Tuesday, February 18th – 12:00 PM - 1:00 PM
Library Conference Room
Mary Anne Erwin, Instruction and Liaison Services Librarian, University Library
Chris Jones, Coordinator, Faculty Development Center
Janet Kourik, Professor, Math & Computer Science
Danielle MacCartney, Associate Dean, College of Arts & Sciences
Victoria McMullen, Associate Professor, Teacher Education
Heather Mitchell, Assistant Professor, Behavioral & Social Sciences
Run Niu, Assistant Professor, Business Department
Erik Palmore, Director, Faculty Development Center
Emily Scharf, Instruction and Liaison Services Librarian, University Library
Elizabeth Risik, Assistant Professor, Business Department
Metacognition is literally “thinking about thinking” – understanding one’s own thought processes, cognitive strengths and weaknesses, and using this understanding to regulate one’s learning. Understanding metacognition is critical to all educators because students stand to benefit the most as they develop their own strategies for reflective, self-regulated learning that will serve them throughout their academic career and beyond.
Join us as members of the Metacognitive Faculty Learning Community strategies and tools to incorporate metacognitive activities into courses. This fun carousel format will allow those attending to hear first person presentation about metacognition assessments, exam “wrappers,” creating reflection opportunities, course knowledge surveys, the Cornell note-taking system, graphical concept organizers, flipping the classroom, and more.
What Do You Know About International Students' Out-of-Class Learning?
Bethany Keller, Assistant Director, Multicultural Center & International Student Affairs
Yin Lam Lee-Johnson, Assistant Professor, Communication Arts, Reading & Early Childhood
Brad Scott, Professor, Business
Mercedes Stephenson, Adjunct Faculty, International Languages & Cultures
Carolyn Trachtova, ESL Coordinator & Lecturer, International Languages & Cultures
The panel will discuss the deconstruction process involved when international students are challenged by the American way of thinking. Panelists will describe the international students' learning needs and discuss ways to improve classroom teaching when international students are involved.
Bringing the Street to Campus and Taking the Campus to the Street
Joe Roberts, Associate Professor, Management Department
In order to create and maintain relevancy and currency of management and entrepreneurship education it is critical to integrate experiential learning activities in the classroom. This presentation focuses on activities that bring the street to campus and take the campus to the street. Methods of integration of these activities with lesson plans and learning outcomes are compared.
Kemper Award Winners Panel -
Projects and Case Studies: Methods for Enhancing Student Problem-Solving, Creativity, and Teamwork
Julie Palmer-Schuyler, Associate Professor, Management
David Brennan, Professor, Management
Kristen DiFate, Assistant Professor, Communications & Journalism
Danielle MacCartney, Associate Dean, College of Arts & Sciences
Joseph Schuster, Professor, Communications & Journalism
A variety of former Kemper winners will share their classroom strategies and experiences regarding timely topics such as increasing student engagement and enhancing learning. A focus on the use of relevant and applicable projects and case studies should provide session attendees with creative and usable ideas for their own teaching venues. Examples of current and meaningful applications will be shared by the panelists.
Making art relevant to students in the face of the “general education” conundrum
As an art historian, I invariably enjoy sharing my knowledge about art with students. But as every instructor working under the umbrella of the Global Citizenship Program has experienced, teaching a discipline outside the majors at Webster can have its challenges. The question to which all of us teaching these disciplines return to over and over again is, how does one get the students to engage with a subject unrelated to their major that they may only be taking as a general education requirement? This paper will show that creating meaningful assignments and activities plays a strategic role in helping students reinforce lessons and skills learned in class on the one hand, and promoting their development as lifelong learners on the other. The case study to which I will be referring is the eight-week art history course I taught last summer. The purpose of the course was to introduce students to contemporary art through the lens of the market, especially the role of art galleries and art auctions. Each of the knowledge components of the course was closely tied to carefully-crafted preparatory activities and follow-up assignments, including art appraiser shadowing exercises using online art indexes and organized visits to Art Basel and to an art auction at Koller Geneva. Supplementing my paper with excerpts from the students’ written work and recent research from the field of education, I hope to demonstrate that assignment and activity design plays a key role in motivating student learning and therefore promoting teacher satisfaction as well.
Towards open thinking: “Learning how to learn” through F.M. Alexander’s principles
Every teacher aiming to promote critical and open thinking is confronted – at least at times – by students’ habitual or non-productive patterns of reaction and reflection. These patterns find their sources in social culture, prior education and personal history. We are all subject to this phenomenon of set patterns, and invisibly, they influence our processing of new ideas, how we address things in general, and how we use ourselves in every-day life. F.M. Alexander (1869 – 1955) made a personal and empirical study of how habitual psycho-physical patterns of use can be – not “got rid of” or eradicated, but recognized and continually interrupted to allow for something altogether new in an on-going process. This “altogether new” invites opening and natural flow, as the next step is always the process itself and is not based on habitual reactions and constructs. Countless private pupils appreciated and practised Alexander’s work during his lifetime, including well-known figures such as John Dewey, Aldous Huxley and George Bernard Shaw. Professor Nikolaas Tinbergen, who shared the 1973 Nobel Prize for Physiology or Medicine, dedicated half of his acceptance speech concerning Ethology to F.M. Alexander’s work. Although Alexander’s principles are few in number, it is indeed a fact that some of them are not practicable in a classroom setting and cannot be offered without extensive teacher training. Others, however, can be put into practice, and have far-reaching implications for both teaching and learning. These are the ones I’d like to share with you.
Role playing in the classroom
Abbott Chrisman & Krista Jabs Saral