2014 TEACHING ACADEMY DAY Sept. 24 |Stewart Center
Teaching Academy Executive Council Pete Bill Veterinary Medicine/LYNN billr@purdue.edu 49-48633 Joel Ebarb Visual Performing Arts/PAO jebarb@purdue.edu 49-43081 Peg Ertmer Curric & Instruction/BRNG pertmer@purdue.edu 49-45675 Chuck Krousgrill, Jr. Mechanical Engineering/ME krousgri@purdue.edu 49-45738 Chantal Levesque-Bristol (ex-officio) Center for Instructional Excellence/DLR clevesqu@purdue.edu 49-66424 Michael Melloch Electrical & Comp Engr/EE melloch@purdue.edu 49-43528 Randy Roberts History/UNIV rroberts@purdue.edu 49-40040 David Rollock Psychology/PSYC rollock@purdue.edu 49-46977 Charlene Sullivan Management/KCTR sullivaa@purdue.edu 49-44382 Bernard Tao Agricultural and Biological Engineering, Food Science/FS tao@purdue.edu 49-41183 Tom Turpin Entomology/SMTH turpin@purdue.edu 49-44568 Juan Velasquez Engineering/ARMS jvelasqu@purdue.edu 49-45340 Frank Dooley (ex-officio) Vice Provost/HOVDE dooleyf@purdue.edu 49-40615
Welcome to the First Purdue Teaching Academy Day! We are delighted you can join us for the inaugural event of the Purdue Teaching Academy for the 2014-2015 academic year. As part of the Academy’s efforts to make Purdue faculty aware of the network of teaching expertise and resources available to them on campus, 17 Academy members will share their insights on more than 20 teaching topics today. Please feel free to sit in on as many of the sessions as your schedule allows, and to network with the presenters and other participants. It is part of the Teaching Academy’s mission to provide opportunities for all interested faculty, staff and students to talk, learn, and work together on important and meaningful educational initiatives. We work to foster educational creativity, innovation, and effectiveness both in and outside the classroom. We also hope you will join us this evening as we honor the 11 newest Fellow and Associate Fellows nominated and selected for their outstanding achievements and commitment to teaching excellence. The Teaching Academy Induction Ceremony will be held in the Purdue Memorial Union North Ballroom. A reception begins at 6:30 p.m. followed by the ceremony at 7 p.m. As the largest collection of experienced educators and teachers on the Purdue University West Lafayette campus, the Teaching Academy provides leadership, and serves as a catalyst to enhance and strengthen the quality of undergraduate, graduate, and outreach teaching and learning. Please feel free to share your feedback on today with me, as our intent is to make The Teaching Academy Day an annual event to support teaching and learning on Purdue’s campus.
Dr. Pete Bill Teaching Academy Chair Assistant Dean for Academic Affairs, Teaching, and Learning Professor of Veterinary Pharmacology College of Veterinary Medicine Purdue University
Monica Cardella Engineering Education College of Engineering
David Eichinger Curriculum Instruction College of Education
Kathleen C. Howell Aeronautics & Astronautics College of Engineering
Christopher Lukasik English College of Liberal Arts
Congratulations to the 2014-2015 Purdue Teaching Academy inductees
Jason Weiss Civil Engineering College of Engineering
Pamela Karagory Nursing College of Health & Human Sciences
Suzanne Nielsen Food Science College of Agriculture
Cynthia Bozich Keith Nursing College of Health & Human Sciences
Vicki Simpson Nursing College of Health & Human Sciences
—Associates—
Lindsey Payne Environmental & Ecological Engineering/Ecological Sciences and Engineering Graduate Program College of Engineering
Kyle Vealey English College of Liberal Arts
Sept. 24 | STEW
TIME
218 A
218 B
9:00-9:20
William (Bill) Oakes Integrating CommunityEngagement/ServiceLearning in Many Classes William (Bill) Oakes
Josh Boyd A Different Kind of [Text] Book: Using Fiction in a NonLiterature Class Joel Ebarb
Suzanne Nielsen
Thriving in Large Classrooms
Successful Teaching and the International Student
Linking Student Learning to Career Realities
Ellen Gundlach Statistics and Society – Modernizing the Curriculum in Response to Change in My Students
Joel Ebarb
9:30-9:50
10:00-10:20
10:30-10:50
11:00-11:20
218 C
Dynamic Teaching Techniques
Marcy Towns
Pete Bill
Taming the Whale: Engagement Strategies in Large Lecture Classrooms
Problem-Based Learning in a Hybrid Curriculum – Part I
George Bodner
Pete Bill
Teaching Chemistry to Students with Blindness or Low Vision
Problem-Based Learning in a Hybrid Curriculum – Part II
TIME
218 A
218 B
1:30-1:50
Mark Russell
Mick La Lopa
How do We Really Measure Learning Outcomes?
Effectively Using Undergraduates as Teaching Assistants
Peg Ertmer
Jeff Rhoads & Chuck Krousgrill
2:00-2:20
Facilitating Productive Class Discussions
3:00-3:20
3:30-3:50
The Purdue Mechanics Freeform Classroom – Part I Jeff Rhoads & Chuck Krousgrill
2:30-2:50
218 C
Eckhard Groll
The Purdue Mechanics Freeform Classroom – Part II
Integrating Global Competency Education in the Classroom
Dor Ben-Amotz
Heidi Diefes-Dux
Pete Bill
What I have Learned about Effective Teaching in the Wild
Learning from Learning Objectives
Teaching Students to Recognize Conflict in Small Groups Using the Myers-Briggs Type Inventory
Nancy Peterson Developing Creative and Critical Thinking through CATs (Classroom Assessment Techniques)
Heidi Diefes-Dux Teaching with Authentic Problems and Assessments
Sept. 24
What I have Learned about Effective Teaching in the Wild Ben-Amotz, Dor Chemistry College of Science 3:00-3:20 – STEW 218 A I will describe some keys to effective teaching that do not fit into any one category, but should be applicable to all. These are things I have learned the hard way, by trial-and-error, from years of hands-on experience in the classrooms at Purdue.
Problem-Based Learning in a Hybrid Curriculum – Part I and II Bill, Pete Basic Medical Science College of Veterinary Medicine 10:30-10:50 – STEW 218 C - Part I 11:00-11:20 – STEW 218 C - Part II The College of Veterinary Medicine has had a hybrid problem-based curriculum for almost 20 years. During that time, we have learned many things about using the PBL format in small-group learning situations, along with trying many variations on techniques to facilitate learning and group interactions. These will be presented in the two-part series that suggests the process and the techniques/methodologies that have been tried (and those that failed).
Teaching Students to Recognize Conflict in Small Groups Using the Myers-Briggs Type Inventory Bill, Pete Basic Medical Science College of Veterinary Medicine 3:00-3:20 – STEW 218 C One of the competencies required of our students to work effectively in groups. This also requires students be able to understand when conflicts arise in work/group situations, and to effectively address such conflict in a constructive manner. This presentation discusses how the MBTI is used as a tool to illustrate student differences and suggest approaches to resolving conflict when it is identified.
Teaching Chemistry to Students with Blindness or Low Vision Bodner, George Chemistry College of Science 11:00-11:20 – STEW 218 A This talk will address some of what members of my research group have learned over 20 years of getting students with low vision through the introductory chemistry courses, including “visualizing” the structures students encounter in organic chemistry. The theoretical framework and approach used to evaluate the challenges will also be discussed.
Sept. 24
A Different Kind of [Text] Book: Using Fiction in a Non-Literature Class Boyd, Josh Brian Lamb School of Communication College of Liberal Arts 9:00-9:20 – STEW 218 B Let’s face it: fiction is often more interesting than non-fiction. In this session, learn how to identify fiction relevant to your class, incorporate it into your class, and create assignments that allow students to enjoy a good story while thinking and writing critically about the topic or profession they are studying.
Learning from Learning Objectives Diefes-Dux, Heidi Engineering Education College of Engineering 3:00-3:20 – STEW 218 B We've been trying to write good learning objectives for our classes for a long time. But how can we use them to actually assess student learning? And if we do that, what can we learn about our students and the effectiveness of our own instruction? This presentation will highlight two years of experience with using learning objective-based rubrics to assess student learning in a very large course.
Teaching with Authentic Problems and Assessments Diefes-Dux, Heidi Engineering Education College of Engineering 3:30-3:50 – STEW 218 B Authentic problems should reflect professional practice. So should the formative and summative assessments that go with these problems. Backed by 14 years of problem design and implementation strategy development experience, I will highlight how a framework can be used to transform real-world problems with which students engage to integrate both technical and professional skills development.
Successful Teaching and the International Student Ebarb, Joel Patti and Rusty Rueff School of Visual and Performing Arts College of Liberal Arts 9:30-9:50 – STEW 218 B This presentation will focus on simple strategies to effectively communicate course requirements and materials to international and non-international students alike. Tips for breaking down cultural barriers and ensuring that all students have an equitable classroom experience will be discussed.
Sept. 24
Dynamic Teaching Techniques Ebarb, Joel Patti and Rusty Rueff School of Visual and Performing Arts College of Liberal Arts 10:00-10:20 – STEW 218 B Master simple and effective presentation strategies that allow instructors to invigorate students while still successfully communicating course material. Learn vocal and physical skills useful in maintaining a vibrant and engaged classroom.
Facilitating Productive Class Discussions Ertmer, Peg Curriculum and Instruction College of Education 2:00-2:20 – STEW 218 A Managing classroom discussions is a skill that requires good questioning strategies as well as the ability/willingness to allow students to take control of their learning. Over time, one learns how to strike a reasonable balance between stepping back and stepping in. In this presentation/discussion, I’ll describe some of the strategies I use to facilitate productive class discussions.
Integrating Global Competency Education in the Classroom Groll, Eckhard Mechanical Engineering College of Engineering 2:30-2:50 – STEW 218 C I plan to present ideas on how to integrate cultural experiences into the undergraduate curriculum to raise the level of global competency skills in our students. Students seem to be more engaged with the classroom material by adding cultural interactions.
Statistics and Society – Modernizing the Curriculum in Response to Change in My Students Gundlach, Ellen Statistics College of Science 10:00-10:20 – STEW 218 A With a major design overhaul of her course and an IMPACT redesign, Dr. Gundlach will discuss how she adapted her new course to be more relevant to students by placing a greater emphasis on statistics within society. She will discuss the techniques she used to engage students using different types of assignments, and how these assignments can be adapted for traditional, online, and hybrid classes.
Sept. 24 The Purdue Mechanics Freeform Classroom – Part I and II Krousgrill, Chuck & Rhoads, Jeff Mechanical Engineering 2:00-2:20 – STEW 218 B - Part I 2:30-2:50 – STEW 218 B - Part II This talk will describe some of the recent advancements associated with the Purdue Mechanics Freeform Classroom. Topics to be covered include the use of Lecturebooks, hybrid course notes/textbooks; course blogs and discussion forums; and YouTube-hosted video content encompassing lecture examples, homework solutions, and experimental demonstrations. Preliminary assessment results will also be discussed.
Effectively Using Undergraduates as Teaching Assistants La Lopa, Mick Hospitality and Tourism Management College of Health and Human Sciences 1:30-1:50 – STEW 218 B
This fall semester (2014), I have 18 undergraduate students serving as teaching assistants (TAs) for the three classes I teach. The procedure for recruiting and selecting undergraduate students to be TAs will be presented along with the pros and cons learned over the years. At the end of the presentation, those attending will learn to completely trust undergraduate TAs to support their teaching, as I have over the years.
Linking Student Learning to Career Realities Nielsen, Suzanne Food Science College of Agriculture 9:30-9:50 – STEW 218 C This session will discuss how an individual project used in class serves to connect students to industry professionals who share an understanding of each student’s specific career direction.
Integrating Community-Engagement/ Service Learning in Many Classes Oakes, William (Bill) Engineering Education and EPICS College of Engineering 9:00-9:20 – STEW 218 A Service-learning or community engagement is a pedagogy that can enhance learning, increase motivation, and make an impact in the community. This session will share lessons learned through experience and research, what to do and what not to do to make the experiences positive for the students, community, and the instructor.
Sept. 24
Thriving in Large Classrooms Oakes, William (Bill) Engineering Education and EPICS College of Engineering 9:30-9:50 – STEW 218 A I remember the sheer terror of my first large lecture. My mentor’s comment after the first class was, “I am sure you will get better.” I have come a long way and really enjoy the large classes, especially with younger students. Lessons learned from the field, through experiences and research, will be shared along with tips that can easily be integrated into a class this semester.
Developing Creative and Critical Thinking through CATs (Classroom Assessment Techniques) Peterson, Nancy English College of Liberal Arts 3:30-3:50 – STEW 218 A Short activities can engage students with contentspecific knowledge in valuable ways. I have adapted Thomas Angelo and Patricia Cross’s CATs (Classroom Assessment Techniques) for my English and American Studies classes, and students have responded positively. CATs typically involve short written activities that elicit critical and/or creative thinking. In this presentation, I will outline a few CATs that I have used successfully and suggest how they might be adapted for other disciplines.
How do We Really Measure Learning Outcomes? Russell, Mark Animal Science College of Agriculture 1:30-1:50 – STEW 218 A Can we honestly say that we are accomplishing our stated learning outcomes for any class? How can we prepare the students to demonstrate that they have learned what we intended them to learn? Dr. Russell shares his insight from years of teaching.
Taming the Whale: Engagement Strategies in Large Lecture Classrooms Towns, Marcy Chemistry College of Science 10:30-10:50 – STEW 218 B Since 2012, we have been reforming Chemistry 11100 using lessons learned in our IMPACT reform of Chemistry 11500. We have developed learning objectives (including for our laboratory), developed a more relevant curriculum, and aligned assessments. The pedagogical approach is scaffolded problem-solving, in which we use our graduate teaching assistants to facilitate. Suggestions will be made on how these lessons learned might be applied to your classroom.