Take-Aways from Lilly Conference on Evidence-Based Teaching and Learning

By Melissa Wehler, PhD, Dean of Humanities and Sciences

On June 5, 2017, I had the pleasure of representing Central Penn College at the Lilly Conference on Evidence-Based Teaching and Learning in Bethesda, Maryland. My presentation, co-written and co-presented with Judith Dutill, Instructional Designer at Millersville University, was entitled “Pause Procedure and Reflecting Learning in the Online Classroom” and was presented to a crowd of more than thirty educators from institutions of higher education around the country.

The session reviewed methods and techniques that online teaching faculty can use to engage their online students. First, we discussed the challenges faced by online teaching faculty in designing effective instruction for the online modality and promoted the use of microlectures and pause procedure techniques. Next, we defined the elements of a microlecture and discussed the relevant research on the considerations faculty should make before endeavoring to develop their own microlecture. Finally, we discussed methods for incorporating pause procedure into video lectures and introduced some technical tools to assist with this implementation. Specifically, we reviewed some of the software techniques being used at Central Penn, including Play Posit, Voice Thread, and Office Mix.

In addition to my own session, I attended sessions on:

  • What Lies Beneath: Rethinking Major Issues in Teaching and Learning
  • Radically Inclusive Classrooms: Promoting and Protesting a Diverse Learning Environment
  • #InteractiveLearning: Technology Tools to Engage and Support All Learners
  • Advising Online: An Orientation Module to Support Faculty Student Interactions
  • Improving Academic Integrity: Evidenced-Based Strategies

 

While there were many take-aways from the conference, here are a few that resonated with me:

Teaching-oriented versus learning-oriented. During the opening session, Todd Zakrajsek made an excellent point about this issue by asking: “does your lesson change if there are no students in the room?”  The question addresses the fundamental difference between teaching and learning.  If you can deliver the same presentation, run through the same information, and provide the same talking points to a room of thirty as you can to an empty room, you are probably teaching-oriented.  If your lesson plan so thoroughly addresses, integrates, and engages students that you could not possibly proceed, then you are probably learning oriented.

Understand and respect cognitive load.  There comes a point where students (and frankly, us as well) reach a point where we cannot take in any more information.  Rather than continue past this point-of-no-return, find ways to break up the material.  Incorporate reflective breaks to give students a chance to work with the information.  Think about the ways to manage the class so that there is some thinking and some doing.  Understand that no matter how brilliant the lesson, students can only retain so much.

Ends over means.  The role of lecture in the classroom was a hot topic this year, but overall, the sessions I attended seemed to reiterate the same point: engaged students are better than disengaged students no matter the method.  Sometimes, lecturing is necessary; sometimes, it’s not.  The key is that you know your own strengths and weaknesses as an educator, play to those strengths, and engage your students.

About the Author

13240559_10101056173646389_348591978591550789_nDr. Melissa Wehler serves as the Dean of Humanities and Sciences and Professor of English at Central Penn College.  Her academic writing has been published in several essay collections where she discusses topics including the gothic, feminism, performance, and culture.  She enjoys teaching classes about writing, literature, culture, and film and has won two teaching awards for her student-centered approach.

Counseling Services and Student Referrals

By Megan Cline, Counselor at Central Penn College

Lunch & Learn on Classroom Management & Student Referrals
Image from the Winter Lunch & Learn
Presented by CPC’s counselors,
Candace Johnson & Megan Cline

After completing our first ever Lunch & Learn presentation, Candace and I would like to share a brief recap of important information from the faculty training session! First, let me start by introducing Candace and I, as well as inform you of what services are available through our counseling offices. Candace Johnson, MS, is our part-time counselor and her office hours are Wednesdays 5-8pm and Fridays 12:30-3:30pm. I, Megan Cline, LSW, am the full-time counselor, and my office hours can range from 9am-5pm or 10am-6pm, but both Candace and I are flexible with our appointment times. We are located upstairs in Bollinger Hall, rooms 52B and 52C, beside the Cultural Diversity Office.

As far as our services go, appointments with a counselor can be done in person, via phone, or virtually by email or webcam. The maximum number of sessions students can have is 11 per term (i.e. one session per week). If it is believed by the counselor that the student needs more intensive care, the counselor will make a referral for the student to another local outpatient office. Not only are counseling services free, but they are confidential as well; however, in the event that a student voices harm to self or others, confidentiality is broken and reported to the appropriate party. Further, as employees of the college, we are unable to provide similar services to faculty and staff. So while working at Central Penn, if you would like to access support services for yourself, those are available to you through Human Resources.

Finally, as a faculty member, you will come into contact with a variety of student personalities. One thing that we at the counseling office ask of you is to please report any concerning student behaviors that you might observe. Throughout the term weeks, you will get to know your students well and be able to identify if a student is displaying concerning or unusual behavior. If it is troubling to you, chances are it is something that should be investigated further. If you do not feel comfortable checking in with the student yourself, please don’t hesitate to reach out to the counseling staff or your supervisor to discuss the student further.

For more information about our services, please visit our web page at http://www.centralpenn.edu/college-services/counseling-services/

Email Megan Cline or Candace Johnson

Lunch & Learn Highlights: Classroom Management Techniques

By Judith Dutill, Instructional Design Technologist

Classroom management is a part of teaching that challenges new and seasoned educators alike. On Friday October 21, 2016, a group of 20 faculty members gathered for a roundtable discussion on classroom management techniques.

Lunch & Learn on Classroom Management TEchniques

Topics included handling classroom disruptions, handling classroom conflict, and maintaining student engagement. Here are some of the techniques, thoughts, and resources that were shared:

  • Don’t be static, move around the classroom
  • Let students know when behavior is factored into grading
  • Don’t let students dominate the conversation
  • Be prepared to help students understand the value in what they’re learning
  • Be proactive in managing behaviors that can incite conflict
  • Ask students what they’re interested in
  • Design engaging activities
  • Bring current events and other relevant information
  • Offer students choices
  • Share your personal experience with students

Additional Resources:

Central Penn College’s Lunch & Learn program is an opportunity for faculty to spend time together, share their experiences, and learn from one another. Watch your CPC email for future Lunch & Learn opportunities, we’d love to see you there!

In the meantime, join the conversation by sharing in the comments section; what are your favorite classroom management techniques?

Are You a Networked Educator?

By Judith Dutill, Instructional Design Technologist

I recently heard an interview with Dr. Bonnie Stewart and I became interested in her work on networked identity. Her words made me think deeply about the value of my personal and professional networks and the richness they bring to my world and to my teaching. My strength as an educator and the value that I have to offer my students is thanks in large part to my past experiences and the people that I know and learn from every day. It’s my responsibility as an educator to remember and reflect upon past learning experiences, to cultivate and maintain relationships, and to seek new opportunities for continued growth. I do this for myself, because I care about my relationships and I care about my career; I do this for my students because they are depending on me and I do not want to let them down.

If you are looking for ideas on how to be a more networked educator – start here:

Know who your mentor is…mentorship is for all stages of our careers and throughout our careers we may experience many mentors. If you do not currently have a trusted mentor, it’s time to find one. Mentorship begins with a relationship. Identify people who have achieved the success that you’d like to achieve and network with them, build a relationship, and learn.

Be active in your professional organizations…my favorite professional organization is having its annual conference in Philadelphia this year. When I went to register for the event, I learned that my membership had lapsed. How could this happen? Well, I moved last year! I forgot to change my address with the organization and I missed my renewal notice. If you haven’t interacted with or heard from your professional organization lately, check your membership. If you’re not a member, join. Our participation in these organizations keeps us up to date on the latest research and trends in our academic disciplines. Commit yourself to joining and getting involved with at least one professional organization in your discipline this year.

Join the conversation…Twitter is an excellent forum for networking with the most active professionals in your field. If you are unfamiliar with Twitter, start by following your professional organization. Go to their website and find out what hashtags they use, follow their discussion and, when you’re ready, jump into the conversation.

Engage in peer review…a great way to develop as a teacher is to watch other people teach. Network with a colleague in your discipline and ask if they are open to having you visit their classroom or, better yet, invite yourself into a classroom outside of your academic discipline to expand your perspective.

Record your reflections…commit to a system for keeping track of the people you meet and reflecting on the new things you learn (I use Microsoft OneNote). Build a filing system in Outlook for archiving emailed newsletters and information from your professional organizations and subscriptions. Block a little time on your calendar every week to read articles and catch up on professional development activities.

Share your knowledge…respond to your professional organization’s call for papers and presentations to share your scholarship. Invite your peers to learn from your experiences in the classroom – the CTE is always looking for guest presenters and guest bloggers. Let us know if you are interested!

What do you do to be a networked educator? Share with us in the comments section!

Lunch & Learn: Classroom Assessment Techniques

By Judith Dutill, Instructional Design Technologist

Today’s Lunch & Learn was a big success! The event featured roundtable discussion, resource sharing, and pizza; thanks, again, to those who attended.

Faculty Lunch & Learn

All attendees were asked to bring their favorite classroom assessment technique to share. Shared techniques included:

  • Having students interview professionals in their chosen field and report back to the class
  • Having students interview one another
  • Bringing a question to class (or posting a question on the Discussion Board in Bb)
  • Having online students create video presentations with Screencast-O-Matic
  • Giving students random functions to demonstrate for the class (especially great for tech classes)
  • Using games (Jeopardy, Who Wants to Be a Millionaire, or board games like Apples to Apples)
  • Letting students work in groups to create test questions and including some of their questions on the exam
  • Pairing students together by pairing high-performing students with at-risk students

Here are links to the resources we discussed today:

Do you have a favorite classroom assessment activity? Leave it in the comments section!