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The Challenges of Teaching and Learning

The Challenges of Teaching and Learning. Iowa State University Teaching Seminar August, 2005 Center for Excellence in Learning and Teaching (CELT). Corly Brooke. ____________________ _. Director of Center for Excellence in Learning and Teaching (CELT)

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The Challenges of Teaching and Learning

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  1. The Challenges of Teaching and Learning Iowa State University Teaching Seminar August, 2005 Center for Excellence in Learning and Teaching (CELT)

  2. Corly Brooke _____________________ Director of Center for Excellence in Learning and Teaching (CELT) Professor of Human Development and Family Studies cbrooke@iastate.edu celt@iastate.edu 294-2402

  3. Credits • Dr. Susan Yager, Associate Director of CELT • Karen Bovenmyer, Program Assistant CELT • Jennifer Leptien, Program Assistant CELT • Dr. Mary Huba, Professor of Educational Leadership and Policy Studies

  4. CELT Staff • Allan Schmidt, Assistant Director for Learning Technologies (LT) • Donna Kienzler, Assistant Director for Preparing Future Faculty (PFF) • Steve Freeman, Assistant Director for Scholarship of Teaching and Learning (SoTL) • Travis Kramer, Learning Technologies • Rex Heer, Learning Technologies • Yaoling Wang, Learning Technologies • Heather Brumm, Learning Technologies • Jane Henning, Assistant to the Director • Marlys Carlson, receptionist and secretary • Kristen Myer, student assistant

  5. How do we understand learning today? • An active search for meaning by the learner • Constructing knowledge rather than passively receiving it • Shaping as well as being shaped by experiences • (Joint Task Force on Student Learning, 1998, Powerful Partnerships: A Shared Responsibility for Learning, <http://www.aahe.org>)

  6. Knowledge is transmitted from professor to student Students passively receive information Teaching and assessing are separate Culture is competitive and individualistic Students construct knowledge Students are actively involved Teaching and assessment are intertwined Culture is cooperative, collaborative and supportive Paradigm shiftTeacher-Centered to Learner-CenteredHuba and Freed, Learner-Centered Assessment on College Campuses. Allyn&Bacon 2000 (CELT library)

  7. What impact has this paradigm shift had at Iowa State University?

  8. Creation of Center for Excellence in Learning and Teaching (CELT) Center for Excellence in Learning and Teaching Project LEA/RN – contact Dr. Barbara Licklider, 294-1276 Iowa State University - College of Education - Education Student Services - Project LEA/RN Implementation of outcomes assessment Student Outcomes Assessment Formulation of new P&T Policy (Scholarship of Teaching/SoTL) Office of the Provost - Promotion & Tenure Institutional Learning Experiences at Iowa State in the past 15 years

  9. Implementation of revised university strategic plan Strategic Plan 2005-2010: Iowa State University Development of a plan for innovative communication instruction ISUComm ISUCOMM HOME Enrollment in AAHE/Carnegie Scholarship of Teaching and Learning Initiative (RUCASTL) http://www.cfkeep.org/html/snapshot.php?id=32891678002562 Institutional Learning Experiences (cont’d)

  10. Development of a Preparing Future Faculty (PFF) program for graduate students CELT > Preparing Future Faculty Building stronger Academic Affairs/Student Affairs relationships Student Affairs homepage Learning Communities ranked fifth in the nation Learning Communities Faculty Senate conference on SoTL Institutional Learning Experiences (cont’d)

  11. Iowa State University’s Strategic Plan Supports a Collaborative Culture of Teaching and Learning • Mission: Create, Share, and Apply knowledge to make Iowa and the world a better place. • Vision: Iowa State University will be the best at advancing the land-grant ideals and putting science and technology to work.

  12. Student Engagement • National Survey of Student Engagement (NSSE) http://www.indiana.edu/~nsse/index.htm • Indiana University, George Kuh • Iowa State participated in both the NSSE and the Faculty Survey of Student Engagement (FSSE) in 2005. • The ISU results are used as Performance Indicators for the Board of Regents.

  13. Clusters or Benchmarks • NSSE created five clusters or benchmarks of effective educational practice: • Level of academic challenge • Active collaborative learning • Student-faculty interactions • Enriching educational experiences • Supportive campus environment • The benchmarks are expressed on a 100-point scale.

  14. What is the connection to the scholarship of teaching? “Just as students must be actively engaged in formulating their own learning questions and thinking critically about them, so teachers must be actively engaged in formulating their own questions about learning and the impact of teaching upon it.” (Cross & Steadman,1996, Classroom Research: Implementing the Scholarship of Teaching, p. 2).

  15. Our vision for the scholarship of teaching and learning on campus Everyone becomes a learner Learning is more deeply understood Community is created around learning and teaching New understandings about roles and rewards emerge A collaborative, learning-centered culture is created

  16. Scholarly Teaching Scholarship of Teaching and Learning Benefits • Increased student learning • Improved reputation of faculty and the university • Enhanced recruiting of excellent students • Increased alumni recognition • Improved relations with legislature

  17. So… how do we learn to teach and teach to learn?

  18. Center for Excellence in Learning and Teaching • Our mission is to support, promote, and enhance teaching effectiveness and student learning; • encourage scholarship of teaching and learning; • communicate the importance of teaching and learning to both internal and external audiences; • and serve as a catalyst for learning-centered education. • CELT

  19. Reflect on your past learning situations and the teachers involved. Identify 3-4 teacher behaviors that contributed to your learning Write those behaviors on a sheet of note paper Share your ideas with a partner. Complete this in 5 minutes. Think/Write/Pair/Share

  20. Effective Teaching Behaviors in the College Classroomchapter by Harry G. Murray in Effective Teaching in Higher Education: Research and Practice, edited by Perry and Smart, 1997 Agathon Press, CELT Library • Enthusiasm/Expressiveness • Clarity of Explanation • Rapport/Interaction • Organization

  21. Principles of Good PracticeChickering & Gamson • Encourage student-faculty contact • Develop reciprocity and cooperation among students • Use active learning techniques

  22. Principles of Good Practicecont’d • Give prompt feedback • Emphasize time on task • Communicate high expectations • Respect diverse talents and ways of learning

  23. Use student pictures on Access Plus. Iowa State University Plan carefully for the first day. Less is More! Ask for assistance and come to CELT events. Work closely with Student Affairs Five Quick tips from Corly(expanded version in your handout)

  24. Invitation to Business After Hours 5-7 at Reiman Gardens today • 20050727145642752.pdf

  25. Enjoy the rest of the teaching seminar and best wishes to you all for a successful semester! Center for Excellence in Learning and Teaching Iowa State University

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