In this workshop, Ann Palazzo, of Communication Skills department tells participants about simple methods of anchoring students in online courses by establishing a sense of responsibility and kinship with peers and the instructor. This is part 1 of an hour long presentation
In this workshop, Ann Palazzo, of Communication Skills department tells participants about simple methods of anchoring students in online courses by establishing a sense of responsibility and kinship with peers and the instructor. This is part 1 of an hour long presentation
An archived presentation from the 2007 Celebration of Learning Conference
Presented by Tracy Kemp, Educational Resource Center
In this collaborative session, we will provide examples, resources and a framework for a discussion of teaching and learning information literacy skills. Be ready to share your ideas and practices for integrating information literacy activities into your classes. Let's talk about ways to collaborate with librarians and faculty to help our students make sense of an evolving, often chaotic universe of information.
As the title suggests, this workshop engages participants in an exploration of the principles and practices that foster active and developmental learning. Drawing from the experience of Alverno College, where faculty and staff have developed and refined an ability-based curriculum for more than thirty years, the workshop will address:
Processes for articulating learning expectations for our students
The developmental aspects of teaching, learning, and assessment
Ways of designing courses to engage students in active and developmental learning
Forms of collaborative inquiry that foster scholarly teaching
In the first part of the workshop participants consider together the principles, practices, and insights that have informed the work of the Alverno College faculty and staff in creating a student learning-centered culture. In the second part of the workshop participants use those principles, practices, and insights to begin exploring implications for enhancing student learning at Columbus State Community College.Tim Riordan is Associate Vice President for Academic Affairs and Professor of Philosophy at Alverno College. He has been at Alverno since 1976 and in addition to his teaching has been heavily involved in developing programs and processes for teaching improvement and curriculum development. In addition to his work at the college, he has participated in national initiatives on the scholarship of teaching, including the American Association for Higher Education Forum on Exemplary Teaching and the Association of American Colleges and University’s Preparing Future Faculty Project. He has regularly presented at national and international conferences, consulted with a wide variety of institutions, and written extensively on teaching and learning. He is co-editor of the 2004 Stylus publication, Disciplines as Frameworks for Student Learning: Teaching the Practice of the Disciplines. He was named the Marquette University School of Education Alumnus of the Year in 2002, and he received the 2001 Virginia B. Smith Leadership Award sponsored by the Council for Adult and Experiential Learning and the National Center for Public Policy and Higher Education.
As the title suggests, this workshop engages participants in an exploration of the principles and practices that foster active and developmental learning. Drawing from the experience of Alverno College, where faculty and staff have developed and refined an ability-based curriculum for more than thirty years, the workshop will address:
Processes for articulating learning expectations for our students
The developmental aspects of teaching, learning, and assessment
Ways of designing courses to engage students in active and developmental learning
Forms of collaborative inquiry that foster scholarly teaching
In the first part of the workshop participants consider together the principles, practices, and insights that have informed the work of the Alverno College faculty and staff in creating a student learning-centered culture. In the second part of the workshop participants use those principles, practices, and insights to begin exploring implications for enhancing student learning at Columbus State Community College.Tim Riordan is Associate Vice President for Academic Affairs and Professor of Philosophy at Alverno College. He has been at Alverno since 1976 and in addition to his teaching has been heavily involved in developing programs and processes for teaching improvement and curriculum development. In addition to his work at the college, he has participated in national initiatives on the scholarship of teaching, including the American Association for Higher Education Forum on Exemplary Teaching and the Association of American Colleges and University’s Preparing Future Faculty Project. He has regularly presented at national and international conferences, consulted with a wide variety of institutions, and written extensively on teaching and learning. He is co-editor of the 2004 Stylus publication, Disciplines as Frameworks for Student Learning: Teaching the Practice of the Disciplines. He was named the Marquette University School of Education Alumnus of the Year in 2002, and he received the 2001 Virginia B. Smith Leadership Award sponsored by the Council for Adult and Experiential Learning and the National Center for Public Policy and Higher Education.
An archived presentation from the 2007 Celebration of Learning Conference
Presented by Tracy Kemp, Educational Resource Center
In this collaborative session, we will provide examples, resources and a framework for a discussion of teaching and learning information literacy skills. Be ready to share your ideas and practices for integrating information literacy activities into your classes. Let's talk about ways to collaborate with librarians and faculty to help our students make sense of an evolving, often chaotic universe of information.
An archived session from the 2007 Celebration of Learning conference.
Presenters: Phil MacLean and Elizabeth Betzel, Mathematics
How is grading different from assessment, or are they really the same thing? We’ll look at the difference between evaluating a student’s work for the purpose of assigning a grade and assessing what the student really has (or has not) accomplished.
