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7 Mysteries of Teaching and Learning Revealed- Confessions of a Lilly Teaching Fellow

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Sociology Bailey Scholars Lilly Teaching Fellow 2005-2006 Bill Taylor Jan Bokemeier Frank Fear Deb DeZure ... Such a risk society (Giddens 1990; Beck, 1992; ... – PowerPoint PPT presentation

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Title: 7 Mysteries of Teaching and Learning Revealed- Confessions of a Lilly Teaching Fellow


1
7 Mysteries of Teaching and Learning Revealed-
Confessions of a Lilly Teaching Fellow
  • Geoffrey Habron
  • Fisheries and Wildlife
  • Sociology
  • Bailey Scholars
  • Lilly Teaching Fellow 2005-2006

Bill Taylor
Jan Bokemeier
Frank Fear
Deb DeZure Patty Payette
2
What in the world is a Lilly Teaching Fellow?
  • MSU Office of Faculty and Organizational
    Development
  • http//www1.provost.msu.edu/facdev/lillyFellow/abo
    ut.asp
  • The primary objective of the MSU Lilly Teaching
    Fellows Program is to provide a diverse group of
    tenure-stream faculty with the opportunity to
    enhance their teaching abilities through a series
    of activities designed to focus attention on the
    art and skills of teaching both generally and in
    their particular disciplines.

3
Features of Lilly Teaching Fellows
  • Pre-tenured faculty
  • Competitive 7 fellows/year
  • Mentor
  • Project
  • Budget
  • Meetings/readings
  • Lilly Teaching seminars

4
But Geoff, why the need for this topic?
  • After all, many of us got into academia due to
    our passion for teaching and impeccable teaching
    qualifications.
  • Lets take a scene from my job interview. Many of
    you may recognize a similar scenario.

To Sir With Love (Columbia Pictures 1966) 1124
5
Geoffs Story Genesis
  • Oregon State
  • TA
  • Senior seminar
  • Spring Break courses
  • Oregon Innovator Award

6
Geoffs Story Exodus
  • MSU
  • Bailey Scholars
  • Lilly Teaching Seminars
  • Curriculum committees
  • Habron, G.B. 2005. Infusing democratic,
    constructivist and active learning in fisheries
    education, Fisheries, 30 (4), 21-26
  • Habron, G.B. and S.L. Dann. 2002. Breathing Life
    into the Case Study Approach Active Learning in
    an Introductory Natural Resource Management
    Class, Journal on Excellence in College Teaching,
    13 (2), 41-58

7
Geoffs Story Revelation
  • Surprise
  • Geoff knows diddly!
  • A lot of people know a lot
  • Teaching as art and gift
  • Teaching as science and scholarship
  • Why the secret?
  • Pay it forward!

8
Learning Instructor Students
Instructor
effective
Student Learning Outcomes
9
Learning Outcomes
10
MSU Boldness by Design
  • http//strategicpositioning.msu.edu/default.asp

11
Report of the Working Group on Improving
Undergraduate Education Goals for Liberal
Learning
  • 1. Integrated Judgment
  • 2. Advanced Communication Skills (both writing
    and speaking)
  • 3. Cultural Competence (addressed in
    recommendation 2)
  • 4. Analytical Thinking
  • 5. Literacy in Science and Mathematics
  • 6. Effective Citizenship

12
Enhancing the Undergraduate Experience Task
Force Recommendations
  • 6. Modify the undergraduate curriculum and
    related policies so that our goals for
    undergraduate liberal learning are met
  • 7. Enhance the physical environment in ways that
    support learning for the students, faculty and
    staff at MSU
  • 8. Continue the review of graduate programs and
    graduate teaching and the mentoring of graduate
    students.

http//strategicpositioning.msu.edu/documents/BbDI
mperative1_002.pdf
13
Learning Instructor Students
Instructor
effective
Student Learning Outcomes
14
Teacher/Instructor Dimension
15
Learning Paradigm
  • Bailey Scholars
  • Barr and Tagg 1995
  • Student-centered vs teacher-centered
  • Learning vs teaching

16
Disciplinary Adoption
  • With such an approach, the impact on student
    learning is the key variable in all course,
    department, and institutional decisions. From
    this perspective, we must consider, for example,
    student variables and diversity, the impact of
    the environment on learning, learning styles, and
    the scaffolding for learning. Covering the
    content is not the important objective in this
    paradigm rather, it is nurturing student
    learning.

American Sociological Association 2005
17
Teaching Strategies
18
One perspective
  • Of course we try lots of tried and true methods
    and conduct rigorous research to see what works,
    and when that fails we conduct some peer review
    to utilize the best available methods.

To Sir With Love (Columbia Pictures 1966) 3040
19
Strategies7 Principles of Undergraduate Education
Ta Dah!!
  • Encourage student-faculty contact
  • Encourage cooperation among students
  • Encourage active learning
  • Give prompt feedback
  • Emphasize time on task
  • Communicate high expectations and
  • Respect diverse talents and ways of learning.

Chickering, A. and Z. Gamson. Seven Principles
for Good Practice in Undergraduate Education.'
American Association for Higher Education,
1986. http//honolulu.hawaii.edu/intranet/committe
es/FacDevCom/guidebk/teachtip/7princip.htm http//
www.byu.edu/fc/pages/tchlrnpages/7princip.html
20
Enhancing the Undergraduate Experience Task
Force Recommendations
  • Enhance the first year experience assist
    students in making a strong academic and social
    transition, and in creating appropriate
    expectations about their undergraduate education
  • Promote the improvement of and rewards for
    successful college teaching
  • Articulate, target and expand opportunities for
    undergraduate students to develop cultural
    competencies.
  • Promote and integrate more active and applied
    learning in undergraduate education
  • Modify the undergraduate curriculum and related
    policies so that our goals for undergraduate
    liberal learning are met
  • Enhance the physical environment in ways that
    support learning for the students, faculty and
    staff at MSU
  • Continue the review of graduate programs and
    graduate teaching and the mentoring of graduate
    students.

http//strategicpositioning.msu.edu/documents/BbDI
mperative1_002.pdf
21
Learning Instructor Students
Instructor
effective
Student Learning Outcomes
22
The Learners
23
The Outlook Pop Culture View of College Student
Experience
  • I went to see the doctor of philosophy
  • With a poster of Rasputin and a beard down to his
    knee
  • He never did marry or see a B-grade movie
  • He graded my performance, he said he could see
    through me
  • I spent four years prostrate to the higher mind,
    got my paper
  • And I was free.
  • -Closer to Fine by the Indigo Girls
  • http//www.indigogirls.com/lyrics/byalbum/indigo.h
    tml

24
Intellectual development position
1st year undergraduate (Dualism/ Received Knower/ Pre-reflective) right or wrong answers and seeking ultimate truth from a limited set of authority figures
4th year undergraduate (Multiplicity/ Subjective knower) accept the possibility of having several correct answers and that various sources of possibly valid knowledge exist other than an expert authority figure
Graduate (Relativism/ Procedural knower/ Quasi-Reflective Reasoning) recognition that uncertainty is a part of the knowing process, the ability to see knowledge as an abstraction, and the recognition that knowledge is constructed. Aware that different approaches or perspectives on controversial issues rely on different types of evidence and different rules of evidence, and that factors like these contribute to different ways of framing issues.
Professional Development Program (Contextual/ Constructed knower/Reflective Reasoning) some answers fit various situations as appropriate, that some questions may not have certain answers and that asking questions may provide a basis for further understanding
Lee Knefelkamp. Models of Intellectual and
Identity Development http//www.greaterexpectation
s.org/briefing_papers/ModelsIntellectualIdentity.h
tml
25
Learning Styles Multiple Intelligences
  • Intrapersonal self smart
  • Interpersonal people smart
  • Visual image smart
  • Musical sound smart
  • Logical-mathematical logic smart
  • Bodily-kinesthetic body smart
  • Naturalistic nature smart
  • Verbal linguistic word smart
  • David Lazear. Eight Ways of Knowing Exploring
    Multiple Intelligences
  • http//www.davidlazear.com/Multi-Intell/MI_chart.h
    tml

26
Bailey Scholars Program
  • Connected learning
  • Individual, community, personal, professional,
    intellectual, social, emotional, physical, human,
    spiritual, and natural worlds

www.bsp.msu.edu
27
  • Once the latest teaching techniques are pulled
    from the literature they are quickly and
    enthusiastically implemented systematically.

To Sir With Love (Columbia Pictures 1966) 4135
28
Learning Instructor Students
Student-centered - ASA
?
?
Intellectual development William Perry
Instructor
effective
?
Multiple intelligences Howard Gardner
?
7 Principles - Chickering and Gamson
Student Learning Outcomes
Boldness by Design
29
So What!?
  • How did the Lilly year impact Geoffs teaching
    and learning experiences?

30
Plugging into Millennial Learners
  • Geoffrey Habrons Lilly Learning

31
  • Oblinger, D. 2003. Boomers, Gen-Xers,
    Millennials Understanding the new students.
    Educause July/August37-47

32
Use of Digital Audio on ANGEL
  • FW100 Audio Only Introduction
  • (You can listen to these files as well as
    download them to an MP3 player)
  • Welcome from Dr. Habron
  • Oh the Places You'll Go
  • Course Outcomes
  • Portfolio assignment
  • Spartan Safari
  • Cover Letter and Resume
  • Field Project Part 1
  • Field Project Part 2
  • Final Exam

33
Online Greeting for Introduction to Fisheries and
Wildlife
34
Policy, Schmolicy
  • Whats the role of public policy?
  • Heres a current take on public policy across the
    globe and how people react
  • Youth Hostile The Daily Show with Jon Stewart
    (Comedy Central) http//www.comedycentral.com/show
    s/the_daily_show/videos/headlines/index.jhtml

35
Other Consequences
  • ISS 310 guest presentation in Lilly Fellow John
    Norders class
  • SOC undergraduate retreat and quality learning
    presentation May, 2006
  • FIPSE grant submission July 10, 2006
  • NSF grant submission August 18, 2006
  • SOC 490 section 1, fall 2006
  • ANR 311 spring 2007
  • ISS 310 summer 2007
  • FW GSO seminar, September 15, 2006!!

36
Deciding to Learn, Learning to Decide The
pedagogy of risk, uncertainty and decisionmaking
  • Our project aims to rigorously research the
    ability to improve knowledge, skills,
    understanding and application of risk,
    uncertainty and decisionmaking. The project will
  • 1) assess the effect of intellectual development
    levels on the ability to understand and apply
    principles of risk, uncertainty and
    decisionmaking and
  • 2) develop and assess various pedagogies and
    professional development strategies to better
    prepare those interested in teaching others about
    risk, uncertainty and decisionmaking.
  • One hypothesis suggests that those with more
    developed intellectual positions can better grasp
    concepts of risk, uncertainty and decisionmaking.
  • A second hypothesis proposes that certain
    pedagogies better facilitate learning about risk,
    uncertainty and decisionmaking.

Decision, Risk and Management Sciences Program of
the National Science Foundation
37
Natural Resource Management Context
  • Addressing issues such as endangered species
    recovery (Pacific salmon, Tear et al. 2005),
    energy extraction (Arctic National Wildlife
    Reserve, Flanders et al. 1998 Teel et al. 2006),
    nuclear waste disposal (Yucca Mountain, Brown
    2005 ), and global climate change (Hurricane
    Katrina resettlement, Tompkins and Adger 2004
    OBrien et al 2006) requires making decisions
    from a variety of plausible alternatives with
    uncertain risks.
  • Such a risk society (Giddens 1990 Beck, 1992
    Fear et al 2006) requires more diverse approaches
    to science incorporating more civic and lay input
    and participation.
  • Decisionmaking approaches such as adaptive
    management are increasingly seen as crucial. Such
    decisionmaking requires, a variety of tools to
    share and communicate understanding of resource
    issues, to expose key uncertainties, embrace
    alternatives, develop resource policy and use
    their consequences to modify and adapt policies
    and actions further (Gunderson et al. 1995490).

38
The Hitch
  • Humans inherently seem to seek certainty in
    life. For example, we are trained in school from
    an early age that there are right and wrong
    answers on tests. We memorize established facts
    and relate them back when asked, and if we do
    that well enough, we progress through the
    educational systemand we are angry when these
    diagnoses and prognostications are not borne out
    the rained-out picnic can result in some choice
    words for the weather forecaster! We become
    confused when there seems to be more than one
    right answer, or no right answer (Meffe et al
    200279)

39
The Need
  • Efforts to improve environmental decisionmaking
    remain futile if participants harbor intellectual
    positions that view science in a dualism of
    simply right or wrong or yes or no.
  • In order to engage in the analytic-deliberative
    group processes to improve decisionmaking (Renn
    et al. 1995 Webler et al. 2002 Brewer and Stern
    2005), participants must possess the intellectual
    and cognitive ability to value the opinions of
    others and weigh evidence. Such ability is found
    more often among those holding relativist or
    contextualist intellectual positions.
  • As such, understanding and addressing the
    intellectual positions of participants involved
    in considering decisions should aid in improving
    the time, effort and legitimacy given to a broad
    range of deliberative processes such as those
    emerging in the literature (National Research
    Council 1996 EPA 2001 Brewer and Stern 2005).

40
An Integrated Approach?
  • Therefore there is a need to both understand the
    cognitive and intellectual positions of those
    engaging in decisions within a context of risk
    and uncertainty, as well as understand how to
    provide strategies to teach the skills necessary
    to engage in decisionmaking. After all, though
    adaptive management emphasizes the value of
    learning from failure, it requires individuals
    with a high tolerance for risk to carry it out
    (Lee 1995230) because social learning requires
    the integration of idealistic science and
    pragmatic politics (Lee 1995230).

41
  • And of course the halls and offices are full of
    conversations among fellow peers about the
    success and strategies occurring in classrooms
    right?

To Sir With Love (Columbia Pictures 1966) 4622
42
Shifting Teaching from Private to Collective
Endeavor
43
Connected Learning for Environmental and Social
Sustainability
  • Michigan State University seeks to develop a
    holistic approach to sustainability that
    establishes a campus-community-state-international
    community of practice network that will impact
  • a) undergraduate and graduate students through
    development of a trans-curricular sustainability
    specialization
  • b) the operations of Michigan State University
    and the 10 affiliated institutions in the
    Michigan Higher Education Partnership for
    Sustainability (MiHEPS)
  • c) on the ground community engagement in our
    region, and
  • d) academia in general through professional
    development of faculty, graduate students,
    teachers, and operations staff within the MiHEPS
    network.
  • Outputs will include identification of key
    sustainability concepts and ways of learning and
    applying those concepts across institutions and
    scales (academics, operations, community, and
    personal).

Fund for the Improvement of Postsecondary
Education (FIPSE)
44
(No Transcript)
45
Bailey Scholars Program
  • The Bailey Scholars Program seeks to be a
    community of scholars dedicated to lifelong
    learning. All members of the community work
    toward providing a respectful trusting
    environment where we acknowledge our
    interdependence and encourage personal growth.
  • Connected learning
  • faculty, staff, graduate students and
    undergraduates
  • Individual, community, personal, professional,
    intellectual, social, emotional, physical, human,
    spiritual, and natural worlds

www.bsp.msu.edu
46
Resource
  • MSU Office of Faculty and Organizational
    Development (grad students too!)
  • Deb DeZure, Director
  • Patty Payette, Coordinator
  • Lilly Teaching Seminars
  • Meet Michigan
  • Mid-term class assessments
  • http//www1.provost.msu.edu/facdev/index.asp

47
Lilly Teaching Seminars Fall 2006
  • Issues in Evaluating Teaching A Comprehensive
    Perspective
  • Using Demonstrations to Promote Conceptual
    Understanding in Chemistry Making Connections on
    the Macroscopic, Microscopic, and Symbolic Levels
  • Making Classroom Lectures Interactive and
    Effective Engaging Students in Course Content
    through Interactive Lecturing  
  • Getting Beyond Covering Content in your Courses
    Introduction to the Readiness Assurance Process
    and Team-Based Learning
  • Designing, Managing and Grading Effective Group
    Assignments
  • Designing Games and Simulations for Learning
  • Teaching for Successful Intelligence Teaching
    and Assessing Students with Diverse Learning and
    Thinking Styles
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