ITUE January 2006 Symposium: Pedagogies of Engagement

ITUE Symposium:
Pedagogies of Engagement

January 18-20, 2006

9:00am - 4:30pm; Refreshments and registration at 8:30am

Wednesday, January 18

Writing for Student Engagement
Paul Anderson, Miami University (biosketch)
208 Gore Hall

9:00

Writing as an Engaging Pedagogy
Writing is a key activity in promoting student engagement in learning. When students write in a course, there is good evidence that they participate more actively in their learning, that they integrate and synthesize what they know, and that they make knowledge their own, remembering it for the long term. In this interactive session, participants will explore practical strategies for using writing to increase student engagement and advance course goals without increasing the instructor's paper load.
The strategies introduced in this session support the pedagogical approaches described in later portions of the ITUE's "Symposium on Pedagogies of Engagement."

11:00
Grading and Assessing Student Writing
An ideal grading method supports student learning, enables the professor to grade efficiently, and reduces student complaints about grades. In addition, it helps the professor identify ways to improve his or her already excellent course. In this interactive session, participants will learn how to implement an evaluation method that accomplishes these goals. They will also see how academic programs can use the method to refine their overall curricula and satisfy the assessment requirements of accrediting agencies.

noon
lunch on your own

Concurrent Sessions: Novice or Advanced

1:30
Introduction to PBL
208 Gore Hall
Participants will work through a PBL problem, exploring a variety of strategies to use in problem-based instruction. The process and objectives of problem-based learning will be examined and various models of PBL will be presented. Taking PBL to the Next Level
236 Alison Hall
This session is designed for faculty who have tried PBL, and have either encountered difficulties or would like to explore new PBL models. We will identify participants’ common issues and concerns, then brainstorm multiple approaches for resolving and/or addressing them. There will be time at the end of the session for one-on-one consultations with the facilitators to address any unresolved issues.

4:30
Reception at Mechanical Hall
"Printed Proof" - Selections from the Brandywine Workshop in the Paul R. Jones Collection

Thursday, January 19

Engaging Students through Emerging Technologies
231 Lerner Hall

9:00

Using Weblogs as an Engagement Tool
Guido Geerts and Winnie Scott, UD

10:30
New Technologies for Facilitating Teams in a Distributed Environment
Mark Serva, UD

11:30
lunch on your own

1:00
Engaging Students: Influence on Student Learning
Edward Deckard, North Dakota State University (biosketch)
208 Gore Hall

Student-centered pedagogies along with advanced technologies provide potential solutions to concerns regarding student learning, motivation, creativity, and knowledge retention. Most learning researchers for the past half-century have embraced the philosophy of teacher as facilitator. Never the less, more passive memorization-dominated pedagogies are relatively common. Problem based learning and inquiry based learning are engaged pedagogies that allow students to build their own knowledge by linking new information with that which they already know. Use of advanced technologies has provided additional methodologies for strengthening student learning via these student-centered pedagogies. Questions we have asked include: Which of these pedagogies, technologies, and assessments are consistent with the discipline as it is best practiced? What is the evidence that these engaged pedagogies and advanced technologies improve learning? The primary purpose of this session is to integrate theory, practice, scholarship, and outcomes assessment to offer guidance regarding the use of student-centered and technology-aided pedagogies.

2:30

Pedagogies of Engagement at Winterthur Museum & Country Estate
We will take a field trip to the Winterthur Museum to talk with students and faculty in the Program in Early American Culture and the Art Conservation Program. Both programs engage students with the study and preservation of American cultural heritage. Both involve students in interdisciplinary studies. At heart, both programs pose problems to students: What is this object? How was it situated culturally? How can it be preserved? To solve their problems, students must bring together history and cultural studies, art and chemistry, archival and library research. We will talk with students and faculty, visit labs and collections, and gain perspective on two exciting programs at UD.

Friday, January 20

Engagement through Collaboration and Assessment
Philip Cottell, Miami University (biosketch)
208 Gore Hall

9:00
Cooperative Learning
Cooperative learning, a structured form of small group learning, has received increasing attention from educators in colleges and universities during recent years. Incorporating heterogeneous teams, cooperative learning maintains individual accountability while promoting positive interdependence, group processing, and enhanced use of social skills. Participants at this highly interactive workshop will receive a brief overview about cooperative learning, including its rationale, its research base, and its essential components. The workshop leader will demonstrate the effectiveness of this dynamic teaching strategy by using cooperative learning as his pedagogy in the workshop.

10:30
Classroom Assessment Techniques
Classroom Assessment Techniques (CATs) furnish college and university faculty with simple, practical tools with which they can determine the effectiveness of teaching ad learning in their classes. These assessment techniques—formative in nature—enable faculty to make mid-course corrections in their courses early and often. In this highly interactive session, workshop participants will receive an overview of classroom assessment and practice using CATs in ways that will demonstrate their usefulness with college students.

noon
lunch on your own

Concurrent Sessions: Novice or Advanced

1:30
Writing Good PBL Problems
208 Gore Hall
What constitutes a good PBL problem? How do you write effective PBL materials? In this session, participants will begin to draft a scenario for a PBL problem. Refining and Publishing PBL Problems
243 Wolf Hall
In this highly interactive workshop session we will use a combination of group discussion, writing templates, and peer review to assist participants in refining an existing PBL problem and its implementation, including the way in which the problem is structured or introduced to students. The session is also recommended for participants who have difficulty envisioning how particular learning objectives could be captured in a PBL problem. The session will end with an opportunity to develop the teaching notes needed to publish the problem in the PBL Clearinghouse.

Comments, suggestions, or requests to ud-itue@udel.edu.
"http://www.udel.edu/inst/jan2006/program-prelim.html"
Last updated January 18, 2006.
© Univ. of Delaware, 2005.

	Wednesday, January 18

	Writing for Student Engagement Paul Anderson, Miami University (biosketch) 208 Gore Hall
9:00	Writing as an Engaging Pedagogy Writing is a key activity in promoting student engagement in learning. When students write in a course, there is good evidence that they participate more actively in their learning, that they integrate and synthesize what they know, and that they make knowledge their own, remembering it for the long term. In this interactive session, participants will explore practical strategies for using writing to increase student engagement and advance course goals without increasing the instructor's paper load. The strategies introduced in this session support the pedagogical approaches described in later portions of the ITUE's "Symposium on Pedagogies of Engagement."
11:00	Grading and Assessing Student Writing An ideal grading method supports student learning, enables the professor to grade efficiently, and reduces student complaints about grades. In addition, it helps the professor identify ways to improve his or her already excellent course. In this interactive session, participants will learn how to implement an evaluation method that accomplishes these goals. They will also see how academic programs can use the method to refine their overall curricula and satisfy the assessment requirements of accrediting agencies.

noon	lunch on your own

	Concurrent Sessions: Novice or Advanced
1:30	Introduction to PBL 208 Gore Hall Participants will work through a PBL problem, exploring a variety of strategies to use in problem-based instruction. The process and objectives of problem-based learning will be examined and various models of PBL will be presented.	Taking PBL to the Next Level 236 Alison Hall This session is designed for faculty who have tried PBL, and have either encountered difficulties or would like to explore new PBL models. We will identify participants’ common issues and concerns, then brainstorm multiple approaches for resolving and/or addressing them. There will be time at the end of the session for one-on-one consultations with the facilitators to address any unresolved issues.

4:30	Reception at Mechanical Hall "Printed Proof" - Selections from the Brandywine Workshop in the Paul R. Jones Collection

	Thursday, January 19

	Engaging Students through Emerging Technologies 231 Lerner Hall
9:00	Using Weblogs as an Engagement Tool Guido Geerts and Winnie Scott, UD
10:30	New Technologies for Facilitating Teams in a Distributed Environment Mark Serva, UD

11:30	lunch on your own

1:00	Engaging Students: Influence on Student Learning Edward Deckard, North Dakota State University (biosketch) 208 Gore Hall
	Student-centered pedagogies along with advanced technologies provide potential solutions to concerns regarding student learning, motivation, creativity, and knowledge retention. Most learning researchers for the past half-century have embraced the philosophy of teacher as facilitator. Never the less, more passive memorization-dominated pedagogies are relatively common. Problem based learning and inquiry based learning are engaged pedagogies that allow students to build their own knowledge by linking new information with that which they already know. Use of advanced technologies has provided additional methodologies for strengthening student learning via these student-centered pedagogies. Questions we have asked include: Which of these pedagogies, technologies, and assessments are consistent with the discipline as it is best practiced? What is the evidence that these engaged pedagogies and advanced technologies improve learning? The primary purpose of this session is to integrate theory, practice, scholarship, and outcomes assessment to offer guidance regarding the use of student-centered and technology-aided pedagogies.

2:30	Pedagogies of Engagement at Winterthur Museum & Country Estate We will take a field trip to the Winterthur Museum to talk with students and faculty in the Program in Early American Culture and the Art Conservation Program. Both programs engage students with the study and preservation of American cultural heritage. Both involve students in interdisciplinary studies. At heart, both programs pose problems to students: What is this object? How was it situated culturally? How can it be preserved? To solve their problems, students must bring together history and cultural studies, art and chemistry, archival and library research. We will talk with students and faculty, visit labs and collections, and gain perspective on two exciting programs at UD.

	Friday, January 20

	Engagement through Collaboration and Assessment Philip Cottell, Miami University (biosketch) 208 Gore Hall
9:00	Cooperative Learning Cooperative learning, a structured form of small group learning, has received increasing attention from educators in colleges and universities during recent years. Incorporating heterogeneous teams, cooperative learning maintains individual accountability while promoting positive interdependence, group processing, and enhanced use of social skills. Participants at this highly interactive workshop will receive a brief overview about cooperative learning, including its rationale, its research base, and its essential components. The workshop leader will demonstrate the effectiveness of this dynamic teaching strategy by using cooperative learning as his pedagogy in the workshop.
10:30	Classroom Assessment Techniques Classroom Assessment Techniques (CATs) furnish college and university faculty with simple, practical tools with which they can determine the effectiveness of teaching ad learning in their classes. These assessment techniques—formative in nature—enable faculty to make mid-course corrections in their courses early and often. In this highly interactive session, workshop participants will receive an overview of classroom assessment and practice using CATs in ways that will demonstrate their usefulness with college students.

noon	lunch on your own

	Concurrent Sessions: Novice or Advanced
1:30	Writing Good PBL Problems 208 Gore Hall What constitutes a good PBL problem? How do you write effective PBL materials? In this session, participants will begin to draft a scenario for a PBL problem.	Refining and Publishing PBL Problems 243 Wolf Hall In this highly interactive workshop session we will use a combination of group discussion, writing templates, and peer review to assist participants in refining an existing PBL problem and its implementation, including the way in which the problem is structured or introduced to students. The session is also recommended for participants who have difficulty envisioning how particular learning objectives could be captured in a PBL problem. The session will end with an opportunity to develop the teaching notes needed to publish the problem in the PBL Clearinghouse.