Several semesters of introductory calculus courses Cincinnati Uptown Campus have implemented a flipped class model focused on student collaboration and leadership that appears successful in terms of student performance, professional skills, and attitudes.
Performance data from initial semesters suggest considerably improved student performance relative to non-flipped section. Survey and course evaluation data shows very positive student reception. Students come out of their shells, collaborate together, develop a positive relationship with mathematics, and actively take charge of their own learning.
Participants in this interactive workshop discover the value of peer-teaching observations in higher education, regardless of discipline, and collaborative peer feedback. Through visual presentations, dialogue, handouts, and small-group discussion, participants realize how colleague observations can inform and reflect on participants’ own practices and give insights to improve approaches. Results and reflections are shared to help participants gain skills, replicate the experience, develop professional identities, and further independent inquiry. This is an expansion in to higher education of research previously conducted with pre-service teachers during a clinical practice setting.
1. To recognize and value the importance of continuing professional development in higher education.
2. To replicate similar reflective experiences in institutions of higher education.
In this presentation, we will discuss the foundation of the collaboration, the initial steps, initiatives, and activities, and the future plans of COMM-IT. Initiatives and activities include the creation of the Digital Engagement Certificate, cross promotion of certificates and minors at the IT-Expo, a team taught UCForward course, addition of an IT introductory course into the Applied Communication Certificate and learning communities for Communication majors. With an interdisciplinary focus, faculty and staff worked together to create a summer joint recruitment effort of future Bearcats. Faculty have collaborated with each other in grant applications (both internal and external), research presentations, teaching workshops, and promotion of conferences, events, and workshops including WordCamp and IT-Expo. Future plans for COMM-IT include the development of a joint graduate certificate, providing networking opportunities for students across disciplines, and sharing expertise and skills with each other through teaching, research, and service.
Are you looking for new ways to engage the students in your classroom? Do you want more student involvement, but you aren’t ready to flip your classroom just yet?
Learn some practical, easy-to-use strategies to involve your students in your lecture’s content. This workshop is structured as an interactive lecture and will address tools and techniques that encourage students to respond and get involved in class. Both low tech and high tech strategies will be discussed.
This is a metacognition teaching tool designed as a method of teaching students the connections between emotions, thoughts and behavior through a cognitions diary. This presentation will demonstrate how students can use their cell phones to monitor, examine, and draw conclusions about how their emotions affect their capacity to learn. As a result of the process, students will develop ways to transform cognitions in such a way as to enhance learning. This presentation will include: 1. A guideline for developing a baseline scale of emotions; 2. A table for using a cell phone to log emotions and thoughts; 3. A rubric for reflections and analysis of the journal.
An additional goal of this tool is to provide an experiential basis for students to build understanding for the connection between affect and cognitions.
Our project gives university students hands on experience developing job descriptions, ads, job applications and interview guides, gives them the opportunity to review actual job applications and resumes, allows them to conduct actual job interviews and provide feedback to the participating high school student.
This presentation will explain the design of a gamified online first year composition course that is taught at the University of Cincinnati. The design is based on adaptive learning and four component instructional design. It includes a game like structure where students advance through varying levels of competency. It also uses achievements to represent course competencies that students must earn. After presenting the design, the instructor will discuss his successes and struggles in creating an online course that provides students flexibility and quick and frequent interaction with the instructor. Topics will include flexible due dates, use of achievements and badges, adaptive release rules in blackboard, alternative grading systems, and the use of technology for learning.
Recent demands on professionalism and scholarship in teacher preparation require institutions to prepare active practitioner scholars prepared to teach. The session content is supported through the research of Levin & Rock (2003), Price & Valli (2005) and Mertler (2009).
Conferees will benefit from the session through a greater understanding of how-to integrate and scaffold the research process throughout an undergraduate education program.