The Institute for Pedagogy in the Liberal Arts 2013
May 14-17, 2013
Tuesday/Wednesday (please select ONE of the following sessions)
Eric Mazur, Professor of Physics (Harvard University) and Eric Weeks, Professor of Physics (Emory College): "Enhancing Learning through Peer Instruction"
The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated, discuss several models for implementing the technique into the classroom, and learn about available teaching resources.
Charlie Blaich and Kathy Wise (Wabash National Study and the Center of Inquiry at Wabash College): "Taking institutional assessment to the classroom: Using institutional assessment data to inspire productive classroom experiments".
This session explores the ways that faculty can use both the data and methods from institutional surveys and national assessment projects to explore the effectiveness of their courses and to develop and assess pedagogical experiments. Using data and examples from the Wabash National Study and other national survey instruments, the session leaders will review ways of "repurposing" institutional surveys to assess classroom strengths and weaknesses, working with students and survey data to develop conversations about the impact of different pedagogies and assignments, and learning to "read" institutional survey reports as a source of inspiration for revising classes.
Beth Dietz-Uhler, Professor of Psychology, and Catherine Bishop-Clark, Professor of Computer and Information Literacy, (Miami University): "Engaging in the Scholarship of Teaching and Learning"
The scholarship of teaching and learning (SoTL) can be described as an exploration of our own teaching and its effectiveness in higher education. This interactive workshop will provide hands-on experience in creating your own SoTL project using a framework that we will outline and review.
Caralyn Zehnder, Laurie Huffman & Karynne Kleine (Professors, Georgia College and State University): "Learning Matters: Resituating the Horse before the Cart to Improve Student Outcomes"
"Backward design" is a concept through which traditional course planning is reframed so that learning outcomes are developed at the outset. Participants will use the principle of "planning with the end in mind" to create new or revised course modules and will acquire the capacity to evaluate the effectiveness of guided-inquiry, collaborative, and other active learning strategies.
Thursday/Friday (please select ONE of the following sessions)
Kathryn Tomasek, Associate Professor of History (Wheaton College): "Doing Digital Humanities: Transcription, Markup, and Mapping"
Digital Humanities offers opportunities to engage students in original research through which they can make genuine contributions to humanities scholarship. Students can add their own work to large-scale projects housed at distant institutions, collaborate in projects focused on local collections, or create their own micro projects using sources available either locally or at a distance. Participants will explore existing projects and local sources, identify projects appropriate for their own courses, and draft assignments and assessment rubrics.
Tom Kelly (Director of UNH Sustainability Institute and Maria Woolson (Professor of Spanish, Middlebury College): "Sustainability as a Pedagogical Project"
This intensive 2 day workshop will allow participants to creatively engage with sustainability and each other in their roles as educators, curriculum designers and mentors. Through a highly collaborative process participants from multiple disciplines will bridge the breadth and complexity of sustainability with learning goals and pedagogical practices.
Liz Chase (Coordinator for Research Services, Emory U) and Erica Bruchko (Librarian for American and African American Studies, Woodruff Library, Emory): "Into the Archives: Teaching with Digital and Physical Primary Materials"
Both digitized and physical archival objects-newspapers, letters, journals, images, computer files, marginalia-can engage students with subject matter, spark their curiosity, and aid faculty in teaching students how to devise scholarly, original research projects. Participants in this workshop will learn how to incorporate archival materials into their teaching and assignments. We will share information based on our own experience, as well as engage in hands-on research and brainstorming; participants will focus on identifying ways to incorporate archival research into new or existing syllabi.
Clark Lemons, Professor of English (Oxford College of Emory) and John Bugge, Professor Emeritus of English (Emory College): "Transforming the Learning Subject: Tactics for Teaching the Liberal Arts"
In-class activities, out-of-class assignments and, especially today, writing assignments are the nuts and bolts of classroom teaching in the liberal arts. With the goal of transforming students into powerful learners, the teacher ideally chooses just the right approach and just the right strategies and tactics to create an effective, challenging learning environment. But how do we do that? In this hands-on session new as well as experienced teachers will explore and share options for transforming students and for creating exciting, enjoyable ways of learning that work.
Jim Brown, (Director of Academic Computing, Oxford College): "Teaching and Learning with Technology: The Primacy of Primary Evidence"
Jim Brown, Oxford's Director of Academic Technologies, leads an invaluable session on the exploration of the interfaces between powerful new technologies and our pedagogies. Guest speakers are frequently included, and this session often turns out to be the most popular.