CETL Conversations
August 14, 2012
Volume 2
Words from the Director
-Dr. Juarine Stewart
Inside this issue:
Words from the Director
1
Upcoming Events
1
Article: In an Attempt to Enhance
my Teaching: Lessons Learned
Dr. Swagata Banerjee
2
Words from:
Office of Extended Studies
(Adult and Continuing Education)
and
Office of Distance Education &
e-Learning
3
Article: A Healthy AAMYou
Mr. Daniel Kasambira
4
This is the second edition of CETL Conversations our annual update
on how some faculty and staff are using information from our Professional Development lecture series. In this edition Dr. Swagata
Banerjee Assistant Professor talks about his use of information
gleaned from CETL workshops on effective teaching strategies while
Mr. Daniel Kasambira, Director, Health and Wellness Center, expresses his appreciation for CETL workshops on customer service. We appreciate your participation in our events and welcome your feedback
on past workshops and suggestions for future ones. From the upcoming events listed below, you see that we are already planning some informative workshops for you for the 2012-2013 academic year. I hope
to see you at each event. Here’s wishing us all a productive year!
CETL STAFF
Director:
Juarine Stewart, Ph.D.
Phone: 256 372-8231
Email address:
juarine.stewart@aamu.edu
Assistant to Director:
Sophya Cyrus, M.S.
Phone: 256 372-8783
Email address:
sophya.cyrus@aamu.edu
Administrative Assistant:
Judi Fitcheard, B.S.
Phone: 256 372-8780
Email address:
meshanda.fitcheard@aamu.edu
Web Pages:
http://www.aamu.edu/
Academics/academicresources/
Pages/CETL.aspx
Facebook Page:
http://www.facebook.com/
CETLAAMU
Fall 2012 Up Coming Events
Google Apps workshops
- Documents and Forms
- Sites and Presentation
TED (Technology Entertainment Design) Workshop
TED-ED– Educational Workshop
Best Teaching Strategies Workshop
Webinars on Engaging Students
What New Faculty Members Need to Know Workshop
Where Does My Job End And My Life Begin? Practical Tips To Get Your Balance Back Workshop
Department Chair Webinar Series
Stay tuned for additional information.
Page 2
Volume 2, Page 2
In an Attempt to Enhance My
Teaching: Lessons Learned
Swagata “Ban” Banerjee, PhD
Assistant Professor of Agricultural Economics
Department of Finance, Agribusiness and Economics
Since I joined AAMU as faculty in August
2008, CETL has been a foothold for me insofar as professional development is concerned, particularly with respect to enhancement of classroom instruction. In the quest to
improve my teaching performance, I have
imbibed some of the myriad methods and
techniques that CETL workshops, seminars
and webinars have brought to us. Not only
has this enabled me to reflect on and
strengthen my inherent qualities as a teacher
and my personal teaching philosophy, and
develop a deeper understanding of student
learning outcomes and their assessment
measures, but it has also been a major contributing factor toward shaping my career
path as a faculty and as a person in general.
teacher, while challenging the brightest
minds, I am increasingly concerned about the
so-called weakest students in the class – the
ones who seem to take the longest to grasp
the material. Seemingly weak students challenge me to reflect upon my teaching methods and how they can be modified to overcome the weaknesses of students who often
turn out to be genuine learners with untapped potential. I like to turn the weakest
student’s challenge into a vehicle of innovation and improvement. Thus, my philosophy
includes both concern for and curiosity about
them.
self. For example, I can never forget how
“My Very Earnest Mother Just Served Us
Nine Pickles” can conveniently be remembered for the nine planets in our solar system. In addition, I have the Herringbone
Method of teaching and learning, by asking
the basic universal questions such as what,
who, why, when, and how.
But perhaps the most interesting thing I introduced with real earnest in some of my classes is student teaching. As part of the course
grade, my students now get to have their
“moment” (of fame…or shame) by teaching
a topic/sub-topic from their respective syllaIdeally, I like my students to find my classes bi. Since not all are comfortable with
to be memorable, impactful, meaningful,
“public” speaking, this measure does encounrelatable and applicable in real-life situater some amount of resistance and hesitance,
tions. But I understand that not all individuals but making it mandatory leaves them no
have the same cognitive learning style. Giv- choice. I believe this method inspires and
In my opinion, some of the essential traits for en that they may be auditory, visual/spatial, energizes the class and teaches all students
a successful teacher include patience/
or tactile (multi-sensory) learners (http://
the ideal of the proverbial “learning by
fortitude, leadership, caring attitude
www.learningabledkids.com/
doing.” I truly believe your teaching comes
(thoughtfulness), mental strength yet flexibil- multi_sensory_training/Page10-tactile1.htm), full circle only when you have created a
ity and willingness to “hit the brake” if need apart from using an array of approaches
teacher. Similarly, your learning comes full
to be, keeping in sight the law of averages (such as verbal lecture, using the board,
circle only when you have been able to
and pacing out, to keep every student on the online sources, printed handouts, images,
teach. However, one thing that didn’t work
same page, and willingness to be a constant references), I like to occasionally switch up
for me is peer grading, because students
learner/student. I want my students to know and mix between, for example, “static” and seemed to have been thinking a notch ahead
that I am kind and sensitive to their emerg“kinesthetic” (mobile) cognitive teaching
of me in that sphere: regardless of perforing intellect. I believe that trying to bring out styles/strategies.
mance, they graded their peers with scores
the best in each student and being construcstatistically not different from 100% of total
tive in the ways I evaluate their work will
Using CETL lessons, I have used subtle meth- scores. The only way peer grading would
help build confidence and nurture their pro- ods to improve student reading comprehen- possibly work is for the ‘objective-type’ scorgress.
sion. To make lessons easily readable and
ing scheme.
more comprehensible, I like to emphasize
Students generally seem to appreciate a
important words and phrases by varying
Some of the activities conducted or coordistraightforward approach to learning what font style and size, highlighting, boldfacing, nated by CETL have been indirectly helping
they must know in a given field. My responsi- and underlining in my notes and handouts.
me contribute to the ongoing process of enbility is to convey those basic concepts well
The use of mnemonics is another sleek meth- hancing the classroom environment. Over the
enough to make them available and then
od of ‘memorizing’ lists of important points
past few years, the focus in AAMU has been
insist that they are mastered. However, as a that I had successfully tried as a student my- on documenting student assessment. Coordi-
Volume 2, Page 3
nating the assessment program, I have been
involved in that process for our department/
unit. From understanding Benjamin Bloom’s
(1956, 1992) taxonomy of using effective
“upper-level” power verbs such as ‘create,’
‘evaluate,’ and ‘analyze’ in putting together
student learning outcomes (https://
www.google.com/search?
q=bloom's+taxonomy&hl=en&rlz=1T4ADBR
_enUS282US282&prmd=imvns&tbm=isch&t
bo=u&source=univ&sa=X&ei=wx2NT8aOA
5KE8QTEtNnDQ&ved=0CDoQsAQ&biw=1280&bih=61
0) to the fact that the lesser and more focused the student learning outcomes are the
easier it is to tie them to proper measures to
evaluate them. From creating program- and
course-level rubrics to successfully feeding
data into Strategic Planning Online (SPOL),
CETL has been instrumental in helping us put
the pieces together.
more patient and tolerant, and allowing me
to think out of the box. Additionally, it makes
me realize the presence of diversity of peoples, methods, styles, strategies, and measurable outcomes. After all being said and
done, our ‘customers’ are our students. With
no background in HBCUs prior to AAMU, I
quickly ‘lived’ here what I had picked up
from my graduate school days in Nevada
and Georgia, which I like to call the ODIS
scheme: Observe, Describe, Infer, but Suspend (Judgment). I am also constantly reminded that “Differences are a treasure, not
a threat!” – Jean Vanier
The Overall Impact of CETL:
Helping engage students better.
Enhancing overall teaching effectiveness.
Increasing the quest for more/diverse ways
to teach/learn.
Helping become a better teacher in class.
Helping become a better learner in-and-out
When I think about it in a broader purview, of class.
the impact this process of professional devel- Helping become a better person in life.
opment has had in life in general is also undeniable. It has been making me become
The Road Ahead:
LET’S TALK NON-TRADITIONAL STUDENTS!
-Ms. Kris E. Reed, Program Specialist
Office of Extended Studies (Adult and Continuing Education)
More and more students over traditional age are returning to college expecting to
sharpen skills, learn new skills, or simply add a degree to help retain or obtain a job.
According to the National Center for Education Statistics (NCES), in recent years, the
percentage increase in the number of students age 25 and over has been larger than
the percentage increase in the number of younger students, and this pattern is expected to continue. Between 2000 and 2009, the enrollment of students under age 25
increased by 27 percent while enrollment of students 25 and over rose 43 percent.
From 2010 to 2019, NCES projects a 9 percent rise in enrollments of students under
25, and a 23 percent rise in enrollments of students 25 and over.
Non-traditional students often lead complex lives with many responsibilities that compete with their educational goals. The greater maturity of most non-traditional students, and the complexity of their daily lives, means that they have different expectations for their learning experiences and require different ways of engagement and
support from their instructors.
How faculty members can engage and support non-traditional students.
The first step faculty members can do is to know who these students are. Other methods to engage non-traditional students have been adopted from the adult learning
community. These include:
allowing for debate and challenge of ideas
encouraging an exchange of ideas and opinions
allowing non-traditional students to be resources to their traditional classmates.
inquiring about non-traditional students’ career history and not assuming that these students cannot contribute to subject matter.
offering flexibility in office hours if non-traditional students must meet before
classes, after classes, or during the lunch hour.
providing walk-in services (non-traditional students cannot always come back in a
few hours for an appointment).
For additional suggestions and tips on teaching adult students, read the article, “Tips
for Teaching Adult Students” at: http://www.facultyfocus.com/articles/effective-
Continue learning from seminars, workshops,
webinars (not only from CETL, but beyond).
E.g., going to take POGIL workshop in August 2012 in Seattle, WA).
POGIL (Process Oriented Guided Inquiry
Learning) is a pedagogical method devised
to teach process skills (such as collaboration
and written expression) as well as content
using an inquiry based education approach
(http://en.wikipedia.org/wiki/POGIL).
Encourage more faculty members to
partake in CETL and related activities.
Utilize more of CETL lessons learned inand-out of class.
Perhaps engage in conducting teaching/
learning workshops.
Perhaps engage in writing related
grants.
Will welcome any suggestions/
comments/ideas/collaborations.
--------------------------------------------------
THE RESOURCES OF THE OFFICE
OF DISTANCE EDUCATION/eLEARNING
-Tess Beebe, Instructional Design & Media
Specialist
Office of Distance Education & e-Learning
The Office of Distance Education/e-Learning invites
you to come visit in 300 Bibb Graves Hall! We have
two (one Mac and one PC) fully loaded professional
computer workstations where you can use high powered software and hardware to build your course or
develop multimedia components for your curriculum.
Whether you need ideas for mapping out your
course design or someone to help you shoot and edit
video, we are here to help! Let us help with your
online course development by meeting early in the
process to review course certification requirements,
strategies and best practice for your online course
delivery! We have lots of resources and plenty of
ideas to share one-on-one, with teams or entire departments!
Volume 2, Page 4
Daniel Kasambira
Facility Director of the Health and
Wellness Center
This is an amazing time to be at Alabama A&M Student Health and
Wellness Center and to be part of the Alabama A&M family. I am
honored to serve as the director of “our” Health and Wellness Center
and to work alongside such committed and talented staff.
What excites me the most is that we are all part of something that is
ripe with opportunity. First, it is an opportunity to galvanize ourselves
around a common vision and purpose. Second; it is an opportunity to
unify the experience offered to our students, faculty, staff and the community.
Many of you have heard me share our mission statement of how, “we
want people to feel better when you leave the facility than when you
arrived.” We are committed to providing a great experience as we implement our key focus areas on a daily basis:
Character-A culture of professionalism in all aspects of our operation.
Customer Service-Exceed your expectations by adding value to
your Student Health and Wellness Center experience.
Cleanliness-It is all our responsibility to make sure the facility is
kept at a high standard.
Community Outreach-Partnerships with individuals, businesses,
churches and non-profit organizations will assist in expanding our
human and economic capital.
Commitment to Staff Development-Investment in our staff will provide personal and professional growth opportunities.
A healthy Alabama A&M community is critical to our success and it
will take a continued commitment from everyone to
succeed. Since our opening in October 2010, we have provided services
to over 4,400 students and over 1,400 community members/
participants. The CETL staff has provided an array of great training
opportunities which has assisted us in meeting member’s needs. We
recently received the Students Choice Award for Best Customer Service for the 2nd year in a row. These types of awards are continuous reminders that training and development are essential in our quest to
make Alabama A&M Student Health and Wellness Center the premiere
facility in the Huntsville area. Let’s all continue the legacy of excellence that Alabama A&M University has had since its inception in
1875.
Hours of Operation
Facility Hours-Academic Year
Monday-Friday 6am-10pm
Saturday 9am-6pm
Sunday 1pm-7pm
Pool Hours-Academic Year
Monday-Friday 7am-10am/4pm–9:30pm
Saturday 9am-5:30pm
Sunday 1pm-6:30pm
Facility Hours-Summer
Monday-Friday 6am-8pm
Saturday 9am-6pm
Sunday 1pm-7pm
Pool Hours-Summer
Monday-Friday 8am-7:30pm
Saturday 9am-5:30pm
Sunday 1pm-6:30pm
Facility Location
4011 Meridian Street
Normal, AL 35762
Phone: 256.372.7000
Fax: 256.372.7005
E-mail: healthandwellness@aamu.edu
Web: www.aamu.edu/wellnesscenter
Mailing Address:
Alabama A&M University
Student Health and Wellness Center
P.O. Box 1567
Normal, AL 35762