THANK YOU FOR PARTICIPATING IN CETL's SPRING TEACHING & LEARNING FORUM!
For PowerPoint presentations and other resources from our fabulous keynote presenter, Stephen Carroll,
For more photos of the forum's workshops and presentations,
8:30 – 9:00 Coffee and Conversation
9:00 – 10:15 Concurrent Sessions I
10:30 – 11:45 Keynote Presentation by Stephen Carroll (No RSVP required, open to all faculty, staff, and administrators.)
12:00 – 1:00 Lunch on your own. Special Luncheon Celebration for New Faculty.
1:15 – 4:15 Keynote Workshop by Stephen Carroll (By registration only)
1:15 – 2:30 Concurrent Sessions II
Students have rarely been explicitly taught how to learn. Consequently, they arrive in college classrooms knowing fairly little about learning in general (most equate it with memorization), about how to choose different learning strategies or techniques based on different situations, or about how they personally learn best. Students’ motivation, performance and success all suffer due to this lack of proper preparation.
If there is one thing that we know about the future, it is that it is going to involve rapid change. Study after study shows that many of the jobs our students will take didn’t even exist when those students matriculated. The average person now makes over 14 major career changes over the course of their working life—10 before they turn 40. Thus, the most important skill students need to learn in college is how to adapt: how to learn. Teaching students how to learn—and teaching them the best, most efficient ways to learn—not only provides them the most vital skill they will need after they graduate, it helps sustain the future of higher education by guaranteeing that that education will be relevant and demonstrably valuable to our students far into the future.
This session will draw upon the latest research in cognitive science, physiology of learning and neuro-psychology to build a six-phase model for teaching students how to learn that measurably accelerates students’ progress toward these goals—simultaneously enhancing faculty performance.
The contemporary learning-centered classroom makes sophisticated demands on students, yet few teachers spend time teaching students how to do this kind of learnin. Most of our students come to us from learning environments that offer a narrow range of learning opportunities, demand mostly lower-order thinking skills, and reward a limited set of study skills and classroom behaviors; most of our students have never been taught how to learn. This makes doing the kind of learning we want them to do harder and more frustrating than necessary, slowing their progress.
Explicitly teaching students how to learn, and to develop the higher-order thinking skills we want them to acquire, through an in-class Learning Flight School (LFS) has proven an effective way to address this problem. Seven years of data show that taking up to two weeks of class time (in a ten-week quarter) not only helps students learn more course content, they learn faster, retain what they learn better and become more reflective, more sophisticated, more intentional learners. Because students who have taken LFS are better at transferring what they learn in class to new situations and material, instructors can cover more material while improving students’ comprehension.
Participants will learn by doing: short presentations will be followed by guided explorations, short writings and discussions (using the principles of learning presented). Everyone will take away ideas and materials for setting up their own lessons on learning and an assessment instrument to help prove that they work.
Stephen Carroll’s current projects focus on intersections of pedagogy, technology, assessment, writing, and learning. He recently served as the Director of Core Writing for SCU and as the faculty director for the Alpha Residential Learning Community. He is a co-director of the Professional Writing Program at Santa Clara University. He has developed and taught a number of experimental, cross-disciplinary pilot courses to explore new ways to enhance student learning. He moonlights as a science writer for the National Science Foundation, having completed two reports on their Undergraduate Research Centers/Collaboratives project. His strong background in information technology stems from many years in the corporate world, where he served as a computer operations manager, help desk manager and technical training manager. In addition to his work revamping the Student Assessment of their Learning Gains (SALG) instrument and website, Stephen is investigating using course-specific writing practices to enhance learning in the sciences. His recent publications focus on how to use assessment practices to drive innovation in teaching and learning and on leveraging existing technologies to enhance communication and accelerate learning, especially in undergraduate learning communities. His current research focuses on how metalearning and metacognition improve student learning.