Teaching Academy Day

2014 TEACHING ACADEMY DAY

Sept. 24 |Stewart Center

Teaching Academy

Executive Council

Pete Bill

Veterinary Medicine/LYNN

[email protected]

49-48633

Joel Ebarb

Visual Performing Arts/PAO [email protected]

49-43081

Peg Ertmer

Curric & Instruction/BRNG

[email protected] 49-45675

Chuck Krousgrill, Jr.

Mechanical Engineering/ME

[email protected]

49-45738

Chantal Levesque-Bristol

(ex-officio) Center for Instructional

Excellence/DLR

[email protected]

49-66424

Michael Melloch

Electrical & Comp Engr/EE

[email protected]

49-43528

Randy Roberts History/UNIV

[email protected]

49-40040

David Rollock

Psychology/PSYC [email protected]

49-46977

Charlene Sullivan

Management/KCTR


Bernard Tao

Agricultural and Biological

Engineering, Food Science/FS


Tom Turpin

Entomology/SMTH

[email protected]

49-44568

Juan Velasquez

Engineering/ARMS [email protected]

49-45340

Frank Dooley

(ex-officio)

Vice Provost/HOVDE [email protected]

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

—Associates—

Lindsey Payne Environmental & Ecological Engineering/Ecological Sciences and Engineering Graduate Program College of Engineering

Jason Weiss

Civil Engineering

College of Engineering

Kyle Vealey English College of Liberal Arts

Congratulations

to the

2014-2015

Purdue Teaching

Academy inductees

Monica Cardella

Engineering Education College of Engineering

David Eichinger

Curriculum Instruction

College of Education

Pamela Karagory Nursing College of Health & Human Sciences

Cynthia Bozich Keith

Nursing

College of Health &

Human Sciences

Kathleen C. Howell

Aeronautics &

Astronautics


Christopher Lukasik English College of Liberal Arts

Vicki Simpson Nursing College of Health & Human Sciences

Suzanne Nielsen

Food Science

College of Agriculture

Sept. 24 | STEW

TIME

218 A 218 B 218 C

9:00-9:20 William (Bill) Oakes

Integrating

Community-

Engagement/Service-

Learning in Many

Classes

Josh Boyd

A Different Kind of

[Text] Book: Using

Fiction in a Non-

Literature Class

9:30-9:50 William (Bill) Oakes

Thriving in Large

Classrooms

Joel Ebarb

Successful Teaching

and the International

Student

Suzanne Nielsen

Linking Student

Learning to Career

Realities

10:00-10:20 Ellen Gundlach

Statistics and Society –

Modernizing the

Curriculum in

Response to Change in

My Students

Joel Ebarb

Dynamic Teaching

Techniques

10:30-10:50 Marcy Towns

Taming the Whale:

Engagement Strategies

in Large Lecture

Classrooms

Pete Bill

Problem-Based

Learning in a Hybrid

Curriculum – Part I

11:00-11:20 George Bodner

Teaching Chemistry to

Students with

Blindness or

Low Vision

Pete Bill

Problem-Based

Learning in a Hybrid

Curriculum – Part II

TIME

218 A

218 B 218 C

1:30-1:50 Mark Russell

How do We Really

Measure Learning

Outcomes?

Mick La Lopa

Effectively Using

Undergraduates as

Teaching Assistants

2:00-2:20 Peg Ertmer

Facilitating

Productive Class

Discussions

Jeff Rhoads &

Chuck Krousgrill

The Purdue Mechanics

Freeform Classroom –

Part I

2:30-2:50 Jeff Rhoads &

Chuck Krousgrill

The Purdue Mechanics

Freeform Classroom –

Part II

Eckhard Groll

Integrating Global

Competency

Education in the

Classroom

3:00-3:20 Dor Ben-Amotz

What I have Learned

about Effective

Teaching in the Wild

Heidi Diefes-Dux

Learning from

Learning Objectives

Pete Bill

Teaching Students to

Recognize Conflict in

Small Groups Using

the Myers-Briggs Type

Inventory

3:30-3:50 Nancy Peterson

Developing Creative

and Critical Thinking

through CATs

(Classroom

Assessment

Techniques)

Heidi Diefes-Dux

Teaching with

Authentic Problems

and Assessments

Ben-Amotz, Dor

Chemistry

College of Science

What I have Learned about Effective Teaching

in the Wild

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.

3:00-3:20 – STEW 218 A

Bill, Pete

Basic Medical Science


Problem-Based Learning in a Hybrid Curriculum

– Part I and 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).

10:30-10:50 – STEW 218 C - Part I

11:00-11:20 – STEW 218 C - Part II

Sept. 24

Bill, Pete

Basic Medical Science


Teaching Students to Recognize Conflict in

Small Groups Using the Myers-Briggs Type Inventory

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.

3:00-3:20 – STEW 218 C

Bodner, George

Chemistry

College of Science

Teaching Chemistry to Students with Blindness

or Low Vision

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.

11:00-11:20 – STEW 218 A

Boyd, Josh

Brian Lamb School of Communication

College of Liberal Arts

A Different Kind of [Text] Book: Using Fiction

in a Non-Literature Class

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.

9:00-9:20 – STEW 218 B

Diefes-Dux, Heidi

Engineering Education


Learning from Learning Objectives

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.

3:00-3:20 – STEW 218 B

Sept. 24

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.

9:30-9:50 – STEW 218 B

Ebarb, Joel

Patti and Rusty Rueff School of Visual and Performing Arts


Diefes-Dux, Heidi

Engineering Education


Teaching with Authentic Problems and

Assessments

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.

3:30-3:50 – STEW 218 B

Successful Teaching and the International

Student

Dynamic Teaching Techniques

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.

10:00-10:20 – STEW 218 B

Ebarb, Joel

Patti and Rusty Rueff School of Visual and Performing Arts


Ertmer, Peg

Curriculum and Instruction

College of Education

Facilitating Productive Class Discussions

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.

2:00-2:20 – STEW 218 A

Sept. 24

Groll, Eckhard

Mechanical Engineering


Integrating Global Competency Education in the

Classroom

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.

2:30-2:50 – STEW 218 C

Gundlach, Ellen

Statistics

College of Science

Statistics and Society – Modernizing the

Curriculum in Response to Change in My Students

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.

10:00-10:20 – STEW 218 A

The Purdue Mechanics Freeform Classroom –

Part I and 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.

2:00-2:20 – STEW 218 B - Part I

2:30-2:50 – STEW 218 B - Part II

Krousgrill, Chuck & Rhoads, Jeff

Mechanical Engineering

La Lopa, Mick

Hospitality and Tourism Management

College of Health and Human Sciences

Effectively Using Undergraduates as

Teaching Assistants

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.

1:30-1:50 – STEW 218 B

Sept. 24

Nielsen, Suzanne

Food Science


Linking Student Learning to Career Realities

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.

9:30-9:50 – STEW 218 C

Oakes, William (Bill)

Engineering Education and EPICS


Integrating Community-Engagement/

Service Learning in Many Classes

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.

9:00-9:20 – STEW 218 A

Thriving in Large Classrooms

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.

Oakes, William (Bill)

Engineering Education and EPICS


9:30-9:50 – STEW 218 A

Peterson, Nancy

English


Developing Creative and Critical Thinking through

CATs (Classroom Assessment Techniques)

Short activities can engage students with content-

specific 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.

3:30-3:50 – STEW 218 A

Sept. 24

Russell, Mark

Animal Science


How do We Really Measure Learning Outcomes?

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.

1:30-1:50 – STEW 218 A

Towns, Marcy

Chemistry

College of Science

Taming the Whale: Engagement Strategies

in Large Lecture Classrooms

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.

10:30-10:50 – STEW 218 B

Documents

Teaching Academy Day