. Re-envision new approaches to learning portfolios based on the experience of other approaches

Who’s going to be conducting this seminar?

Dr. Wayne Hall (Vice Provost for Faculty Development and Professor of English & Comparative Literature in A&S) will lead the seminar. He has used learning portfolios in several different courses now and also developed a wide range of writing strategies and assignments appropriate to portfolio work. His students have assembled traditional, paper-based portfolios as well as electronic ones using Web 2.0 tools. He has presented on a variety of related faculty-development topics such as course redesign, effective use of end-of-term course evaluations, and the pedagogy implications of plagiarism.

Dr. Joyce Malek is a Field Service Associate Professor of English and Associate Director of the Composition Program in A&S.  A composition specialist, she teaches composition courses and conducts the two-quarter Practicum course for English composition graduate teaching assistants.  In all of her courses, students collect their work in portfolios and regularly practice reflective writing as a critical component of learning.  Her additional interests include the effects of new media applications on composing practices, especially with respect to collaboration and shared space.

Anything else I need to know?

The CET&L will provide lunch! And because of the hands-on, close-attention nature of this seminar, we need to limit this session to 25 participants, so please register early.

In his 2004 book The Learning Portfolio: Reflective Practice for Improving Student Learning, John Zubizarreta notes that the learning portfolio “focuses on purposefully and collaboratively selected reflections and evidence for both improvement and assessment of students’ learning” (16). This workshop will be similarly purposeful and collaborative. No bull.

back to top

Distance Learning: Developing Content and Interactions for Effective Learning

Facilitated by Eugene Rutz
Thursday, August 13, 2009, 8:30AM-4:00PM
480C & 462 Langsam

Role of Distance Learning

Distance learning can be used to meet a number of needs and opportunities.  Some programs at UC (Criminal Justice, Allied Health, Fire Science to name a few) have developed distance learning degree programs to meet the professional needs of a regional or national workforce.  Other colleges (Arts & Sciences and Engineering) use distance learning courses to supplement traditional course offerings; these courses allow additional students to participate, or they provide opportunities for students whose other obligations prevent full-time, on-campus status.  Other colleges (Pharmacy) have developed programs to meet the needs of a specific audience working in a specific business.

Distance learning courses and programs are purposefully designed to meet a need or to seize an opportunity for providing content and interaction to a defined student audience.  Distance learning is not a replacement for traditional, in-person education, and distance learning courses rely on  the expertise and commitment of the faculty as much as do traditional courses.

What are the main goals of this seminar?

In this highly interactive, hands-on seminar, we will use the framework of instructional design to examine the elements of an effective distance learning (or hybrid) course. During this seminar, participants will

• identify 1) the learning objectives of the course, 2) the needs of the students for the course, and 3) the characteristics of these students relative to distance learning
• describe and evaluate various instructional technologies appropriate for the students and the learning objectives
• critically discuss 1) the structure of content, 2) the need for interaction, and 3) the nature of assessment relative to the students and the learning objectives
• receive sufficient information and time on task in order to develop appropriate content for the course
• address issues of faculty time commitment, student expectations, and work load

How will this seminar be conducted?

Active participation is required! Participants will identify and share information relative to their course and the students.  Together, we will work through an instructional-design process to help clearly delineate outcomes, needs, assessments, and pedagogy.  Through presentations on and discussions about various instructional technologies, participants will do a bit of “test-driving” in order to gain familiarity with and to appreciate characteristics of instructional technologies.  We will view examples of various courses to provide a framework for understanding their development and implementation.  Participants will leave this seminar with a plan for developing their own distance or hybrid course.

Who is the intended audience for this seminar?

Instructors interested in effectively using instructional technology for a distance learning or hybrid course are encouraged to participate.  Those experienced with distance learning should bring to the seminar material they already use in distance-learning courses but which could be re-packaged for more effective learning. Those considering the development of technology-based content (for a distance or a hybrid course) should bring material from a face-to-face course and then use the seminar to determine how best to present it in a technology-based format.

Will participants take anything from the seminar besides an increased awareness of instructional technology?

  Absolutely.  Active participants will

• develop an understanding of instructional design and USE these principles.  This process can be applied to all teaching.
• describe the need for interaction in their course and gain knowledge on methods for interaction in distance learning courses.
• evaluate various instructional technologies and articulate characteristics of these relative to accomplishing learning objectives for students
• construct technology-based content that will be used in a distance learning course.
• develop a network of resources (people) who will share lessons-learned and advise on designing and implementing effective instruction and assessment.

Who’s going to be conducting this seminar?

Eugene Rutz (Director of Distance Learning, College of Engineering) will lead the seminar.  Eugene has developed and taught traditional face-to-face courses; courses co-taught by faculty at OSU using real-time interactive video; courses using audio and PowerPoint; courses using web-based content and interaction; courses using streaming video; and blended courses that combine distance and traditional education methods.  Eugene has been the PI or investigator on several sponsored-research grants studying the effectiveness of instructional technologies and the interplay of learning styles and instructional technology.  He has also led similar seminars at UC and for the Ohio Learning Network.

Anything else I need to know?

The CET&L will provide lunch! And because of the hands-on, close-attention nature of this seminar, we need to limit this session to 25 participants, so please register early.

To register, please access the following link: CET&L Workshop Registration

back to top

Team-Based Learning Day-Long Seminar

Tuesday, July 28, 2009, 480C Langsam Library

Do you want to design group work for your courses that is more effective and meaningful?  Team-Based Learning - TBL (Michaelsen, Knight & Fink, 2002) is a method of course design in which students learn from USING the information in the course rather than HEARING about the information. In TBL, students demonstrate their individual pre-work with the material through a Readiness Assurance Process (RAP). Then, class time is used to practice applying content in a series of team application exercises.

USING Team-Based Learning:

• Students gain deeper understanding of content
• Students gain an appreciation for working in teams
• Students understand their own and others' learning processes
• At-risk students benefit from social connections and peer tutoring
• Groups form effective self-managed teams

For more information on TBL, visit www.teambasedlearning.org.

What are the main goals of this seminar?

Upon completing the workshop, participants will:

1. be able to explain the TBL procedure and know where to access information about implementation
2. articulate the benefits and challenges of this method
3. make informed decisions about using this method in their own courses
4. have developed a Readiness Assessment Procedure for use in an upcoming course
5. have created a team-based application exercise to replace passive lecturing
6. be invited to participate in an ongoing faculty learning community supporting TBL

Who is the intended audience for this seminar?

TBL has been implemented in first-year courses through graduate seminars with positive effects on learning. Instructors who teach any level and from all disciplines are invited to participate.

How will this seminar be conducted?

In this TBL workshop, participants will participate in a team-based learning simulation. We will discuss the benefits and challenges of this type of course design, and create criteria for deciding when this methodology would be most helpful.

Before attending, participants should identify an area of content (e.g., currently 3 hours of PowerPoint lecture notes) for which they would like to try a TBL approach in the fall. Bring notes, text, and resources for that section of content.  In the afternoon, participants will create their own Readiness Assessment Procedure for their students, as well as a team-based application exercise. Small groups will critique and offer feedback on these. Interested participants may wish to form an ongoing faculty learning community for TBL support.

Prework:

1.  Identify a section of content that you would like to work with in this seminar.  Ideally, you would pick a week’s worth of material that is currently being delivered in a lecture which you would like to try to teach including a group project.
2. Review the TBL Handout
3. Optional: Read the article by Michaelsen & Sweet

Agenda

1. Problems with traditional group work
2. Readiness Assurance Procedure: complete individually and in groups based on pre-work
3. Debriefing based on the team’s answers
4. How to administer this procedure in your own classes: tips and cautions
5. Application exercises (sample)
6. Group discussion: when would this method be most effective?
7. (After lunch, in computer lab): Create your own Readiness Assurance Procedure following guidelines 
8. Create your own Application exercises with consultation from the facilitator
9. Small groups offer suggestions for application exercises 
10. Discussion of ongoing faculty learning community support for this activity

Will participants take away anything besides general awareness of TBL?

Participants will create their own Readiness Assessment Procedure for their students, as well as a team-based application exercise.

Who’s going to be conducting this seminar?

Robin Lightner is an Associate Professor of Psychology and Director of the Learning and Teaching Center at Raymond Walters College. She is a member of the Academy of Fellows of Teaching and Learning. She is leading a course redesign seminar for CET&L in 2009-2010. She is currently working on a FIPSE grant on Self-Regulated Learning, and employs a number of techniques in her courses to help students become better learners. She teaches Intro Psych, Research Methods, Personality, and Social Psych. She leads faculty learning communities on Critical Thinking and Assessment as well as the Scholarship of Teaching and Learning. She organizes a faculty writers group to support academic writing, and has served as the  chair of the college's Academic Assessment Committee.

Anything else I need to know?

The CET&L will provide lunch! And because of the hands-on, close-attention nature of this seminar, we need to limit this session to 25 participants, so register early.

To register, please access the following link: CET&L Workshop Registration

back to top

Rock the City, Rock the School:  Service Learning in ACTION

Friday, July 17, 2009        8:30 am – 4:00 pm       480C Langsam Library 

Service Learning is Engaged Scholarship

By placing your students at the center of real-world learning, you'll find that the value of their finished projects can change their lives—that's the promise and the potential of Service Learning.  In this seminar, we’ll show how it can work for you.

We plan to spend a day practicing what we preach: defining the key objectives of Service Learning and the principles of engaged scholarship at UC. Through this hands-on session, you will learn how Service Learning can be used to 1) meet concrete student-learning objectives, 2) enhance research opportunities for faculty, and 3) create value for the greater community (via work with well-defined partners). We will address the preparation, pedagogy, and pressures involved in making Service Learning a part of your courses for next year.

The Role of Service Learning

Service Learning spans disciplines and crosses campuses as faculty, students, and community partners work together to address community needs while expanding opportunities for real-world learning and research. Service-Learning projects provide professional opportunities for students, enhance problem-solving and collaborative skills, and fulfill existing requirements for community engagement.

More than 100 successful Service-Learning courses already exist within the fields of Journalism, Engineering, Applied Science, Social Work, Art Education, Communication, Romance Languages, and other fields. Instructors view Service-Learning courses with an eye toward expanding their own research as well as engaging their students in active learning. Community partners view Service Learning as a way to build their own organizations while creating sustainable relationships with academics and enthusiastic learners. Service Learning is one of a variety of ways that UC demonstrates its leadership in the community.

Service-Learning courses and programs are purposefully designed to meet a need or to capitalize upon an opportunity that provides content and interaction with a defined student audience.  Service-Learning courses enhance traditional University courses and rely on the expertise and commitment of the faculty members and community partners.

What Are the Main Goals of this Seminar?

In this highly interactive, hands-on seminar, we will model the pedagogical framework of a Service-Learning class. The format will focus on the process of developing a successful course with a practical final product for participants. The main goals of the seminar are:

• to identify issues suitable for potential Service-Learning courses within the participant's discipline.
• to define key learning objectives for students in the participant's courses
• to identify the needs of the students for the participant's course.
• to identify existing courses that address similar learning objectives and/or community issues and consider the implications of incorporating Service Learning; i.e., potential new-course development, interdisciplinary-course development, teaching loads, departmental support, etc.
• to identify potential community partners and determine what is necessary to establish relationships (shared support systems, shared accountability, etc.).
• to gain an understanding of faculty time commitment, student expectations, and work load.
• to develop assessment criteria and methods, including student reflection, faculty reflection, and community-partner reflection (technological opportunities, social media, etc.).

How Will This Seminar Be Conducted?

Active participation is definitely required!! Participants will identify and share information relative to their course and the students who take those courses. They will work in small groups to share ideas and brainstorm potential Service-Learning alternatives for one another. Participants will also engage in discussions with existing community partners, faculty who have developed successful Service-Learning courses, and students who have been directly impacted by Service Learning at UC. Participants will leave with a plan for developing their Service-Learning course.

Who Is the Intended Audience for This Seminar?

Instructors interested in Service-Learning theory and practice are encouraged to participate. Those with no Service-Learning experience should bring to the seminar material from existing courses they're considering transitioning into Service-Learning courses or courses they feel represent their most successful classes. Those already experienced with Service Learning should bring to the seminar material they already use in their courses but that could be re-packaged for more effective community-engaged learning.

Will Participants Take Away Anything Other Than an Awareness of Service Learning and Engaged Scholarship?

Absolutely. Through active participation, participants will:

• Develop an understanding of the principles of Service Learning and Engaged Scholarship and apply them to their disciplines.
• Develop a list of learning objectives for a potential Service-Learning course.
• Develop a list of potential community and/or University partners appropriate for an Service-Learning course.
• Develop a timeline for investigation and implementation.
• Develop a network of resources (people) who will share lessons-learned and advise on designing and implementing effective Service Learning instruction and assessment.
• Take away a list of publication outlets for research about Service Learning/Engaged Scholarship.

Who Will be Conducting This Seminar?

Elissa Sonnenberg, MSEd, will co-lead the seminar. Sonnenberg teaches in and serves as Assistant Director of UC’s Journalism Program. She has spent the past two years teaching Service Learning and community-engaged courses on campus, building partnerships across the Cincinnati region and across our UC campuses. She enjoys developing meaningful courses involving both community partners and students. Sonnenberg has led one-off and ongoing projects that give her students opportunities to learn and grow as they get real-world experience and tell their true stories.

Michael J. Sharp (Doctoral student, Urban Educational Leadership, The University of Cincinnati) currently serves as UC's Associate Director of Academic & Community Partnerships in the Center for Community Engagement.  Sharp is an adjunct faculty member for the Department of Communication.  His research interests revolve around experiential pedagogy, service learning, and the scholarship of engagement, specifically looking for ways that community, students, and universities can sustain mutually nourishing and sustainable relationships.

What Else Do I need to know?

The CET&L will provide lunch! And because of the hands-on, close-attention nature of this seminar, we need to limit it to 25 participants—so register early.

To register, please access the following link: CET&L Registration

back to top 

Hybrid Course Day-Long Seminar
Description

CET&L Program Registration