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AAMU Centers for Excellence in Teaching and Learning

AAMU Centers for Excellence in Teaching and Learning.

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AAMU Centers for Excellence in Teaching and Learning

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  1. AAMU Centers for Excellence in Teaching and Learning • The Centers for Excellence in Teaching and Learning (CETL) is a division of the Office of Provost /Academic Affairs and is dedicated to enhancing the culture of teaching and learning in addition to sponsoring professional development programs for faculty and staff at Alabama A&M University.

  2. AAMU Centers for Excellence on Teaching and Learning • The Centers for Excellence in Teaching and Learning uses enhanced communication and networking to achieve optimum utilization of efforts and resources of existing various centers of education to enhance their capacity and capability of research and teaching. The main goal is to create a more effective teaching and learning environment.

  3. AAMU Centers for Excellence on Teaching and Learninghttp://www2.aamu.edu/cetl/ • The website of Centers for Excellence in Teaching and Learning is continuously improving to facilitate exchange of ideas and information about professional development between faculty members and professional staff in the University and other institutions. The name “Centers” reflect a collective effort by diverse educational centers, which exist in the University and sharing of resources related to pursuing excellence in teaching and learning.

  4. Mission • The AAMU-CETL is dedicated to establishing and nurturing a culture of critical reflection on teaching, which engages the University faculty, staff and students to pursue innovation, collaboration and excellence in teaching and learning. • The AAMU-CELT programs facilitate the teaching and learning process by providing resources, expertise and related services, which foster the development, use and assessment of innovative instructional methods and technologies.

  5. Expanded Mission and Goals Goals: • Promote effective teaching and pedagogical research as important functions of the University • Determine and establish a useful resource pool that can be accessed via Internet for Internet Teaching • Promote creation of campus-wide learning communities that encourage the faculty in mentoring and tutoring students • Encourage students to take part in civil discourse and peer teaching and learning • Engage the faculty in dialogue with students and each other to broaden their own cultural views and increase the critical thinking • Inform the faculty about the available and evolving technologies to improve their teaching effectiveness

  6. Expanded Mission and Goals • Serve as a catalyst for achieving a better student retention and enrollment growth by promoting the values of teaching • Encourage strategies that engage students in active learning such as collaborative activities, group and cooperative learning, undergraduate research, and problem-based instruction. • Promote collegiality through mentoring and sharing expertise among the faculty and teaching assistants across the University. • Promote the appropriate integration of instructional technology into the classroom to support effective teaching and enhanced student learning

  7. Expanded Mission and Goals • Prepare future faculty by fostering interest, offering programs, and assisting departments in preparing graduate students to assume the responsibilities of teaching • Encourage faculty, staff, and teaching assistants to participate in constructive conversations about teaching, student learning, and professional development. • Support the academic success of faculty across their functions of teaching, research, and service. • Support the academic programs in professional development of their faculty and students.

  8. Staffing Suggestion • Director- a faculty with released time • Assistant Director- a faculty with released time or a part-time secretary • Graduate Assistant (10-20 hours per week) • Advisory Committee (Two elected advisors from each school and four appointed members of Professional Development Committee)

  9. Core Values • Teaching as a Form of Scholarship • Focus on the Evidence of Student Learning • Teaching as A Community Property • Creation of Community of Learners • Continuous Improvement in Student Learning Outcomes • Promotion of Professional Development and Research

  10. Structural Framework: the Center for Faculty Development • The Center for Faculty Development has the responsibility of organizing workshops, training programs, and consultations with faculty to promote continuous faculty professional development. This Center is charged with taking the lead role in ensuring a university-wide climate of teaching excellence, instructional innovation and teaching scholarship. • Teaching effectiveness is a manifestation of dedicated commitment to enhancing student learning outcomes.

  11. Structural Framework: the Center for Faculty Development • Faculty will be provided with resources and a creative environment to develop new courses with a focus on improving innovative content and methods of instruction as well as developing efficient teaching styles and techniques. • Faculty are encouraged to openly and honestly discuss pedagogy approaches and concerns important for their professional development without fear of criticism.

  12. Structural Framework: the Center for Teaching and Learning with technology • Center for Teaching and Learning with Technology– This Center is a component of Alabama A&M University ITS • ITS has been designed to support the University Quality Enhancement Plan

  13. Structural Framework: the Center for Teaching and Learning with technology • There are four basic components: • Administrative Computing UnitACU provides computing services to the University's administrative users. • Center for Teaching and Learning with TechnologyThe TLT Center will support technology-aided instruction by the University's faculty. • Enterprise Network ServicesENS manages the network infrastructure, servers, web content, and other IT services. • User Services & Classroom SupportUser Services provides tech support to the University's faculty, staff, and computer labs.

  14. Structural Framework • The Office of Institutional Research, Planning and Sponsored Programsincludes a “Center for Assessment and Evaluation” • This is a support center to assist in academic performance measurement and evaluation • It supports faculty, administrators and institutional committees in the development and implementation of qualitative methodologies for assessment of students learning in regular courses as well as for special and non-traditional educational programs

  15. Structural Framework • CETL will work collaboratively with other campus units, which are involved in enhancing the teaching and learning outcomes such as the Alabama Center for Teaching and Learning (ACTL-Dept of Psychology) and the Office of Retention and Academic Support (ORAS).

  16. The Centers Future Plan Obtaining and encouraging proposals for instructional development grants Sharing of information related to important conferences, workshops and seminars Establishing an advisory board for the Center of Excellence for Teaching and Learning External sponsors: i.e., Bush foundation

  17. The Centers Future Plan • Instructional support services for faculty, departments and other campus units • CETL plans to support instructional function through secure computer-based classroom testing and for the electronic testing using scan technology • CETL plans to assist faculty in design and analysis of survey instruments for project assessment evaluation The Centers Future Plan

  18. AAMU Centers for Excellence on Teaching and Learning • The mission of the Centers for Excellence in Teaching and Learning (CETL) is to promote excellence in teaching and improvement in student learning through providing needed resources, support the faculty in improving their teaching styles and to enhance the scholarship of teaching and learning. The Centers functions support the growth, professionalism and excellence. • The Centers will work with faculty at all ranks to improve teaching materials that they deliver to students to optimize their learning experiences and outcomes. The support may include instructional material design, development, evaluation and scholarship of teaching.

  19. AAMU Centers for Excellence on Teaching and Learning • CETL encourages faculty to become familiar with its website. The events, services, and resources provided will offer practical support and suggestions to meet a wide range of needs, from designing your syllabus, to assessing your students’ learning and assembling your teaching portfolio. If you are looking for proven ways to become innovative in your pedagogy, you can find a variety of information and ideas in the CETL website. • CETL also invites you to share your innovations in teaching and try to learn from your colleagues. The idea is to encourage all faculty to participate in scholarship of teaching and learning and focus on students’ performance, learning and retention.

  20. AAMU Centers for Excellence on Teaching and Learning • CETL recommends establishing learning communities as a peer-enforced approach to enhance the teaching effectiveness of faculty and learning experiences of students. • Learning communities bring people together in an intentional way to accomplish shared learning objectives, support the development of teaching and learning abilities, and scholarship. • CETL recommends a mentoring program for the new faculty. The more experienced faculty may be utilized to serve as protégés. CETL will assist the protégés and mentors as a liaison and a resource reference.

  21. Effective Classroom Teaching with a Focus on Life Style and Living Environment of Students

  22. The Format of A Successful Pedagogy • Start with known Information • Refer to recent news, issues, and problems • Provoke thoughtful responses • Stimulate brainstorming and provision of solution to problems • Facilitate support to implement and publicize the successful adopted pedagogical approaches by faculty, students and other institutional constitutes.

  23. First Day of Class Activities • Introduce Yourself and Provide Your Contact Information • Collect Students’ Contact information • Get More Acquainted through Half-minute Self Introduction by Each Student to the Rest of the Class. This includes name, major, career goal, if any. • As you Distribute the Course Syllabus, Explain the Course Objectives and its Usefulness • Explain the Plan of the Course and its Students’ Expected Progress Timelines • course goals • Start Teaching with Interactively Involving Students in Discussion about: • relation of the Course to the major fields of students • relation of the Course to the prerequisite and other related courses • Any significant information about the course background

  24. Any Day: What Good Instructors Can Do? • Call the roll and provide any important announcements, if any • Explain the objectives of the current lesson • Provide a brief overview of the topic • Explain the relevance of the topic to the real life • During teaching try to emphasize the terminology and important analyses frequently ask questions related to expected learning outcomes, provide interesting examples, and insert relevant “quotes” to support your presentations • Provide in class short assignments • Utilize organized teamwork to increase interaction and learning • Conclude the presentation by a brief summary • Assign proper homework to strengthen learning through practice

  25. Early Tests & Mid-Term You Need to Include the Followings: • Milestone and Mid-course feedbacks in your tests • Review of learning goals • Learning goals achievement and assessment • A one-minute verbal presentation by each student and / a written paragraph by each student to demonstrate his /her knowledge of important issues through examples or simple explanations. • Guidance to remedy the poor learning and performance

  26. End of Term Include end of term activities: • A short 2-minute verbal presentation by each student and / a written paragraph by each student to demonstrate his /her knowledge of important issues through examples or simple explanations • Overall course feedback in your test • Learning goal review • Learning goals assessment • Document the assessment results with expected remedial measures to improve the effectiveness of teaching and learning for the next set of students • syllabus review and revision

  27. Teaching & Intergenerational Relations • Most of our students were born after 1982 and belong to Generation Y, also called as millennial or Net generation. • The University faculty and administrators mostly belong to generation X (Born in 1965 - 1981) or baby boomers (Born in 1946 - 64). • Teaching effectiveness can improve through understanding the characteristics, environments and life styles of our students.

  28. The Net Generation EnvironmentHowe and Strauss (2003) • Relatively they have been sheltered from harm • They have been treated as special • They feel being pressured • They are more team oriented • They are more confident • They perceive themselves as achievers • They are more conventional

  29. The Negative Characteristics of the Net Generation • Being impatient • Being unwilling or unable to engage for long periods of time • Being somewhat shallow in their intellectual curiosity • Being careless or sloppy in validating the information that they gather • Being superficial in their reading habits • Being unable to judge the veracity of information found in the media and on the Internet

  30. The net Generation:Computers, Electronic Gadgets and Copyright • Computers are just a tool like the telephone • Using innovations like PDAs or cell phones with internet connectivity are considered as their way of life • They prefer doing new things rather than knowing about them. • They are adept at trial and error approach in problem solving (the Nintendo approach) • To them virtual reality may be as real as the actual experience. • They consider multitasking as a way of life and rarely would focus on anything.

  31. The net Generation:Multitasking, Information and Digital Gadgets An example of multitasking From Dr. Caula Beyl: • TV on in the background or I-Pod playing music • Laptop open • Instant Messenger buddy list minimized on the screen • E-mail alerts turned on • Browser window open to Wikipedia • Cell phone handy • Book opened to the right chapter By their 21st birthday, digital kids will have sent/received 250,000 emails, spent 10,000 hours on the phone, and watched 20,000 hours of TV with 500,000 commercials.* It’s estimated that a week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the 18th century.* Karl Fisch, Arapahoe High School, Centennial, Colorado

  32. The net Generation:Computers, Electronic Gadgets and Copyright • They prefer word processing over handwriting • They stay connected anywhere and anytime (cell phones, email). Much socialization occurs through the internet. • They have little tolerance for delays (expect 24 hr access and service) • For them, the distinction between the owner, creator, and the user of information is blurred (plagiarism from Internet sources) • They do not like to use the traditional library

  33. Students and Stress • Financial problems and tuition rise • Working and going to school full-time • Dependence on credit cards and debt • Poor academic preparation and need for remedial courses • Difficulty in comprehension and poor study skills • Poor time management • Unwilling to seek help

  34. Students and Stress • About 64% of college women exhibit some degree of eating disorder behavior • Anorexia or bulimia • Nervosa, binging, and poor diet are sometimes triggered by stress • Addiction and substance abuse will also cause stress and other problems • The outcomes of unplanned and uninhibited sexual behavior may exacerbate the stress

  35. Stress, More Stress, and Depression • Nowadays many students are diagnosed with mental disorders and are attending college • Some students are in social isolation • Some students are depressed, have low self esteem and low motivation • Many students (as high as 37%) have some form of mental illness from mild and short term to severe and chronic

  36. Stress, More Stress, and Depression • Depression, anxiety, schizophrenia, bipolar disorder, attention-deficit disorder, etc affects 17% of the population • College students are twice as likely to experience depression (Dixon and Reid, 2000) • Students with poor social skills are more prone to onset of depression • Students’ avoidance behavior leads to anxiety

  37. Symptoms of DepressionDr. Cuala Beyl’s Presentation • Change in appetite, weight, sleep, or activity • Decreased energy • Feelings of worthlessness and guilt • Difficulty thinking, concentrating, or making decisions • Thoughts of death or suicide • Social withdrawal • Loss of interest in previously pleasurable activities

  38. Faculty as Facilitators of learning • A Guide-on-the-Side and not a Sage-on-the-Stage • They should teach students how to finding journals, evaluate primary sources, and digging through archives. • They should teach students that they cannot rely solely on the Internet • They should encourage group and team-based learning • They should use more diversity in content • They should use more visual imagery and formats in lectures • Conduct more face-to-face interactions to attain a greater level of attention • Employ a variety of media types (music, video, audio, animation, text, interaction) • Plan on short duration segments • Mingle discussions with photographs, tables, and graphics • Encourage interactions in the classroom, even student-to-student • Encourage exploration

  39. Bases of an Efficient Learning Community • The creation of an efficient learning community requires establishing the following bases : - Creating an inclusive learning environment - Recognition of connections to other learning experiences - Sharing of pertinent pedagogical research, discoveries and learning experiences - Better cognition of functional relationships of academic programs and more specifically, educators, mentors and protégés, and organizational units which supports the learning communities. • It is expected that if the bases of a learning community are actively and continually maintained, the students will ultimately feel a sense of belonging evidenced by behavioral changes and a sense of ownership. • The following website provides a list of Centers of Excellence in teaching and Learning in the United States • http://www.hofstra.edu/faculty/ctse/cte_links.cfm

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