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.
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.
Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.
Over the past 20 years the internet and technology boom has transformed education teaching approaches and techniques. The introduction of online courses has brought remote communication and collaboration to the center of the discussion. It’s no longer an option for faculty and staff to put their head in the sand and ignore this technological revolution. Even traditional courses and student service offices must engage in communicating and collaborating with students where they are, both in person and online. The presentation will include a walk-through of Professor Theis’ history of integrating cloud-based technology tools in his courses. There have been many ups and downs, successes and failures. He’ll then explain how he’s using one primary application called Slack to engage his students and prepare them for similar tools they’ll be expected to use in the workplace. He’ll discuss a step-by-step process to help higher education professionals determine if, when, and how to introduce or integrate industry-related cloud-based tools into their work with students. We’ll walk through the questions we need to ask when making these decisions. How is my student demographic currently communicating with their faculty and with each other? What are the standard communication and collaboration tools in the industry they may enter in the next few years? Are there processes or tools that I’m currently using that can be easily replaced with a cloud-based technology? Which tools are free for practitioners and students? Finally, he’ll help attendees create a plan and timeline for integrating one or two cloud-based technologies into their work.
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.
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.
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.
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.