Center For Effective Teaching and Learning - 

Discussion Notes, Fall 2016

Faculty Pedagogy Group Logo

December 8, 2016 Takeaways

Multiple Intelligences [Video]

  • Cheri used this approach when she worked with adolescent sex offenders -- many had learning disabilities or bad experiences with school, and they helped them make their strengths a focus. The goal was to make learning and therapy more accessible
  • Teachers/staff have multiple intelligences too!
  • Have people taken this idea to the college level? And, how do students who learn this way as kids end up succeeding (or struggling) in college?
  • One goal of the CETL could be to help us (students, faculty, staff) learn about all of these different types and think of strategies for success
  • Could bring it in to FYS in a way similar to Strengths Quest survey
  • Some of us think about this as we teach Core classes -- use of maps in history class, how to learn in an intro to music class
  • Different assignments require different assessments? And we need to think more about that
  • Career-focused classes -- how would this come in as a way to help in the future?

November 10, 2016 Takeaways

When a Class Clicks

  • "Clicking" happens more quickly in classes like COMM 110 or FYS? (and, then, the downside of it -- "cliques" or not paying attention)
  • Mary has students in COMM 110 self-select into groups based on their learning styles
  • It's not always because of the professor or what we do that makes a class click or not
  • Are their size restrictions for "clicking" with a class -- is 40 too big?
  • Ways to bring a class together:
    • interview people you don't know 
    • share a common experience
    • answer random questions like what kind of ice cream you like
  • Kathy uses online app Socrative to have students ask questions
  • Make space in class for students to depend on each other
  • Some have used Two Stage Exams -- difficult for students with accommodations, though?
  • Graded peer edits
  • "Speed Dating" activity to get everyone talking together

October 27, 2016 Takeaways

The Questions We Should Be Asking Our Students

  • We could use these questions as some kind of midterm feedback/evaluation
  • Students seem interested in answering these kinds of questions
  • Asking these questions on paper drafts vs. on exams vs. in person during office hours
  • Asking these questions in FYS vs. majors classes vs. with seniors
  • Ask students how they studied (use students who did well as examples)
  • Discussion of studying the wrong vs. right way
  • Have students grade a paper or presentation -- they will understand what we are looking for
  • Goal is to "mature" their intellect/metacognitive strategies (Bloom's Taxonomy)
  • Strategies for undergrads don't work as well for professional students? (less time to study, goal is licensing exam, lectures are captured on video)
  • Effort doesn't equal output
  • Discussion in class about how to take notes
  • Handwriting vs. taking notes on a laptop
  • Ask students what they think an "A" is or how they want to use a classroom space

September 22, 2016 Takeaways

A Memo to My Students Re: College and the Real World

What is the target audience for this article? First Years? Seniors? Both?

  • We also need to keep emphasizing this beyond the organized activities and discussions about vocation and career in FYS.
  • Sophomores are often left out of targeted programming, sometimes are less optimistic about their future.

We need to be good mentors to our students - show them that it's easier to "try and fail" in college AND to learn from your bad judgment/experience...but you need to make change and keep improving.

  • Balance of hand holding vs. accountability - in college AND the work-force.

Various pedagogical strategies can help students learn about the "real world" expectations - writing process, learning how to analyze/critically think (vs. a final exam you never get feedback on).

Ways to help students buy into this article's argument - types of assignments, pep talks/discussions, guest speakers (how they use what they've learned), show/model business emails, peer mentoring.

Other ways to shape them for the future - use of cell phones, etc.



Return to the Pedagogy Discussion Group's main page