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					         Conference Sharing:
   The Teaching Professor Highlights

Elizabeth A. Evans
          Why “The Teaching Professor?”
                   (When I don’t teach…)

• ITS Teaching and Learning
• Teaching (with technology) not technology
  (with teaching)
• By faculty for faculty, not by technical
  staff for faculty
                      At end of session…

• Write down one thing you found interesting
  and say whether or not it might work for
  your classes or other work.
• Write down one thing you still have
  questions about/aren’t sure is a good idea/
  won’t work in your situation.
• Your choice: Share or just hand in your
                  Using Low Technology

• What is “low technology?”
  – Flip charts
  – Tinker Toy concept maps
  – Clay
  – Collages
  – Legos
              Using Low Technology: Legos

• Build it. (kinesthetic and visual)
• Tell the story. (verbal)
• Remember it.
              Using Low Technology: Legos

•   Describe neurons.
•   How do sentences fit together?
•   ITS lunch example: building IT systems.
•   Ideas from your disciplines?
                   Using Low Technology:
                              Flip Charts

• For PhD research class: List 3 possible
  research questions.
• Write 1 question per sheet and post on
  walls: “My favorite place to study is
  ___________.” “The thing that worries me
  most about interviewing is ______.”
                      Using Low Technology:
                                 Tinker Toys

• Concept maps
  – Can be individual or group exercises
  – Can use software, but skill required can be
                    Using Low Technology:
                               Other Stuff

• Types: Clay, collages
• Issue: Physical space
• Frequency: Not all the time, use different
  media throughout semester
• Presenter uses with all ages
                      What the Best College
                               Teachers Do

• Think of one of your favorite/best teachers.
• What did he or she do?
                      What the Best College
                               Teachers Do

• Fifteen-year study of nearly one hundred
  college teachers in a wide variety of fields
  and universities
• The best teachers know how to engage
  and challenge students and to provoke
  impassioned responses in addition to
  knowing the subject matter.
                     What the Best College
                              Teachers Do

• Make students interested in the questions:
  eg. “What is justice?”
(Then introduce them to political theory.)
                       What the Best College
                                Teachers Do

• Transforming lectures
  – Tell a story to raise a question or problem.
  – Make the students care about the question or
  – Engage students in applying, analyzing,
    synthesizing, evaluating.
  – Cause students to develop tentative answer.
  – Pose a new question or problem.

PowerPoint isn’t evil. The problems
with PowerPoint presentations aren’t
the software’s; they’re ours.

PowerPoint is a powerful tool, but only if
you use it powerfully. Writing a bunch of
text on a PowerPoint slide and then reading
it to a roomful of people isn’t very powerful.
In fact, it can be pretty boring. Making
nothing but statements on PowerPoint
slides is boring, too. Students will try to
write everything included on a text-heavy

Wouldn’t you rather use
PowerPoint to ask a question?

“Education is not a spectator sport.”
                     Dave Yearwood, University of North Dakota

Some tips:
  1. Blank the PowerPoint screen when talking.
  2. Use a series of introductory slides during
  3. Focus on discussion and engagement.
  4. Use images instead of text, when possible.
  5. Allow students time to read text.
  6. Use classroom techniques other than
     PowerPoint, too.

Developing a good PowerPoint show takes
a lot of time. If you don’t have the time to
invest, is a bad show better than none?

What about Podcasting
for classes?
      The Machine in the Classroom

Classroom Design: A Story
     The Machine in the Classroom

When are stirrups like
   The Machine in the Classroom

Technology in the classroom:
  Help, hindrance, or both?
                      The Machine in the Classroom

 “Thwarted Innovation: What happened to e-
 learning and why”
      • If we build it, they will not come
      • Kids do not take to e-learning like ducks to
      • E-learning will not force a change in the way
        we teach

Source: See handout
              The Machine in the Classroom

• Usage Rules
  – If you can read it or say it, don’t use
  – If you can draw it or diagram it, use
  – If you can graph/draw it in detail, hand it out.
             The Machine in the Classroom

• We’re trying to use technology to do what
  we’ve already done. We need to transform
  education from delivery into design.
                          Larry Spence, Penn State

• With new technologies we've tended to do
  the same things more efficiently, when
  what we need is to do different things more
                         Christopher Dede, Harvard
                    To Rate or Not to Rate:
                   The Utility of Student Ratings of
                           Teachers and their Work

• Classroom peer review: useful or useless?
• Review of syllabus, text, etc: useful or
• Faculty as role models: useful or useless?
                     To Rate or Not to Rate:
                    The Utility of Student Ratings of
                            Teachers and their Work

He asked us, “Do you think faculty are
   responsible for…”
1. Helping students in fostering their
   personal, moral, and ethical
2. Helping students in their search for
   personal meaning and purpose?
3. Helping students to develop their spiritual,
   faith, and/or religious connections?
                        To Rate or Not to Rate:
                      The Utility of Student Ratings of
                              Teachers and their Work

He asked us
1. What 1 idea in this talk intrigues you?
2. What do you still find puzzling?

      Remember: You get a chance to do this, too!
                             163 Alternative
                          Assessment Ideas

• “Authentic assessments”
      “Authentic assessment is any type of
  assessment that requires students to
  demonstrate skills and competencies that
  realistically represent problems and
  situations likely to be encountered in real

 Source: See handout.
                                 163 Alternative
                              Assessment Ideas

It’s my story and I’m stickin’ to it.

Source: Personal experience
                          163 Alternative
                       Assessment Ideas

• What authentic assessments do you
  currently use?
• Any ideas for new ones?
                Creating and Implementing
                  Problem-Based Learning

• 5-Minute University ‘cause we don’t
  remember much for long

   “…‘¿Como está usted?’ and ‘muy bien’
   about all you're gonna remember.”
                 Creating and Implementing
                   Problem-Based Learning

• Present problem
• 30 minutes or so without talking (thinking,
• Break into groups
• Assign group roles (accuracy checker,
  timekeeper, discussion leader, etc.)
• No group meetings outside class
• Takes about 2 weeks per problem
                Creating and Implementing
                  Problem-Based Learning

• Assign individual project (what did you
  learn about yourself?) post-group project.
• Walk around class
• Use concept maps (cmap tools, see
                          Creating and Implementing
                            Problem-Based Learning

                  Example Rubric
•   4 points: submitted all documents (list)
•   30 points: the solution includes (list)
•   2 points: 3 minimum types of references
•   4 points: any group member can answer
    questions and share results

See handout, PowerPoint slides, “Creating and Implementing PBM Problems…”
                      Engaging Students:
                      …in Online Courses

• For commuter colleges, high gas prices are
  causing students not to drive to attend
• Taking an online course is learning a life
  skill: this is how people will continue to
                      Engaging Students:
                      …in Online Courses

• No Monday due dates
• Week-to-week schedule to release
• Decrease number of topics? (Online
  students write everything.)
• Online students spend more time per
  course hour? If so, tell them.
• Cover all reading materials somewhere
                         Engaging Students:
                         …in Online Courses

• Possible writing rules:
  – No IM-speak
  – No unexplained TLAs
  – Complete sentences
  – Use capitalization and punctuation.
                       Engaging Students:
                       …in Online Courses

• Use Merlot to find learning modules:
• Use role-playing in chat, discussion forum,
• Have students analyze the group process
  during and at end of course
                  Tablet PC-Enabled Courses

Three kinds
  1. 1-tablet
  2. Multiple tablets
  3. Tablets in the field
Tablet PC-Enabled Courses
                Tablet PC-Enabled Courses

In Class:
• Structured notes (annotate in class)
• Project as notes are written on the screen
• Use wireless to remove tether to the
• Walk among students; hand tablet to
  students to write their answers and project
  to class
                Tablet PC-Enabled Courses

In Class (cont’d)
• Students download free software to view
• Group problem-solving
• Record all of class including PowerPoint,
  tablet annotations, audio, etc.
                Tablet PC-Enabled Courses

Out of Class
• Portable USB scanner (annotate hand-
  written non-text student work)
• For text homework, handwrite comments in
• Virtual office hours (Eluminate, Blackboard,
  Yahoo IM, Doodle) to help students work
                    Tablet PC-Enabled Courses
Did you download, print or view any of the archived lecture notes
placed on Blackboard by your professor? Circle YES or NO.

     Name           Course             N          % YES
  Intro. Chem. II   CHE 106           106         92.5%
 Organic Chem. I    CHE 310            27         100%
  Algebra/Trig.     MAT 150            18         88.9%
  Bus. Calculus     MAT 220            55         98.2%
    Dynamics        PHY 330            17         94.1%
 Gen. Physics I     PHY 130            34         88.2%
                           Tablet PC-Enabled Courses

                           ACS Standardized Test
                                                              Without Tablet PC
                                                              (N = 81)

                   40                                         With Tablet PC
 % Students in
                                                              (N = 122)
Particular Score



                          50s   40s    30s   20s    10s
                        Range of Scores (# correct) on ACS
                         Standardized Test (60 questions)

                        CHE 106 (Introductory Chemistry II)
Door Prizes!

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