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TLC

TLC From The TLC: Growth Mindset & Universal Design

March 15, 2019

Did you know that the majority of students with accessible education services (AES) accommodations have either a learning disability (LD), or attention deficit/hyperactivity disorder (ADHD), or both LD and ADHD? These two articles discuss the benefits of utilizing a growth mindset approach when teaching students who experience ADHD and LD. The surprise? These same growth mindset and universal design strategies also benefit learning outcomes for students without disabilities.

The Creativity of ADHD:  More insights on a positive side of a “disorder”, by Holly White in Scientific American. (Read this article in 5 minutes.)

There is a Better Way to Teach Students with Learning Disabilities, by Jo Boaler and Tanya Lamar in Time Magazine. (Read this article in 4 minutes.)

Are you interested in an introduction to Carol Dweck’s work on growth mindsets in learners? Check out her TED talk (10-minute video).  If you are looking for efficient strategies to incorporate in your course to support growth mindset, check out: A Growth Mindset About Mistakes: Support students in identifying a mistake and developing skills to learn from that mistake. (Read this article in 3 minutes.)

Would you like to incorporate growth mindset and universal design principles into your courses, or have general questions? Please email Melanie Gangle, AES program manager, at gangle@up.edu.

Filed Under: 03-11-2019, 03-18-2019, Academics, Accessible Education Services, Campus Services Tagged With: Accessible Education Services, Melanie Gangle, TLC

TLC Brownbag Session: When Students Stop Showing Up, Feb. 13

February 8, 2019

The Teaching & Learning Collaborative invites all faculty to a brownbag conversation in the Murphy Room from noon to 1 p.m. on Wednesday February 13, exploring the topic “When Students Stop Showing Up.” Gina Loschiavo (Care Team coordinator) and Brenda Greiner (SARC director) will highlight campus resources that enable faculty to keep being faculty when a student stops attending a class; CAS associate dean Andrew Downs, Pamplin School of Business associate dean Lisa Reed, and English professor Molly Hiro will offer faculty members’ perspectives on this thorny issue. Convivial, frank conversation will round out the session. For more information, contact Karen Eifler (eifler@up.edu).

 

Filed Under: 02-04-2019, 02-11-2019, Academics, Garaventa Center Tagged With: Brenda Greiner, Gina LoSchiavo, Karen Eifler, Lisa Reed, Molly Hiro, TLC

TLC Tip of the Week: Interactive Polling Tools

October 26, 2018

Election season is upon us, and the airwaves are full of conversations and commercials seeking to influence your vote. Take a break from the election chatter to learn about a different type of voting: interactive polling as a teaching tool. Interested in learning more? Check out this week’s Teaching and Learning Collaborative blog post to read about integrating Poll Everywhere into classroom instruction to increase participation and seek quick feedback to assess student learning.

For more information contact Stephanie Michel, library, at michel@up.edu.

Filed Under: 10-29-2018, Academics, Teaching & Learning Collaborative Tagged With: Stephanie Michel, TLC

TLC Tip of the Week: Making Group Work Work

September 9, 2016

U of P

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 eifler@up.edu.

Filed Under: 09-12-2016, Academics, Teaching & Learning Collaborative Tagged With: Karen Eifler, Nikki Schulz, Ross Hanig, TLC

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Hannah Pick, Dundon-Berchtold Institute, published a review of Yuval Levin’s A Time to Build: From Family and Community to Congress and the Campus: How Recommitting to Our Institutions Can Revive the American Dream through the journal of Christian Higher Education (22 January, 2021; DOI: 10.1080/15363759.2020.1865123).

Natalie Nelson-Marsh, communication studies, was featured in the Portland Business Journal magazine February 26 edition for her participation in the panel discussion on “Organizational Transformation – The Impact of COVID on the Future of Work.”

Katie Danielson, education, published “Enacting content-rich curriculum in early childhood: The role of teacher knowledge and pedagogy.” Early Education and Development, 32(3), 443-458. doi.org/10.1080/10409289.2020.1753463

Alice Gates, social work, presented on March 3, 2021 as part of the University of Minnesota School of Social Work 2021 Research Colloquium Series.  Her paper was titled “Engaging equity and critical race perspectives in community-based research.”

Jordy Wolfand, Shiley School of Engineering, published Assessing resilience of a dual drainage urban system to redevelopment and climate change. Journal of Hydrology. 2021. 596. 126101.

Stephanie Salomone, mathematics, was an invited participant at Envisioning and Enacting an Inclusive and Diverse STEM Professoriate: Aligning the Recruitment and Retention of Diverse STEM Faculty, an APLU Think Tank, virtual.

Jeffrey White, International Languages & Cultures, presented MS Teams And Office Integrations During Covid (2.0). Roundtable presentation and discussion at the 2021 National College Learning Center Association Virtual Winter Conference.

Hillary Gaudio and Randy Hetherington, education, presented Inequity in the classroom: Improving teacher training by listening to completer voice. Virtual paper presented at the Oregon Association of Teacher Educators (ORATE) conference.

Randy Hetherington, education, co-presented Training transformative leaders: Valuing teacher wellness in complex change. Virtual paper presentation at the Association of Independent Liberal Arts Colleges of Teacher Education (AILACTE) conference.

Jacqueline Waggoner, Randy Hetherington, Hillary Gaudio, Bruce Weitzel, James Carroll, education, presented Inequity and the reality of teacher preparation: Hearing the voices of completers. Virtual paper presentation at the Association of Independent Liberal Arts Colleges of Teacher Education (AILACTE) conference.

Bruce Weitzel, Hillary Gaudio, Jacqueline Waggoner, James Carroll, Randy Hetherington, education, presented The completer voice: Inequity revealed. Virtual paper presentation at the Association of Colleges for Teacher Education (AACTE) conference.

James Carroll, Randy Hetherington, Jacqueline Waggoner, Hillary Gaudio, Bruce Weitzel, education, presented Educator preparation in traumatic stress. Virtual paper presentation at the Association of Colleges for Teacher Education (AACTE) conference.

Randy Hetherington, education, co-presented Interrelated leadership: Valuing teacher impact in a complex school. Virtual paper presentation at the Association of Colleges for Teacher Education (AACTE) conference.

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UPbeat is a newsletter for University of Portland faculty and staff published through the marketing & communications office; submit information to Marc Covert, upbeat editor, at 8132 or upbeat@up.edu. Submission deadline is noon the Thursday prior to publication. Submissions may be edited for clarity, consistency, brevity, or style.

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