TEACHING AT ITS BEST FOR NEW FACULTY:
DESIGNING A LEARNING PROCESS—NOT JUST A COURSE
LINDA NILSON
TUESDAY MARCH 6, 2012
This follow-up packet has been provided for you as a participant in the Jossey-Bass Faculty
Development Session by Linda Nilson titled, “Designing a Learning Process-Not Just a Course.”
INTERACTIVITY SUMMARY - POLLS AND CHATS (EDITED TO SHARE ONLY USEFUL MATERIALS)
WELCOME AND INTRODUCTION
Note: Questions were responded to verbally, answers can be found in the event recording.
Event Host- Cally Latchford: Welcome to today's event! We will begin with an audio check at the top
of the hour. Please introduce yourself and tell us who you are, where you're from, and what you do.
You should have received a copy of Linda's slides and a handout yesterday via email. If you did not
receive this, please let me know!
MARISE HUSSEY [Matthews, NC]: Hi. My name is Marise Hussey. I live in Matthews, North Carolina
and am a doctoral student attending Lesley University in Cambridge, MA. I have been a community
college level science educator for 25 years
MARISE HUSSEY [Matthews, NC]: I do have the course materials that were emailed yesterday
Eli Collins-Brown [Kalamazoo, MI]: Hi I'm Eli Collins-Brown, from Western Michigan University in
Kalamazoo, MI. I'm going to have to leave early but will be back in full next week.
JENNIFER JETTE [Calgary, AB]: Hi, I am in Calgary, Alberta. I am part-time faculty at Mount Royal
University in Calgary and a full-time clinical psychologist. I am hoping to move into academia, so I think
this course will be great!
LAURA MACESIC [South Hadley, MA]: Hello. I'm Laura Macesic. I'm a Biology postdoc at Mount
Holyoke College currently, and I will be starting a faculty position at Wheaton College (MA) in the fall.
Linda Nilson: Jennifer, it's good to see a participant from Canada.
CINDY CARTER [Tulsa, OK]: Good morning from Oklahoma--- I
Linda Nilson: And welcome Toronto!
KEITH FARNDALE [Toronto, ON]: Thanks, Linda; I am a Lecturer in project management in engineering
faculty at U of Toronto. Also do lots of professional development training.
Be Inspired. Be Inspiring.
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CINDY CARTER [Tulsa, OK]: I am an RN BSN Instructor, I have been teaching for a few years now and I
have just transitioned from an accelerated LPN -RN program to a traditional university
JULIE KLENSCH [Cincinnati, OH]: Hello Everyone! I am a new instructor in Cincinnati, OH at Cincinnati
State College. I will be teaching respiratory science classes in our respiratory therapy program.
DENNIS NICHOLS [Rocklin, CA]: Good morning, Dennis Nichols from William Jessup University, Rocklin,
CA
JIM THOMPSON [Stockton, CA]: Hi, I am Jim Thompson from the University of the Pacific in Stockton,
California. I am currently serving as the Interim Director of the Center for Teaching and Learning. Since
this is my first involvement, I did not receive the course materials.
Jeanne Vilberg [Athens, OH]: Hello! I am at Ohio University in the eLearning division where I teach
professional development courses in online learning for faculty.
PARIKSHIT MEHTA [Clemson, SC]: Hello Everyone, I am Parikshit Mehta at Clemson University,
Clemson, SC. I am a graduate student (PhD) and Teaching Fellow in Mechanical Engineering Department.
I am teaching a junior level undergrad course in Mechanical Engineering.
Kevin Kelly: Hi Jennifer,
RAVI RATHNAM [Glen Allen, VA]: Hi ...I am Ravi Rathnam.....from Richmond VA
DIANA DELACH [Clemson, SC]: Diana Delach, Research Assistant at Clemson University, SC
MARISE HUSSEY [Matthews, NC]: hello, Linda
CINDY CARTER [Tulsa, OK]: good morning
WAYNE TIKKANEN [Los Angeles, CA]: Wayne tikkanen, California State University Chancellor's Office.
Kevin Kelly: Hi everyone!
ELBERT BOLSEN [Rolla, MO]: Elbert Bolsen, Rolla, MO
ELIZABETH UBALDI [Sault Ste. Marie, ON]: Good afternoon!
Kevin Kelly: @JimThompson Great to see you!
JIM THOMPSON [Stockton, CA]: Hi, Kevin
PHIL YANEFF [Toronto, ON]: Hello, it took me awhile to get the link. I am a lecturer at U of T after
spending 30 years in industry.
Event Host- Cally Latchford: Welcome Phil- we're glad you were able to find your way!
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ELIZABETH UBALDI [Sault Ste. Marie, ON]: I am a new professor in the Department of Health Sciences
at Sault College. After 8 years of ER nursing, I have switched roles. I am currently teaching first year
BScN students and RPN students
QUESTION 1: WHAT STATEMENT IS NOT AN ASSESSABLE OUTCOME?
Which statement is NOT an assessable outcome?
1)
2)
3)
4)
5)
6)
Identify which variables must be controlled in a given experiment to get valid results. – 0%
Explain “mass,” “force,” and other key physics concepts to a 12-year-old. – 13.04%
Calculate the volume of an irregularly shaped object. – 4.35%
Learn the difference between the pluperfect and the past tense in French. – 82.61%
Discuss three different ways to interpret a given case. – 0%
No Vote – 0%
QUESTION 2: WHAT FAULTY PARADIGM OR MENTAL MODEL DO YOU THINK YOUR STUDENTS ARE BRINGING INTO
YOUR INTRODUCTORY COURSE?
ELBERT BOLSEN [Rolla, MO]: That knowledge is absolute, as you have explained.
JIM THOMPSON [Stockton, CA]: All opinions are equal.
MARISE HUSSEY [Matthews, NC]: My students typically believe the course material will not be useful
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After they leave the course
PARIKSHIT MEHTA [Clemson, SC]: Math is not useful and utter waste of time.
JENNIFER JETTE [Calgary, AB]: That much of psychology is just common sense
DIANA DELACH [Clemson, SC]: what the news reports is good science -- always
CINDY CARTER [Tulsa, OK]: Again the black and white concept
JULIE KLENSCH [Cincinnati, OH]: That all opinions are equal
WILLIAM VANDERBURGH [Wichita, KS]: Learning is a checklist; that there is one "right" answer, or
way to do research; that they already know what they need to know
CALESHA TURNER-AARON [Newport News, VA]: The Internet is safe
DENNIS NICHOLS [Rocklin, CA] 2: Black and white
ELIZABETH UBALDI [Sault Ste. Marie, ON]: that nursing is about hands-on skills at the forefront and
Theory is a less important component
LAURA MACESIC [South Hadley, MA]: The understanding of evolution as you described.
KEITH FARNDALE [Toronto, ON]: The project manager on a technical project has to be the technical
expert on a project
MARISE HUSSEY [Matthews, NC]: They also come in believing the course will be very easy.... or too
difficult for them
PHIL YANEFF [Toronto, ON]: The professor knows everything
LAURA MACESIC [South Hadley, MA]: That effort = achievement.
CINDY CARTER [Tulsa, OK]: haha--try working in labor and deliver
MARISE HUSSEY [Matthews, NC]: This is a nice exercise Linda
BRANDI SMITH [Clemson, SC]: That there is nothing to learn in the introductory course- the subject is
not taken seriously by many on campus
GENERAL CHAT: OUTCOMES MAPS
LAURA MACESIC [South Hadley, MA]: Do you share these outcome maps with your students?
From Linda: Yes, absolutely. Share it on the first day and use it as a map throughout the semester to say
we are here, you are there, or you should be there. It is great to be able to refer your students to these.
Be Inspired. Be Inspiring.
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PHIL YANEFF [Toronto, ON]: Outcomes map sounds great plan to show expectations and progress.
QUESTION 3
Which format do you think is the most effective for most student learning outcomes? (Pick 2)
1)
2)
3)
4)
5)
6)
7)
8)
Lecture – 0%
Lecture with discussion – 38.10%
Lecture with science lab – 0%
Lecture with skill lab/activity – 61.90%
Skill lab/activity – 19.05%
Discussion with skill activity – 61.90%
Seminar – 0%
Science Lab – 14.29%
KATE ELLIS [Bloomington, IN]: that's what faculty said?
MARISE HUSSEY [Matthews, NC] 2: Linda do you have the source of that study or survey?
Event Host- Cally Latchford: http://www.theideacenter.org/
WAYNE TIKKANEN [Los Angeles, CA]: There is the method used at Evergreen State College where
lecture and lab are not at all separated - more teach and test or do the experiment and explain your
results.
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Kevin Kelly: Teaching Approach, Instructional Objectives, and Learning - IDEA Research Report #1:
http://www1.ben.edu/programs/faculty_resources/IDEA/ResearchReports/Research%201_Teaching%2
0Approach%20Instructional%20Objectives%20and%20Learning.pdf
Kevin Kelly: The official link for Research Report #1 is
http://www.theideacenter.org/sites/default/files/research1.pdf
CINDY CARTER [Tulsa, OK]: thank you so much Kevin!
Kevin Kelly: No problem, Cindy.
READING 1
When you were in college, did you ALWAYS, or ALMOST ALWAYS…?
1)
2)
3)
4)
5)
6)
Do all the readings before the class they were due – 57.14%
Take notes on the readings, either on paper or in the margins of the book – 92.86%
Study the readings at least twice before every test – 78.57%
Quiz yourself on the readings – 35.71%
Do your readings in a quiet place without distractions – 85.71%
Do the readings only if the professor didn’t cover them in class – 0%
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READING 2
When you were in college, what did you think of the readings?
1)
2)
3)
4)
5)
I found them generally comprehensible – 100%
I found them generally interesting – 85.71%
I found the amount of reading assigned reasonable – 64.29%
I was usually able to concentrate on the readings – 71.43%
I was able to read the assigned readings at a reasonable pace; they didn’t take me terribly long –
64.29%
READING 3: FROM WHAT YOU'VE LEARNED ABOUT THE "PROBLEM" THUS FAR, WHAT MIGHT YOU PERSONALLY DO
IN YOUR CLASSES TO GET YOUR STUDENTS TO DO THE READINGS (WHEN THEY ARE DUE)?
CINDY CARTER [Tulsa, OK]: quiz before class starts
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JENNIFER JETTE [Calgary, AB] 2: Add pop-quizzes
ANTHONY MARTIN [Clemson, SC]: quiz them on the reading...
ELIZABETH UBALDI [Sault Ste. Marie, ON]: small group and large group Q/A on the readings
CALESHA TURNER-AARON [Newport News, VA]: Mini quizzes, require mini summaries on the
readings
LAURI HUGHES [Cedar Rapids, IA]: point out important points when assigning the reading
JULIE KLENSCH [Cincinnati, OH]: clicker questions and in class worksheets to assess comprehension
ANTHONY MARTIN [Clemson, SC]: Clicker question on reading.
DENNIS NICHOLS [Rocklin, C]: Have a student present a summary of the reading to the class
MARY DEANE SORCINELLI [Amherst, MA]: ask students how they read a text--maybe practice reading
a page and how to underline, make notes, and find key point?
PHIL YANEFF [Toronto, ON]: Have a brief quiz on the reading at the start of class
WILLIAM VANDERBURGH [Wichita, KS]: incorporate readings with homework assignments
READING 4: PLEASE ONLY ANSWER IF YOU HAVE ASSIGNED HOMEWORK TO HAND IN ON THE READINGS OR HAVE
GIVEN DAILY QUIZZES ON THE READINGS IN ANY OF YOUR CLASSES. IN THE CLASSES WHERE YOU HAVE DONE EITHER
ONE OF THESE THINGS, ABOUT WHAT PERCENTAGE OF YOUR STUDENTS DID THE READINGS?
LAURA MACESIC [South Hadley, MA]: 100%
LAURA MACESIC [South Hadley, MA]: it was a small class!
DENNIS NICHOLS [Rocklin, C]: maybe 60 %
CINDY CARTER [Tulsa, OK]: I would say about 75%
OTHER THOUGHTS: HOW ARE YOU GOING TO APPLY WHAT YOU LEARNED TODAY?
PHIL YANEFF [Toronto, ON]: Learning Outcome maps
LAURA MACESIC [South Hadley, MA]: Definitely outcomes maps!
PARIKSHIT MEHTA [Clemson, SC]: Come up with the Learning outcome maps and assessment tools,
teaching moves seems to be very attractive
Be Inspired. Be Inspiring.
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CINDY CARTER [Tulsa, OK]: I have been asked to give a job description for a possible new faculty
position and can use this to set up my outcomes and measurable goals for students
JENNIFER JETTE [Calgary, AB]: Next time I design a course I will be more thoughtful in setting learning
outcomes throughout the course, rather than thinking about it simly as evaluation
DENNIS NICHOLS [Rocklin, CA] 2: wow- the map was helpful and a little daunting
JULIE KLENSCH [Cincinnati, OH]: Beginning intro (and other) classes with the faulty mental models
WILLIAM VANDERBURGH [Wichita, KS]: Creating my syllabus by working backwards from ultimate
objectives.
OTHER THOUGHTS: THE BEST THING I LEARNED TODAY WAS…
WILLIAM VANDERBURGH [Wichita, KS]: Relating outcomes maps to stages of cognitive development.
JULIE KLENSCH [Cincinnati, OH]: The mappings of the outcomes. I'm hoping to integrate some of these
as I plan classes.
PHIL YANEFF [Toronto, ON]: Try to involve students more as lectures are not the best learning method
JIM THOMPSON [Stockton, CA]: Using visual maps to demonstrate learning outcomes
LAURA MACESIC [South Hadley, MA]: How to describe what is expected from students in the syllabus.
OTHER THOUGHTS: I WAS MOST SURPRISED TO LEARN…
WILLIAM VANDERBURGH [Wichita, KS]: that seminar was most effective.
OTHER THOUGHTS: I AM STILL WONDERING ABOUT
DENNIS NICHOLS [Rocklin, CA] 2: Inquiry based learning- want to know more about how to apply it
PARIKSHIT MEHTA [Clemson, SC]: philosophies about teaching was something completely new for me
( I am still in school)
WILLIAM VANDERBURGH [Wichita, KS]: how to apply this to online learning (e.g., what's a "lecture
break" in an online class).
PARIKSHIT MEHTA [Clemson, SC]: How does one balance the time spent in activities vs the time spent
in solving examples in class in a math intensive course?
LAURA MACESIC [South Hadley, MA]: Is there a class size limit at which point seminar would not be
most effective? Or is there a most effective class size for the seminar?
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JULIE KLENSCH [Cincinnati, OH]: What is the recommended timing of a lecture break? After 30, 45 or
60 minutes?
-12 to 20 Minutes
OTHER THOUGHTS
MARISE HUSSEY [Matthews,NC] 2: I have been using learning objectives and a variety of learning
outcomes processes fro quite some time. I have not used graphic syllabi, though. This is a really useful
approach to convey the learning plan!
CINDY CARTER [Tulsa, OK]: I so appreciate the effective teaching moves, especially because at our
university we use Bloom's
CLOSING REMARKS
ELIZABETH UBALDI [Sault Ste. Marie, ON]: I have to leave this session early to attend a mandatory
meeting. Thank you Linda. The information gained today has been invaluable for me as a new
professor. So much that I would never have thought of and am looking forward to applying in my
courses. I look forward to seeing you all again next week!
KEITH FARNDALE [Toronto, ON]: Thanks for this Linda! Have to leave now. Back next week.
DIANA DELACH [Clemson, SC]: thanks Linda!
DENNIS NICHOLS [Rocklin, CA] 2: very helpful- thanks
JULIE KLENSCH [Cincinnati, OH]: Thanks, Linda; great beginning for this series
Event Host- Cally Latchford: We are just about out of time- if you need to leave you are welcome to.
Be sure to fill out an evaluation and request your certificate at this link:
http://wli.wiley.com/pg/event_calendar/view/592. Certificates will be sent within a week of today's
presentation. Follow-up materials from today's event will be posted on our website and we will notify
you via email when everything is ready!
PARIKSHIT MEHTA [Clemson, SC]: thank you to Linda and organizers; it was really useful for a student
like me who is in prep to be a future professor!
MARISE HUSSEY [Matthews, NC] 2: Thank you so much. This seminar has been terrific!
JIM THOMPSON [Stockton, CA]: This exceeded my expectations
Be Inspired. Be Inspiring.