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Tips for Untethered Lecture Capture Rookies

Tips for Untethered Lecture Capture Rookies

At a recent TLC brownbag session, 4 faculty members from 4 disciplines shared tips for getting started with “Untethered Lecture Capture,” a tool for using an iPad or tablet to show slides and annotate them in real time during class, while moving around the room. They offered these tips to anyone considering adopting ULC, which also allows a teacher to upload a lecture for students to review after absences or simply for multiple exposures to critical content.

  • Don’t overdo it as you get started. It’s not the best tool for a whole course or for some sessions of a given course .
  • Fancy graphics on slides aren’t necessary. You’ll be adding to your slides as you teach the session, and often simpler text and graphic combos are more fertile grounds for that.
  • ULC is great to capture group work, possibly replacing posters and markers. Small groups of students can work on a regular piece of paper (eg in a notebook), and you can take a photo of that and upload it in real time to the room’s projector for reporting out and debriefing.
  • An untethered teacher keeps students off balance in a good way. There’s no more back row that has little contact with the professor if you are able to move around the room, so fewer digressions into social media.
  • ULC technology is not perfect, and making mistakes together with the tool, or being thwarted by the occasional bad connection helps build community, trust and empathy.
  • ULC can help professors keep the class moving when they are away from campus for professional travel; it’s also a way for athletes or other travelling students to have access to the professor’s content and the discussions that occur in class in their absence.
  • There are 52 professors on campus using ULC (so far). Chances are that peer wisdom lurks in your own hallway!
  • ULC is effective in helping students create and observe visual models of complex or unseen processes. A picture really can be better than a thousand eloquent words.
  • Student tutors can use the tool to capture explanations in a tutoring session and share on the Moodle page of the relevant class. Sometimes students grasp the vocabulary of another student when the more polished words of a professor still feel a bit foggy.
  • ULC is one tool, not THE tool, for being an effective teacher.

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The Tutoring Cycle as a Tool for Active Learning

Considering a tutoring approach for working with students during office hours

The Learning Commons at the University of Portland has made strides in professionalizing our tutors through training. Our syllabus includes 11 hours of live face-to-face training modules. In our training, trainees learn how the tutoring cycle provides structure for our tutoring sessions. As a faculty member, I’ve also adapted the tutoring cycle as a strategy for helping students during office hours.

Six basic steps make up the tutoring cycle:

  1. Greeting and setting expectations: In the peer tutoring session, it’s important that the tutor let the student know that she or he can expect to work at the whiteboard or think aloud while working with material. We train our tutors to state their roles in a first session with a student and to remind students of their expectations in subsequent meetings.
  2. Assessing the student’s needs and identifying tasks: While a student may say, “I want to work on my homework,” it’s important for the tutor to identify more precisely what the student is struggling with and what their goals are for the course. The former can be done by asking more probing questions or even having the student show how they’ve approached a specific homework problem or prompt. Drafting with the student a specific agenda for the session by using a checklist on the whiteboard (or on paper) is a handy way of making the tasks visible.
  3. Recommending and demonstrating strategies: Our peer tutors usually have strategies that they can share with students. These can range from reviewing concepts or processes in their notes or the book to specific approaches or rules of thumb to use when working on a problem or task.
  4. Formative assessment: Having students practice problems or tasks and apply demonstrated strategies offers the tutor and student the opportunity assess progress. We train tutors to give implicit feedback through questions and other means of highlighting student thinking and misconceptions. Notice that from the diagram that tutors can shuttle back and forth between formative assessment (practice) and demonstrating strategies.
  5. Summative assessment and planning for learning: Every session needs to end with some sort of summative assessment. This can be a final problem or prompt, or the tutor may direct the student to teach the material on the agenda or checklist back to the tutor. When in a rush, the tutor can have the student list three takeaways, two ways he or she will use the takeaways, and one question about the material that the student wants to pursue in the coming week, also called a 3-2-1 assessment technique. The tutor also works with the student to sketch out a plan for learning for the next week.
  6. Setting up a follow-up meeting: If needed or desired, the tutor invites the student to set up another time to meet.

How might this work in an office hour interaction?

  1. Letting students know that they will be actively thinking and working when you ask the student questions and direct them to elaborate on something or work at a whiteboard (or on paper).
  2. Taking time to dig deeper into what the student knows and doesn’t know can help you and the student to plan the office hour visit. You can separate between what is needed and what might be nice to know and then focus on the needs. Asking questions and having the student do some work will reveal areas needing your attention.
  3. Once you know the students needs, you can share strategies for working with the material, ways of conceiving of it, or even methods for keeping track of learning (e.g., effective note-taking strategies that you’ve learned over the years).
  4. Allowing time for the student to practice with the material gives you time to assess her or his progress.
  5. A simple teach-back or 3-2-1 technique offers you a sense of how effective the office hour interaction was.
  6. The invitation to return or to ask questions in class can help the student to feel a sense of belonging and added motivation to participate in your class.

As you practice these steps, you will learn ways to vary them and apply them to groups during office hours. Faculty office hours needn’t be about students coming in to be retaught the material. We can instead apply tools like the tutoring cycle and other student engagement approaches to support active learning, metacognition, and higher order thinking.

Jeffrey White is an instructor of German and directs Learning Commons in Buckley Center 163. For more information on the Learning Commons’ certified tutor training program, contact Jeffrey at white@up.edu or (503) 943-7141.

The Learning Commons is a program of the Shepard Academic Resource Center and offers trained peer support in writing papers, math, foreign language learning, biology, chemistry, physics, managing group projects, speeches and presentations, along with hosting tutoring for several nursing courses and business courses. 

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Imagining the World Factfully

UP aims to cultivate world-citizenship in its students. We see this in Vision 2020’s push to foreground opportunities and curricula that support internationalism, our robust study- abroad programs, the 69 Fulbrights students have won, as well as CISGO’s set of outcomes for Global and Intercultural Learning.

Part of such student learning depends on faculty possessing a quantitatively accurate understanding of the modern world.

Have you tested yourself lately?

An enjoyable opportunity can be found in Hans Rosling’s 2018 book Factfulness: Ten Reasons We’re Wrong About the World – and Why Things are Better Than you Think – a book I devoured over spring break.

Rosling was a quirky Swedish TED-talk and global affairs speaker (one known to punctuate talks with displays of sword swallowing). He died from pancreatic cancer in 2017, just as he was finishing this career-capping overview of the true state of the world, as supported by numbers.

Readers start the book confronted by a 13-question multiple-choice quiz on such things as how people are distributed across the planet’s continents, the amount poverty has decreased, rates of girls’ education, access to electricity, and global life expectancy. Sad to say, you and I will achieve a predictably bad score (as Rosling’s three decades of audience testing has determined) – a score likely worse than if we had merely guessed the answers.

Most Westerners’ concept of the world, as Rosling explains, comes from a patchwork of outdated assumptions, unfamiliarity, media sentimentality, fear of the foreign, and a natural instinct for negativity. This leads us to operate with an “overdramatic worldview.” His solution is to cultivate a factful worldview – one based on numbers, proportions, and comparisons, gathered from across our planet’s 200+ countries.

And so we learn that the majority of the world lives in middle-income countries (just 9% live in extreme poverty), 80% of humans have access to electricity, girls worldwide spend an average of 9 years in school (boys spend 10), and 80% of people around the world have had at least one vaccination (on this planet, anti-vaxxers are decidedly outnumbered). This is not a bunch of global trivia but rather the shaping of a worldview – one lit with possibility. Amid the good news, he prioritizes things we should worry about: global pandemics, financial collapse, world war, climate change, and extreme poverty.

Along the way, Rosling reminds us of basic strategies for avoiding being fooled by data (e.g. getting proportionality with your information, avoiding urgency to maintain clear thinking, questioning categories). He presents helpful charts for visualizing the world and its (often confusing) data, and offers a concrete, four-level way to categorize countries by income (to replace the long-outdated “first/third-world” mode).

While lies inevitably travel faster than facts, Rosling’s data helps fight the War on Error.

In the right course, Factfulness would be an eye-opening inclusion. Knowing that in 2100, 80% of the population will most likely live in Asia and Africa would help our students keep their eye on the future’s true continental leaders (a recognition not given by most Western popular culture). Knowing that world population is not spiraling out of control would help calm fears. Recognizing how the past century has radically reduced global poverty and increased world health and safety would offer hope as we work on more intractable problems of our planet. And re-committing to truth would help keep us from bending it amid the panic of the day’s urgencies (as Rosling insists, “Data must be used to tell the truth, not to call to action, no matter how noble the intention”).

Faculty can prepare the next several generations of global citizens by first ensuring our characteristically inaccurate and overdramatic worldviews are better tethered to Factfulness.

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Core Matters: ENV – The Science of the Sustainable Gourmet

This essay by Heather Carpenter, Lecturer in the Department of Environmental Studies at UP, is the fourth in a series of short pieces that offer faculty across the campus an insider’s tour of one of the courses that make up UP’s Core program. Since the Core involves almost a third of the curriculum for every UP student, faculty can benefit from these discipline-by-discipline essays, to better understand the breadth of their students’ campus experience.

Everybody eats. We define ourselves by what we eat. We say: I’m a meat and potatoes guy, or I love spicy food, or even shellfish or mushroom haters unite! It’s pretty easy to answer when someone says: I’ve got kimchi or toum in the back of my fridge, or Old Bay in my cupboard, can you guess where I’m from? Clothes change, language adapts, but if you want to really know a person: find out what they eat. The personal nature of food is the starting point in ENV 160, the Science of the Sustainable Gourmet, where students explore how their individual choices shape the world we all live in. This is one of the many options students have to fulfill their science core, all of which try to reveal the relevance of science to our daily lives.

We all share an interesting emotional vulnerability when it comes to our food. If a student tells their parent to say, pump up their car tires to save gas and be better for the environment, they might not listen but they won’t get mad.  On the other hand, if a student tells their parent they want to go vegetarian for environmental reasons the reactions range from confusion, disgust, to plain old guilt: is the food I cook (slave over the hot stove) for you not good enough? It’s never, is the car I drive not good enough? Friends, and even strangers get involved too.  In ENV 160 I have students change their diet for a class project and almost all of them report the hardest part being the ridicule and teasing from their friends.  And count the side eyes and arched eyebrows when you order no bacon bits on the salad…

What we eat is personal. It’s based on culture, family, religion, even genetics (does cilantro taste like soap to you?). It’s how we show love: chocolates for romance, cake on your birthday, or grandma’s extra serving on an already full stomach (that one goes both ways).  It’s also how we show empathy during grief: food at a wake, ice cream for a break-up, or drowning our sorrows. And food is trendy right now.  Chefs are household names, and young people join the culinary field with the express interest in getting famous. The only reality show that you will like everyone on is the Great British Baking Show.

But here’s the thing, food is also one of the easiest ways we interact with the environment and where our choices make a tangible difference. We have control over what we choose to eat.  We can’t just place the blame on the big greedy agricultural corporations. We could just buy from our local farmer.

Modern industrial food production has ties to present-day slavery, habitat destruction, and climate change.  Agriculturally, we are spending our children’s inheritance. We are losing arable soil, running out of clean water, decimating the oceans, and wasting a very limited supply of usable phosphorus. When combined with our growing population, we reach a rather uncomfortable ethical conundrum.

It’s pretty hard to be apathetic about your culpability and argue that this has nothing to do with you.  Regardless of your major or career plan: english, engineering, theology, we all eat. As an informed eater, you have the real opportunity to minimize your impact and this can lead to many levels of joy. In the words of Wendell Berry “eating with the fullest pleasure – pleasure that is, that does not depend on ignorance – is perhaps the profoundest enactment of our connection with the world.”

I tell my students that the point of a core education is to be able to join any dinner party and not make a fool of yourself.  After a quality liberal arts education, you should be able to participate in any social level of conversation, be it about art history, social welfare, or climate change.  You don’t have to be that computer scientist who only wants to debate the merits of Java vs C++, the historian that doesn’t have a clue about modern issues, or the psychology major that can’t stop psychoanalyzing their conversation partner. Instead, you could leave your dinner companions wondering just what your major was. In my sustainable gourmet class, you also learn about the impact of the dinner being served.  It makes for some scintillating conversation. Just remember, people will take it personally.

Photo by chuttersnap on Unsplash

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Core Matters: Chemistry

Chemical smokeThis essay by Steve Mayer Ph.D., Professor and Chair of Chemistry at UP, is the third in a series of short pieces that offer faculty across the campus an insider’s tour of one of the courses that make up UP’s Core program. Since the Core involves almost a third of the curriculum for every UP student, faculty can benefit from these discipline-by-discipline essays, to better understand the breadth of their students’ campus experience.

My calculus professor once said, “Anyone who has not taken a course in mathematics has not been liberally educated.” Mathematics is the language of science and anyone who desires to know our universe in a way that goes beyond simple observation must approach it with the tools provided by mathematicians. While advanced courses in physics and chemistry require sophisticated mathematical tools, core courses only require basic math skills, yet students can gain tremendous insight into how the universe works by using these simple tools; consider how much scientific understanding humans mustered before the invention of calculus (c. 1660 CE).

That said, Sir Isaac Newton catapulted our collective understanding of the universe into a new age of discovery with his publication of Principia. The resulting increase in knowledge lead to the brilliant set of equations postulated by James Clerk Maxwell (c. 1860 CE) that describe the connection between electricity, magnetism and the wave nature of light. This understanding delivered us to the doorstep of quantum mechanics where our collective minds were blown!

Our understanding of the universe through the lens of quantum mechanics is everywhere apparent; consider the smartphone. These devices employ the theory of quantum mechanics in the design of the CPU, flash memory and display. Also, the clocks onboard the GPS satellites that are necessary to locate your phone on the surface of the earth all use the quantum states of Cesium (bonus: the precision of the clocks is so great that the theory of relativity must be taken into account in order for them to be synchronized). I would riff on my calculus professor’s sentiment to say, “Anyone who has not been introduced to the quantum mechanical nature of the world has not been liberally educated.”

While quantum mechanics is clearly within the domain of physics, chemists rely on this theory to describe atomic and molecular structure. In fact, all of our courses communicate the importance of understanding the universe at the quantum-level. When we use the term “quantum-level” what we mean is describing the dynamics of very small particles (e.g. electrons) be they bound to an atom or freely traveling through space.

The chemistry department offers several core science courses that range from applying chemistry to our lives – Chemistry in Art and Chemistry of Food and Cooking – to discovering the science that all informed citizens should know – Science for Future World Leaders.  In Chemistry in Art, students explore the chemistry involved in the creation and analysis of art. Topics include paints and binders, glass etching, acid-base chemistry (involved in frescoes and chemical identification of pigments), oxidation-reduction reactions (involved in the etching and coloring of metals), color and light, analytical methods for identifying pigments, light-activated reactions in blue-print art (cyanotypes), determination of authenticity (carbon-14 dating, anachronistic presence of pigments), historical inks, dyeing of fabrics, and chromatography.

In Chemistry of Food and Cooking, Students apply fundamental concepts from biology and chemistry within the context of food and cooking using guided inquiry activities to cover topics such as chemical bonding, protein structure and cell theory. The food-focused topics include meat, vegetables, spices, chocolate, and dairy that students can work on in teams under the guidance of the instructor allowing students to practice critical thinking about the principles of chemistry and biology. Students learn hypothesis design and apply the scientific process to fermentation, cheese making, analyzing food components, and other hands-on exercises. To understand the role of lactase in metabolism of milk and lactose intolerance, students carry out a simple fermentation experiment using baker’s yeast by measuring the amount of carbon dioxide formed.

In Science for Future World Leaders, students are introduced to topics of immediate concern to world leaders (and to all of us on the planet) such as global climate change, renewable energy sources, nuclear theory, weapons of mass destruction, quantum computing and exploration of our own planet and beyond. The students use equipment in the chemistry department, such as spectrometers to directly measure the absorption of infrared (heat) radiation by greenhouse gases (e.g., CO2 and CH4). The primary goal of this course is to cultivate scientific literacy in the students, one of whom might one day become President of the United States!

A recent addition to our list of offerings is a unique, team-taught course called Communicating Science in Public. This course, taught by Jeff Kerssen-Griep from the Communication Studies department and Steve Mayer from the Chemistry department, examines how science and communication intertwine in the practice, dissemination, and reception of empirical discoveries in STEM disciplines. Via hands-on experiments using equipment in the chemistry and physics laboratories and investigating others’ studies and popular discourse, students learn ways to understand, accomplish, and more effectively communicate about modern science in light of this knowledge set. The course utilizes both scientific and communication scholarship to help students draw conclusions about those interconnections. The students learn to

  • Build scientific literacy through finding reliable resources, evaluating information and making use of that information.
  • Connect scientific principles and technologies with events affecting our everyday lives.
  • Develop skills and attitudes for communicating, working and making decisions with people of diverse knowledge and identities.
  • Understand practices and concepts explaining how scientific thought influences and is shaped by the perceptions of various key stakeholders.
  • Explain how we know and why we believe key concepts in the natural sciences and be able to use scientific reasoning, laboratory methods, mathematics and technologies to solve problems.
  • Demonstrate theoretically based translation of complex scientific ideas, findings, and implications for lay audiences through writing and presentation aloud.

Through these courses, students are introduced to a scientific view of the universe and through this learning experience, we hope that they will bring their gifts and talents to bear upon society to make the world work better.

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