Are you interested in developing an active learning classroom that uses both competition and cooperation? Come learn about “The Quest for Kudos Challenge”! Quest for Kudos is a long-term, multitask, large group competition where students compete for a reward in the context of a cooperative learning experience. Facilitated by Sarah Rosol (Mgmt.), this session will describe the challenge and review the logistics of doing a cooperative and competitive class project. Research findings suggest, among other things, that students who participated in the Quest for Kudos Challenge received higher exam scores and participated more often in class. Instructor outcomes included positive feedback from students. No registration required. (Rescheduled from October 2014)
Teaching graduate and undergraduate students in the same class can be challenging. This session focuses on strategies for making sure that you meet the needs of all students in these courses. The Graduate College is in the process of making a guide for faculty teaching these courses: panelists will be presenting their strategies. Please come and share your experiences and strategies for teaching those courses, too!
Note: This event will also be offered on Tuesday, February 10th from 12:30-1:30 pm in LIB 378.
The semester is underway, but it’s not too late to build and enhance the community that is your classroom. Creating community in the classroom encourages student engagement and builds trust and mutual respect. This session will focus on the pedagogical reasons for spending some time in the classroom building community, as well as examples of strategies for community building that can be used in many different classrooms. Facilitated by Victoria DeFrancisco, communication studies, and Susan Hill, Center for Excellence in Teaching and Learning.
In April 2014, The Proceedings of the National Academy of Sciences published an article that analyzed “225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate STEM courses under traditional lecturing versus active learning.” Results suggest that “students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.” Come to this session led by Jill Maroo (Biology) to find out more about the study and what it might say about teaching strategies in STEM courses. The article can also be found on the CETL website (http://uni.edu/provost/cetl) by clicking the calendar event for this session.
Faculty generally agree that we want to teach students good critical thinking skills. Practically, though, figuring out how to teach and assesses these skills can be a challenge. This workshop, led by Kim Baker, sociology, anthropology and criminology, is designed to introduce the Paul-Elder Method for Critical Thinking, a systematic set of strategies for practicing, teaching and evaluating critical thinking skills across disciplines. Baker will introduce the basic components of the model (the elements of thought, standards of evaluation and intellectual traits). The session will also offer strategies for how the model can be adapted and incorporated into the classes we already teach. Registration is required.