Poster presented at the 2016 Lilly Conference on evidence-based teaching and learning in Traverse City, Michigan.
A major goal of higher education is to help students choose purposeful pathways through college as they acquire skills that support them in becoming self-regulated and lifelong learners. This poster describes the successful implementation of two practices that foster self-regulated learning, a before- and after-course case study used to assess course knowledge and goal setting, in a fully online teacher education course. In addition to describing the practices, the poster includes a thematic analysis of the data from open-ended student responses to the assignment. Participants are invited to discuss the implications of this work and its potential applications in their classrooms.
After interacting with others at this poster, you will be able to: (a) describe two practices for developing self-regulated learners, (b) identify lessons learned from the implementation of these practices in a fully online teacher education course, and (c) apply these practices to one of your own courses.
Starting or growing a co-op/internship program can be intimidating; for both educators and potential
employer partners. In an effort to learn the pain points for both parties, opportunities to break down
barriers and build bridges, and identify actionable steps to get started, faculty from the University of
Cincinnati’s Division of Experience-Based Learning and Career Education conducted a two-year research
project with 65 co-op and internship employers from more 15 unique industry clusters, and 50
university faculty and staff representing 24 unique institutions. This poster will graphically share the
resulting findings from more than 1250 qualitative responses, and generate discussion on the
educational pedagogy of creating best practices for employer partners. Find out what “the survey says”!