2011-2012 University Distinguished Teacher-Scholar Series Kelly Tappenden

1. 2011-2012 University Distinguished Teacher-Scholar SeriesKelly Tappenden Time-efficient Assignments and Peer Projects that Inspire Learning Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning Administrative Provost Fellow December 9, 2011

2. Team-Based Learning (TBL) Stephanie Ceman, PhD College of Medicine Cell and Developmental Biology Neuroscience Program Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

3. 2011-2012 Distinguished Teacher-Scholar Discussion Board • 121 hits • Peer instruction contexts: • In the classroom • Service learning in the community • GLSIS Community as Curriculum • mentoring in music education • Online, virtual groups: Piazza, Moodle Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

4. 2011-2012 Distinguished Teacher-Scholar Discussion Board • Peer instruction methods • Simulations • Commercial transactions • Bloodwork analysis • Cases • Problem-solving (sometimes w/intro mini-lecture) • Biology • Political Science • Music • Engineering • Math Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

5. Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

6. Peer instruction: Design Principles A collaborative exercise is likely to succeed when the teacher has a satisfying answer for him/herself to each of these three questions, and when s/he tells students explicitly in advance how each of these three will benefit the students’ learning: What is the … Purpose Process [3 p’s for Peer learning] Product Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

7. Illinois Faculty Responses: Challenges and Successes Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

8. Research on Learning / Implications for Assignments Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

9. Most effective modes of transparencyfor highest future learning benefits • explicitly connecting data about how people learn with course activities at difficult transition points (p < .001) • assignments' learning goals and design rationale are identified and discussed before students begin each assignment (p < .001) • in-class debriefing discussions about graded tests and assignments (p < .010) • grading practices and criteria defined and discussed, with opportunities for students to apply them (p < .029) One-way ANOVA followed by Games-Howell multiple comparisons test Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

10. Ongoing Transparency Research Variables: • Discipline • Course level • Previous educational experience • Self-declared ethnicity • Self-declared major • Which “modes” benefit which learning goals www.teachingandlearning.illinois.edu “Research” Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

11. Sample Assignments • What implications from research are incorporated? • What additional good ideas do you see? • What change(s) might you recommend? Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

12. Peer Learning Exercise • 6 minutes • Groups of 3 from different disciplines / departments • One person describes “A” final project • Partners ID and break down skills • List skills in sequence Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

13. Acknowledgments Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11

14. Course Assignments • Basic tools, data mastery • Application, analysis • Evaluation • Invent, create original contribution Mary-Ann Winkelmes Campus Coordinator for Programs on Teaching & Learning 12/9/11