ENGAGING STUDENTS IN A FIRST YEAR SEMINAR THROUGH A TEA CEREMONY
Ralph Olliges, Associate Professor, Multidisciplinary Studies Department
This poster session will show student engagement in a tea ceremony. This high-impact field experience is one activity in my First Year Seminar. The poster will include photos of the students participating in a tea ceremony along with their comments on the impact of it in their learning.
HELPING STUDENTS TRANSITION TO RESEARCHERS
Jodie Borgerding, Instruction & Liaison Services Librarian
Mary Anne Erwin, Instruction & Liaison Services Librarian
Kathy Gaynor, Instruction & Liaison Services Librarian
Judy Geczi, Instruction & Liaison Services Librarian
Holly Hubenschmidt, Head of Instruction & Liaison Services | Co-director, Global Leadership Academy
Emily Scharf, Head of Reference Services
Becoming a researcher involves more than just learning how to review the literature, design a study, and collect and interpret statistics. Among other things, it involves developing the mindset of a researcher and an understanding of the vagaries and subjectivity of the scholarly process. This session will suggest ways that faculty and librarians can work together to help students make such a transition. A new tool, the Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework), suggests concepts or “frames” which can be used to help students develop an understanding of the research process and the role of the resulting scholarly literature. We will focus on the following frames: Authority is Constructed and Contextual, Research as Inquiry, and Scholarship as Conversation, and illustrate the differences between experts and novices and their respective declarative and procedural knowledge for each concept. We will also share examples of activities and assignments that can be employed to facilitate the desired student transformation.
BRIDGING THE GAP BETWEEN INTERNATIONAL STUDENTS AND SUPPORT SERVICES
Carolyn I. Brown, Coordinator, Writing Center and Plagiarism Prevention
Carolyn Trachtova, Coordinator, English as a Second Language
Carolyn Brown and Carolyn Trachtova have found that their cohort of international students are reluctant to receiving ESL Language Services and Writing Services, even though they are needed for student success. As a result, Carolyn and Carolyn began the Culture and Conversation with Carolyn and Carolyn discussion group that met weekly last summer to help students accept these services informally and get to know the people who offer these services. Even with some success, we discovered that most international students don't want to be identified as international, but just students. We will present our template for the discussion group as well as our findings.
USING "THE APPRENTICE" TO TEACH MANAGERIAL ECONOMICS
Kathleen Young, Adjunct Faculty, Management Department
As educators, we often look for ways to help students acquire the skills they can apply in their careers. The use of managerial economic analysis and forecasting has become increasingly important for decision making in the business environment. An active learning strategy was utilized in the classroom that was based on the television show "The Apprentice." The interactive game is meant to be used as a supplement to the traditional lecture style format of a managerial economics course. The two-part game includes assignment to teams and completion of tasks to experience first-hand what it is like to make real-world business decisions. Students must run a lemonade stand for the first part of the game and the second part of the game is a case study where the CEO (instructor) of the company sends memos to each team requiring financial analysis and decision making. Students have the opportunity to develop a variety of skills while applying what they learn in the game to class material. Students also have an opportunity to serve in leadership roles during the game to stimulate what it is to be in a management position. As the game plays on throughout the course, students begin to understand what it is like to be held accountable for their decisions as they face a boardroom situation. The main goal of this game is to create an active learning environment that is conducive to helping students develop analytical, leadership, communication, and management skills.
THE EVOLUTION OF AN EVOLUTION COURSE
Victoria Brown-Kennerly, Assistant Professor, Department of Biological Sciences
At Webster University, we teach an extremely diverse student population. Our classrooms can fill with students of widely varying emphases and interests. As such, while teaching BIOL_2010 Evolution, I have used Canvas extensively inside and out of the classroom to provide supplementary information, feedback, tutorials, and updates on latest news germane to the study of Evolution. The Canvas site itself changes throughout the semester, to supplement our classroom discussions, and particularly in response to students’ interests and questions. Scrolling down the front page illustrates a timeline of the course, and the path it takes throughout the semester. In this way, students have the choice to follow links or participate in online tutorials, or get updated on where/when to attend local research talks and activities. Various media and pages are available to serve the students’ needs and interests, including a student-run page for blogging about Evolution. In the end the course itself becomes a hybrid experience of mixed online and face-to-face learning, for both students and the instructor.
CREATING A GLOBAL CONTEXT FOR STUDENT LEARNING
Quinn Shao, Associate Professor, Math & Computer Science
This poster presentation discusses the design and implementation of a Walker Hybrid course entitled "Business and Management Issues in Global IT Development." The contents and activities were developed to follow a primary theme of "Connecting with the World.” Course materials and discussions were built in correspondence with three premises: 1) How is the world connected through business: to address global business and management issues (connections to global customers, partners, manufacturers, supply chains, outsourcing and off-shoring operations). 2) How is the world connected through technology: to review the impact of globalization on software development, Internet communication and network security. 3) How is the world connected through people: to develop sense of awareness and responsibility of global citizenship, and to enhance personal growth through exposing to diversity of people, cultures, society and language. Travel to China and on-sight visits in Beijing created a live global context for students to be directly integrated with real world problems and solutions. The presentation also discusses the design and deployment of assessment mechanism of the program. Measuring the degree to which learning outcomes are achieved is vital important to identifying the benefits to student learning in a global context.