Fostering Student Engagement with Reading Course Materials
Using Mobile Technology to Engage Students
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Facilitator: Marina Cetkovic-Cvrlje
Participants: Marina Cetkovic-Cvrlje (Biological Sciences), Latha Ramakrishnan (Chemistry and Physics), Kelly M. Branam, and Shumona Dasgupta
Meeting Dates:
FALL CONVOCATION MEETINGS:
FALL and SPRING MEETINGS: Tuesdays, 5:30 to 7:30 once every three weeks
Objectives: Inquiry is the basis of scientific knowledge and engaged learning involves a process of inquiry. However undergraduate research tends to be included in the curriculum typically at the senior or junior level. Early (freshmen/sophomore) exposure to hand-on research activities can be transformative, and this is especially true for women and minorities. The objective of this FLC is to investigate how faculty can expose students early in their undergraduate experience to hands on research activities and assess their academic success in a variety of disciplines.
Co-Facilitators: Cath Stilwell, Ajaykumar Panicker
Participants: Cath Stilwell, Ajaykumar Panicker, Susan H. Motin (LRTS), Jane E. Minnema, Patricia Hauslein, Garth Harris, Diana Rehling, Cindy Gruwell, Rachel Wexelbaum, Matthew S. Vorell, Steven Ratliff
Meeting Dates:
FALL CONVOCATION TRAININGS:
FALL and SPRING MEETINGS: Mondays, 5:30 to 7:30 once every three weeks
Objectives: Critical thinking may be defined as asking questions and questioning the answers. It can effectively enhance pedagogical practice particularly when applied in the context of collaborative learning. Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. The objectives of this FLC are:
Facilitator: William Cook
Participants: William Cook, Kristin Gulrud, Jan Kircher, Cath Stilwell April Rapp, David Switzer, Tracy l. Anderson, Janet Salk,
Meeting Dates:
FALL CONVOCATION MEETINGS:
FALL and SPRING MEETINGS: Tuesdays, 5:30 to 7:30 once every three weeks
Objectives: Development of online curricula is a current emphasis in higher education. Online courses offer flexibility to students to progress in university degree programs and simultaneously support themselves outside of class. This is especially needed today when there is an increasing number of non-traditional students who are balancing jobs, families and school, and traditional students who are increasingly experiencing the economic necessity of maintaining significant job responsibilities beyond coursework. Additionally online instruction serves an increasing population of current professionals includes those who need to enroll in courses for job retraining or licensing. The objective of this FLC is to develop pedagogy and assessment practices for online learning
Facilitator: Isolde Mueller
Participants: Isolde Mueller Mitch Bender, Gretchen Huwe, Adam Klepetar, Ann Finan
Meeting Dates:
FALL CONVOCATION MEETINGS:
FALL and SPRING MEETINGS: To be announced.
Objectives: To look at service learning at a course level, as well as review existing service learning components in courses, refine and develop service components with regard to usage of service learning and community engagement throughout the program. Research best practices of service learning and community engagement in respective academic areas, also research use of various community based learning forms such as ( volunteering, service learning, activism) with regard to the role in a program, matching them to cognitive and social development of students in their college career.
For more details, go to Learning and the Brain
Milton Cox (2004) defined Faculty and Professional Learning Communities (FLCs) as “ cross disciplinary faculty and staff groups of six to fifteen members (eight to twelve is the recommended size) who engage in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning with frequent seminars and activities that provide learning, development, the scholarship of teaching, and community building” (pp. 8).
The most important thing to remember is that FLCs are intended to provide a supportive structure for whatever faculty currently do in relation to their professional development plans, not in addition to it. For instance, if a faculty member’s goal is to investigate the impact of an instructional strategy on the students taking a course, the FLC is expected to provide a supportive community of colleagues who have a similar goal.
True to their definition,
Ideally projects are:
We are very committed to supporting the FLCs in their work. Here are some things we could do for you: