Iowa State University Teaching Seminar

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The Challenges of Teaching and Learning

• Iowa State University Teaching Seminar
• August, 2005
• Center for Excellence in Learning and Teaching
  (CELT)

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Corly Brooke
_____________________

• Director of Center for Excellence in Learning and
  Teaching (CELT)
• Professor of Human Development and Family Studies
• cbrooke_at_iastate.edu
• celt_at_iastate.edu
• 294-2402

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Credits

• Dr. Susan Yager, Associate Director of CELT
• Karen Bovenmyer, Program Assistant CELT
• Jennifer Leptien, Program Assistant CELT
• Dr. Mary Huba, Professor of Educational
  Leadership and Policy Studies

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CELT Staff

• Allan Schmidt, Assistant Director for Learning
  Technologies (LT)
• Donna Kienzler, Assistant Director for Preparing
  Future Faculty (PFF)
• Steve Freeman, Assistant Director for Scholarship
  of Teaching and Learning (SoTL)
• Travis Kramer, Learning Technologies
• Rex Heer, Learning Technologies
• Yaoling Wang, Learning Technologies
• Heather Brumm, Learning Technologies
• Jane Henning, Assistant to the Director
• Marlys Carlson, receptionist and secretary
• Kristen Myer, student assistant

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How do we understand learning today?

• An active search for meaning by the learner
• Constructing knowledge rather than passively
  receiving it
• Shaping as well as being shaped by experiences
• (Joint Task Force on Student Learning, 1998,
  Powerful Partnerships A Shared Responsibility
  for Learning, )

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Paradigm shiftTeacher-Centered to
Learner-CenteredHuba and Freed, Learner-Centered
Assessment on College Campuses. AllynBacon 2000
(CELT library)

• Knowledge is transmitted from professor to
  student
• Students passively receive information
• Teaching and assessing are separate
• Culture is competitive and individualistic

• Students construct knowledge
• Students are actively involved
• Teaching and assessment are intertwined
• Culture is cooperative, collaborative and
  supportive

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What impact has this paradigm shift had at Iowa
State University?
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Institutional Learning Experiences at Iowa State
in the past 15 years

• Creation of Center for Excellence in Learning and
  Teaching (CELT) Center for Excellence in Learning
  and Teaching
• Project LEA/RN contact Dr. Barbara Licklider,
  294-1276 Iowa State University - College of
  Education - Education Student Services - Project
  LEA/RN
• Implementation of outcomes assessment Student
  Outcomes Assessment
• Formulation of new PT Policy (Scholarship of
  Teaching/SoTL) Office of the Provost - Promotion
  Tenure

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Institutional Learning Experiences (contd)

• Implementation of revised university strategic
  plan Strategic Plan 2005-2010 Iowa State
  University
• Development of a plan for innovative
  communication instruction ISUComm ISUCOMM HOME
• Enrollment in AAHE/Carnegie Scholarship of
  Teaching and Learning Initiative (RUCASTL)
  http//www.cfkeep.org/html/snapshot.php?id3289167
  8002562

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Institutional Learning Experiences (contd)

• Development of a Preparing Future Faculty (PFF)
  program for graduate students CELT Preparing
  Future Faculty
• Building stronger Academic Affairs/Student
  Affairs relationships Student Affairs homepage
• Learning Communities ranked fifth in the nation
  Learning Communities
• Faculty Senate conference on SoTL

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Iowa State Universitys Strategic Plan Supports a
Collaborative Culture of Teaching and Learning

• Mission Create, Share, and Apply knowledge to
  make Iowa and the world a better place.
• Vision Iowa State University will be the best
  at advancing the land-grant ideals and putting
  science and technology to work.

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Student Engagement

• National Survey of Student Engagement (NSSE)
  http//www.indiana.edu/nsse/index.htm
• Indiana University, George Kuh
• Iowa State participated in both the NSSE and the
  Faculty Survey of Student Engagement (FSSE) in
  2005.
• The ISU results are used as Performance
  Indicators for the Board of Regents.

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Clusters or Benchmarks

• NSSE created five clusters or benchmarks of
  effective educational practice
• Level of academic challenge
• Active collaborative learning
• Student-faculty interactions
• Enriching educational experiences
• Supportive campus environment
• The benchmarks are expressed on a 100-point scale.

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What is the connection to the scholarship of
teaching?

• Just as students must be actively engaged in
  formulating their own learning questions and
  thinking critically about them, so teachers must
  be actively engaged in formulating their own
  questions about learning and the impact of
  teaching upon it.
• (Cross Steadman,1996, Classroom Research
  Implementing the Scholarship of Teaching, p. 2).

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Our vision for the scholarship of teaching and
learning on campus

• Everyone becomes a learner
• Learning is more deeply understood
• Community is created around learning and teaching
• New understandings about roles and rewards emerge
• A collaborative, learning-centered culture is
  created

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Scholarly Teaching
Scholarship of Teaching and Learning

• Benefits
• Increased student learning
• Improved reputation of faculty and the university
• Enhanced recruiting of excellent students
• Increased alumni recognition
• Improved relations with legislature

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So how do we learn to teach and teach to learn?
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Center for Excellence in Learning and Teaching

• Our mission is to support, promote, and enhance
  teaching effectiveness and student learning
• encourage scholarship of teaching and learning
• communicate the importance of teaching and
  learning to both internal and external audiences
  
• and serve as a catalyst for learning-centered
  education.
• CELT

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Think/Write/Pair/Share

• Reflect on your past learning situations and the
  teachers involved.
• Identify 3-4 teacher behaviors that contributed
  to your learning
• Write those behaviors on a sheet of note paper
• Share your ideas with a partner.
• Complete this in 5 minutes.

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Effective Teaching Behaviors in the College
Classroomchapter by Harry G. Murray in Effective
Teaching in Higher Education Research and
Practice, edited by Perry and Smart, 1997 Agathon
Press, CELT Library

• Enthusiasm/Expressiveness
• Clarity of Explanation
• Rapport/Interaction
• Organization

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Principles of Good PracticeChickering
Gamson

• Encourage student-faculty contact
• Develop reciprocity and cooperation among
  students
• Use active learning techniques

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Principles of Good Practicecontd

• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning

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Five Quick tips from Corly(expanded version in
your handout)

• Use student pictures on Access Plus.
• Iowa State University
• Plan carefully for the first day.
• Less is More!
• Ask for assistance and come to CELT events.
• Work closely with Student Affairs

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Invitation to Business After Hours 5-7 at Reiman
Gardens today

• 20050727145642752.pdf

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Enjoy the rest of the teaching seminar and best
wishes to you all for a successful semester!

• Center for Excellence in Learning and Teaching
• Iowa State University