Teaching & Learning Collaborative
This week from the Teaching and Learning Collaborative: As one area of focus in the Strategic Plan Vision 2020 (D), international integration in the university will provide opportunities for students to engage in intercultural and interfaith dialogue and practices. Using a variety of approaches, a course might introduce one assignment or an entire module structured around global learning outcomes. This week’s link provides the framework for thinking about internationalizing a course and broad examples of implementation. Coming next, the TLC will provide a variety of examples of internationalized course design being implemented around campus.
Improving the writing skills of our students across their four years is a cross-campus shared responsibility. Fortunately, both faculty and students have an enlightened resource – a common campus handbook – to help foster a shared vocabulary, writing strategies, and documentation expertise. The most recent update of this blazingly necessary resource offers faculty the chance to (re)familiarize ourselves with its holdings. Kirszner & Mandell’s Pocket Cengage Handbook, 7th ed. offers a buzzing hive of resources: click here for a quick overview. For information contact Lars Erik Larson, English, at firstname.lastname@example.org.
Faculty who have considered using music in the classroom can find a good deal of information on that subject in the book Music and Learning by Chris Brewer (1995), according to Jose Velazco, library. In this article, Brewer describes simple ways music can be used to positively affect learning in the classroom. Readers can visit links to the music within the body of the article by going to this link on the TLC blog.
CaptureSpace is the simplest way to turn a presentation into a video to share with students. Faculty can use this tool to capture video as part of a flipped classroom or use screencast videos to provide feedback to students. Also, CaptureSpace makes it easy to record audio as part of podcast lectures for online, hybrid, or technology assisted courses.
In this video Ben Kahn, academic technology services, provides an overview of screencasting with CaptureSpace.
To learn more about CaptureSpace visit CaptureSpace – How to Login to MediaSpace and Install CaptureSpace, CaptureSpace – Set up Microphone, and Podcast with CaptureSpace.
For more information contact academic technology services at email@example.com or firstname.lastname@example.org. Faculty can also follow on Twitter at https://twitter.com/upacademictech or IS at https://twitter.com/upinfoservices.
The number of students diagnosed with autism spectrum disorder (ASD) is growing across the nation, according to Melanie Gangle, accessible education services. At the University, there have also been growing numbers of students diagnosed with ASD. The diagnosis of ASD includes the previously-known category of Asperger Syndrome, also known as high-functioning autism spectrum. To learn more about how to support college students with ASD from a faculty perspective, please check out this video (15:21 in length): Understanding Asperger Syndrome: A Professor’s Guide.
For more information contact Gangle at email@example.com.
As the term unfolds, many professors will be asking students to work productively in groups. While there’s lots of evidence to support collaborative learning, both in terms of knowledge gained and essential work skills honed, many professors are also faced with groups that don’t gel or fall under the dominion of one hyper-achiever, and the occasional student who is willing to ride on colleagues’ coattails. Then there’s the question of group versus individual accountability.
Nikki Schulz, engineering (pictured), and Ross Hanig, business, suggest checking out the teacher-designed web site CATME.org, which offers many suggestions for overcoming obstacles that can keep learning groups from functioning optimally. The site provides quick inventories that allow professors to form groups which are more likely to be productive, tips from the trenches for managing the noise and extra movement groups generate, keeping track of individual contributions, working through personality conflicts, and getting students to make equitable contributions to their final course projects. Like any tool, it can’t answer every possible problem, but it is field-tested and a good place to start if you find yourself up against the same issues and complaints regarding group work. And as with most TLC tips, pursuing CATME.org for the length of time it takes you to drink a cup of coffee at your desk may pay some excellent dividends.
For more information contact Karen Eifler at firstname.lastname@example.org.
The Teaching and Learning Collaborative (TLC) is committed to providing all faculty members weekly resources to support excellent teaching on campus. Members of the TLC represent many different units on campus: SARC, internationalization, technology, and educational theory. Resources published in upbeat are meant to be read in the amount of time it take you to enjoy a coffee or kombucha at your desk.
This week’s resource is a brief article by UP’s Learning Assistance Counselor Br. Tom CSC, Shepard Academic Resource Center. In his “Light on the First Day,” Br. Tom draws on neuroscience to explain what is actually going on in 18-year-old brains on the first day of class, and offers practical suggestions for discussing the syllabus with first year students.
If you have a particular topic you’d like to see covered, please contact Karen Eifler, Garaventa Center, at email@example.com.
As one area of focus in the University’s strategic plan, international integration serves to not only “recruit students from across the United States and around the globe to study, learn, and experience how the world is becoming more interdependent,” but also “infuse our entire community with a sense of multi-cultural opportunities and instruction” by integrating various opportunities for international curricula design, study abroad, and “immersion” experiences. The goal being that “[w]hen they graduate, our students will live and work with a better understanding of the changing world and their power to contribute as global citizens.” This linked article discusses the “pitfalls and paradoxes” of integrating international education and a few examples of expanding boundaries for international education such as collaboration ideas and virtual classrooms.
For more information contact Karen Eifler at firstname.lastname@example.org.