Upload
ava-clarke
View
222
Download
0
Tags:
Embed Size (px)
Citation preview
Savvy Learning:Using Technology Wisely to Enhance Active Learning and Success inClass and Beyond
Presiding Facilitator: Gerald R. Greenberg Senior Associate DeanThe College of Arts and Sciences
Syracuse [email protected]
Facilitators:
Mary LernerAssistant DeanThe College of Arts and Sciences, Syracuse [email protected]
Rhona FreeVice-President for Academic AffairsEastern Connecticut State [email protected]
Kandice L. SalomoneAssociate DeanThe College of Arts and Sciences, Syracuse [email protected]
Objectives for today’s workshop
Determine:
•How to conceptualize and encourage the use of technology wisely to enhance active learning?
•What type of action plan for meeting your goals would work best at your institution?
•What pitfalls to expect for attaining your goals and how to devise strategies to overcome them?
Rhona FreeVice-President for Academic AffairsEastern Connecticut State [email protected]
Liberal Arts Work Initiative
LAW
SAVVY LEARNING: USING TECHNOLOGY WISELY TO ENHANCE ACTIVE LEARNING AND SUCCESS IN CLASS AND BEYOND
Rhona FreeProvost and Vice President of Academic Affairs
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Eastern Connecticut State University
Eastern Connecticut State UniversityA Liberal Education, Practically Applied
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Eastern’s emphasis on experiential education and applied learning History Mission Strategic plan– AAC&U Essential learning outcomes Academic Plan/High impact Practices Assessment tool Faculty priorities Parent and student values Employer values
AAC&U Essential Learning Outcomes
Knowledge of Human Cultures and the Physical and Natural World (Liberal Arts Core courses)
Intellectual and Practical Skills (Liberal Arts Core courses)
Personal and Social Responsibility (How to develop, how to assess?)
Integrative and Applied Learning (How to develop, how to assess?)
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
AAC&U Essential Learning Outcomes
Personal and Social Responsibility Civic knowledge and engagement Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning
Anchored through active involvement with diverse communities and real-world challenges Center for Community Engagement Service-learning Campus leadership- SGA, clubs and
organizations
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
AAC&U Essential Learning Outcomes
Integrative and Applied Learning Including synthesis and advanced
accomplishment across general and specialized studies
Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems
Liberal Arts Work program
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Applied learning for assessment
AAC&U (2011) found that 79% of employers who participated in a survey would like colleges and universities to emphasize more the ability to apply knowledge and skills to real-world settings and that more than 80% believe that completion of a supervised and evaluated internship of community-based project would be very or fairly effective in ensuring that recent college graduates possess the skills and knowledge needed for success at their company.
AAC&U, The LEAP Vision for Learning: Outcomes, Practices, Impact, and Employers’ Views. 2011
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Applied learning for assessment
The AAC&U survey indicated that “…faculty-evaluated internships ranked highest among a list of assessment practices in which business leaders recommend that colleges and universities invest scarce resources.” Carey, AAC&U Peer Review, Fall 2010.
Carey, S.J. Peer Review, Fall 2010, Vol. 12, No. 4.,
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Applied Learning: Liberal Arts Work Program
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Every Eastern bachelor degree seeking undergraduate student will achieve the learning goals identified in this proposal by completing a structured pre-professional experience prior to graduation. This experience will include internship, co-op, or other field experience off-campus or intensive faculty-mentored research, scholarship or creative activity on campus. This experiential learning will help students clarify their careers goals, develop their skills in real-world settings, and better prepare them for graduate school, employment, or other options.
Experiential Education: Prevalence before LAW initiative (based on calculations of student who complete a for-credit experience including independent study.)
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Program Percent completing experiential component
Program Percent completing experiential component
Program Percent completing experiential component
Accounting
32 Env Earth Sc.
57 Psychology
73
Biochemistry
80 Elem. Ed. 100 Studio Art 89
Biology 52 English 64 Sp/Leis.Mg
100
Business 91 His/Soc Sci
46 Sociology 39
Bus. Inf. Syst.
89 History 38 Social Work
100
Comm. 100 Math 48 Spanish 45
Comp. Sci.
50 Perf. Arts 100 Visual Arts
76
Early Ch. Ed.
100 Health/P.E.
75 Overall 66
Economics
74 Poli Science
64
Liberal Arts Work: Learning goals for internships/teaching practica/co-ops/other LAW designated courses
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Students will satisfy the LAW requirement by completing an approved activity that achieves specified learning goals.
Students who complete the LAW experience through internships, teaching practica, co-ops or other LAW designated courses:
1. Will be able to demonstrate that they understand the connection between theory and practice as it relates to their experience.
2. Will be able to demonstrate an ability to function effectively in a professional environment. This can include work products, workplace ethics, comportment and other workplace behavior.
3. Will be able to articulate their interests, abilities and values in relation to the career experience.
Liberal Arts Work: Learning goals for student research or creative activity with faculty
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Students who complete the LAW requirement through research or creative activity with faculty will:
1. Complete academic research or production/performance of artistic work under the supervision of, or in collaboration with, a faculty member, and in doing so demonstrate the ability to function as a professional within a chosen field of study.
2. Display abilities (knowledge, skills, attributes) that allow the student to engage a particular research problem or creative question and then apply those skills within the framework of professional study or creative activity within their field or subfield.
3. Formally present the research at an academic conference (undergraduate or professional) or submit the work to an academic journal for publication or present/exhibit/perform the work in an appropriate setting.
Liberal Arts Work: Categories of activities
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Undergraduate Research and Creative Activity Internships: paid and unpaid, on and off campus
Student teaching On campus and off campus paid jobs On campus and off campus unpaid internships
Co-ops Service-learning Field-based course work Capstone projects
Liberal Arts Work: Challenges
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Lack of established internships Lack of public transportation Evidence of uneven participation: AAC&U 2011– 56% of Whites v.
45% of Black or Hispanic seniors participate in internships, 22% of non first-generation students do research with faculty v. 16% of first generation.
Reluctance of some departments to promote activities viewed as vocational.
Concern among some departments that some students will not be successful at completing research.
Faculty load credits constraints for supervision of internships. Lack of office space, equipment, supervision at non-profits’
locations. Insufficient opportunities to present of publish their research. For non-traditional students is this a valuable requirement?
The Work Hub: A technological solution to some of the challenges
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
The Work Hub: Using technology to promote equal access to active, integrative, and applied learning.
Liberal Arts Work: The Work Hub
Three examples of technology-enhanced applied learning in the Work Hub:Grant Associate ProgramCIGNADesign Studio
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March
2, 2013
Continued challenges?
Creating more opportunities (internship hosts still want students at their sites)
Information security
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
The Work Hub model on other campuses?
Do students face the same geographic and time constraints?
Can/will campus IT support the Hub? Is there a way to compensate faculty for
supervising or mentoring student activity in the Work Hub? Is that essential?
Do students have to get credit? Do students have to pay for the experience?
Should for-profit enterprises have to pay to participate?
GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013
Gerald R. GreenbergMary LernerKandice L. SalomoneThe College of Arts and SciencesSyracuse University
Serendipitous Transformation:Digital Humanities Excellence Initiative is Springboard forCyberliteracy and Emerging Pedagogies
Where it All StartedThe Dean’s Excellence Initiatives
Wall Graphics Needed
The Digital Humanities Initiative Meets Frustrated Professor
Serendipity CAN be Transformative
You want WHAT??
Isn’t this what faculty SHOULD be doing?
Recalibrate…. Recalibrate….
Recalibrate….
Board of
VisitorsToday’s classroom. What’s next?
Duncan BrownPhysics
BEFORE AFTER
PATRICK BERRYWriting
Cyberliteracy & Emerging Pedagogies
Kick-Off Meeting
Laurinda DixonArt History
Does it matter to students?
Lessons Learned• Work with those
interested
• Maximize talents of those interested
• Create excitement by showcasing work
• Develop creative support mechanism
• Find hidden talent
Next Steps
• Pedagogy Center– Speaker from NITLE
– Faculty fellowship program (with overlap)
– Two symposia a year
– Resources from advancement outreach
What are YOUR next steps?