Large Enrollment Classes II: Getting and Keeping Student Buy-in

Creating a Course with a Focus on Learning

Keeta M. HolmesMargaret W. CohenCenter for Teaching and Learning

University of Missouri – St. Louis

Best Practices in Course RedesignMissouri NCAT Summer WorkshopJuly 9, 2012

Why adopt practices that focus on learning?

Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1987)

How College Affects Students (Pascarella and Terenzini, 1991;2005)

National Survey of Student Engagement(Kuh, 1998 - present)

Learner-Centered Teaching (Weimer, 2002)

Education is not the filling of a pail, but the lighting of a fire. … W. B. Yeats

Learner-Centered Teaching (Weimer, 2002)

“Being learner-centered focuses attention squarely on the learning:

what the student is learning,

how the student is learning,

the conditions under which the student is learning,

whether the student is retaining and applying the learning, and

how current learning positions the student for future learning….

When instruction is learner-centered, the action focuses on what students (not teachers) are doing” (p. xvi).

Objectives

To show how the syllabus can be a blueprint for learning and success

To focus on practices that offer students’ feedback

To initiate effective communication strategies (faculty student & student student)

To offer strategies for sustaining students’ engagement

Think NSSE benchmarks for engagement

Package the syllabus to Be the blueprint for success

Set the stage & context for learning

Initiate positive faculty interactions with students

Rely on a tone that motivates (not deflates)

Essential elements in a syllabus template:http://www.umsl.edu/services/ctl/instr_support/tchng_res.html

Is your syllabus designed to build on prerequisite courses?

prepare students for higher level courses?

support program objectives and goals?

....program context creates relevance

Does your syllabus convey

What will be learned?

How it will be learned?

Link objectives to assignments and grading criteria?

....content challenges students’ engagement

For each outcome, the syllabus identifies:

What the student will learn objectives

How the student will learn activities in class & out

Under what conditions class, lab, project, practicum solo, small groups, whole class

How the student will retain & apply the learning demonstrations, assignments assessments for each

Why that matters immediately & over the long term how curriculum cumulates preparation for next course, capstone, internship

Do syllabus messages

Place value on socially and personally responsible behaviors?

Show how students will acquire the tools needed to meet objectives?

Explain “how to be successful in this course”?

Introduce you & your teaching philosophy?

How do our colleagues do this?

Teaching philosophy (pp. 44 - 48)

Policies and expectations (pp. 77 - 87)

attendance, late papers, missed tests, civility, netiquette

Policies and expectations (pp. 87 – 92)

academic integrity, disability access, safety

How to succeed in this course (pp. 102-110)

Are you on the same page?

Syllabus – an agreement that includes:

Stated objectives

Requirements and due dates

Schedule of topics w/ important campus dates

Expectations Academic honesty Civility Disability access Student Conduct Code Netiquette Safety

Syllabus template available at: http://www.umsl.edu/ctl

Share electronically w/students and refer to early and often

An effective blueprint Takes the mystery out of learning – the

syllabus is transparent

Outlines clearly students’ responsibilities

Shows how content is relevant

Has options for ownership Offers options Requires involvement Takes commitment seriously

First Assignment Options

1. Syllabus quiz online or in class

2. Syllabus bingo/scavenger hunt

3. Syllabus jigsaw in-class discussion

4. Syllabus screen casting (Example)Demo: Screencast-o-matic

Acknowledge with a signature or a learning contract – Example

…Commitment does lead to ownership

Accountability

Be present, participate, be professional

Assign Points

Students define behaviors

Invoke standards of the discipline

Behaviors apply to individual & groups

Self and instructor assess at mid-term

Self and instructor assess at end

EdPsy 3212 examples Attendance

Punctual

Responsive (verbally, nonverbally)

Apply your mind and body

Pay attention

Requesting & submitting work when not in class

Alerting professor to absence or tardiness

Participation

Active involvement

Complete assignments

Do your share of work

Come prepared

In class discussion

Sharing ideas

Information offered verbally or in writing

Being receptive - good listening

Being expressive – ask questions

3312 Examples (con’t.)

Professionalism

The way you present yourself

Respecting others

Proper conduct

Following classroom rules

Exhibiting a positive and respectful attitude

Being ethical and enthusiastic

Being punctual

Respect for other people's views, values, and opinions, in and out of class.

No whining

AAAS: Access to data

Scientific freedom

Defining intellectual property

Protecting human subjects

Exchanging info across borders (internat’l ethics)

Research integrity

Responsibility and accountability

Research misconduct

Communication Strategies

Assignments early and often Minute papers Attendance quizzes

GLA/ULA communication role

TA monitoring participation

Systems to reach out to no-shows Video email Academic / Early Alert Systems Group – Peer Pressure

Video Email: Eyejot

Video email system

Video can be played with anyemail service (no special players required)

Trick in the toolbox to getattention

GLA and ULA Support Roles

Virtual office hours

Monitor discussions

Identify students in academic trouble

Grading w/instructors’ rubrics

Facilitate group activities

Feedback Strategies

Self-assessment

Immediate feedback (publisher, online testing, etc.)

Peer Review and Revision Calibrated Peer Review (free)

Meaningful feedback from GLAs

Meaningful feedback and presence from instructor, early and often

Peer Review and Revision

Basic form of collaboration

Honors expertise

Self-assess and peer assessment

Challenge to revise

Models success

Prepare students for their responsibilities for learning

For each activity, explain Reasons for your methods How activities relate to objectives How activities relate to future successes How the strategies support learning

Make expectations clear In syllabus In class and online Emphasize that effort learning Reinforce (remind) strategically

Reinforce message of success Meet the needs of the student through effective

communication and course design

Welcoming introduction to you, the course and each other

Orientation to design and the supports available

Clear instruction

Understandable and structured assignments

Team of mentors to ensure success Peers ULAs GLAs Instructor

Transparent grading policies

Timely feedback

Essential elements in a syllabus

http://www.umsl.edu/services/ctl/instr_support/tchng_res.html

O ’Brien, Millis, Cohen (2008). The course syllabus: A learning-centered approach. San Francisco: Jossey-Bass.

Campus Contacts:

Peggy Cohen: Peggy_Cohen@umsl.edu

Keeta Holmes: Holmeskm@umsl.edu