Changing Paradigms: Engaging Students in New Learning Spaces and Contemporary Contexts

Wednesday, August 21, 2013
Eberhard Conference Center
8:30am - 3:15pm

Session information now available on the Conference ScholarWorks site.
Concurrent Sessions A 
10:45 - 11:45
138,889 Sheets of Paper Become Digital: Conversion to a Digital Portfolio Management System and How It’s Changing Our Teaching
Dan Royer, Writing 
Amy Norkus, Writing 
Dauvan Mulally, Writing
Room 514 EC
Each semester the first-year writing program works with thousands of student drafts, and at the end of the term grades--with a multiple blind reader system--about 1700 student portfolios. For nearly 20 years we managed this work by passing around large stacks of manila folders.  Last year the program began using a web-based system for managing both drafts and final portfolios. We developed this web-based management system in house using open-source software. As a consequence, we’ve discovered that the technology is suggesting (or insisting on) changes to the way we interact with students and their writing. This presentation will begin with a short overview of our web-based tool and then describe ways that we’ve adapted our pedagogy (for better or for worse) to leverage (or concede to) the power of the technology. We hope our experiences will provoke a discussion about the reciprocal relation of technology and pedagogy.
Uncommon learning: Engaging Students in the Learning Commons 
Gayle Schaub, University Libraries
Lindy Scripps-Hoekstra, University Libraries
Room 310 EC
Find out exactly what a “Learning Commons” is and explore the student-centered spaces within the new Library. Liaison librarians Lindy Scripps-Hoekstra and Gayle Schaub discuss the research behind the design of the Learning Commons and ways for your students to engage in this new environment, including a  new mobile Library Quest app.
Talkin’ ‘Bout a Revolution:  ‘Reacting to the Past’ Games as a Way to Engage Students and Link Your Course Content to the General Education Goals
David Eick, Modern Languages and Literatures 
Gretchen Galbraith, History 
Room 414 EC
Reacting to the Past games are taught at over three hundred colleges and universities, in a wide array of disciplines. Assigned roles in crucial flashpoints in the history of ideas—e.g. Machiavelli’s Florence, the firestorm over Darwin’s “genetic biology” in 1859, India on the eve of independence, or reactions to Title IX in the U.S. in the 1990s—in order to “win,” students must do everything we have always tried to get them to do: read and analyze rich texts, master course content, construct and articulate convincing arguments in writing and in public speaking, participate actively, and collaborate. So that you can get a sense of how this pedagogy might work in your classroom, and what the experience is like for students, during this session you will be immersed in the intellectual, political, and ideological fervor of Revolutionary Paris, in a brief “micro-game” of “Rousseau, Burke, and Revolution in France, 1791.” 
Tips for Teaching Adult Learners
Dana Munk, Pew FTLC and Movement Science
Room 411 EC
Adult Learners often seek to further their education as a means to advance in their career or to learn skills necessary to launch into a new profession. Adult learners, unlike traditional aged college students, are often more motivated to learn and have higher expectations of faculty in the classroom. This session will introduce self-determination theory as a means to help faculty more effectively meet the needs of adult learners. Autonomy, mastery, and purpose will be discussed and participants will share ideas for incorporating these motivational concepts into their course materials.
Tools of Engagement: Resources, Supports, and Connections for Community-Based Teaching and Research
Ruth Stegeman, Office for Community Engagement 
Patty Stow Bolea, Pew FTLC and Social Work 
Susan Mendoza, Office of Undergraduate Research and Scholarship
Melanie Shell-Weiss, Liberal Studies 
Room 311 EC
Attend this session to learn about GVSU supports for your community-based teaching and research. Come with questions about how to take your community engagement to the next level. Examine barriers and solutions for your current project or idea, including the challenge of working in diverse communities or with interdisciplinary teams. Perhaps most importantly, connect with colleagues who share your interest in community-based scholarship.

Randomizing Nursing Students into a Flipped Experience
Susan Harrington, Kirkhof College of Nursing
Nancy Schoofs, Kirkhof College of Nursing
Melodee Vanden Bosch, Kirkhof College of Nursing
Cynthia Beel-Bates, Kirkhof College of Nursing
Room 410 EC
Second semester baccalaureate nursing students were randomized into two groups.  Identical content curriculum was delivered in two methodically different pedagogies: the flipped classroom and the traditional lecture-driven format. The intent was to transform the position of the teacher from simply dispensing facts into guiding knowledge acquisition. Quantitative and qualitative assessments of these different approaches were synthesized. In this session, the instructors will share their findings, describe experiences with flipping the classroom and provide examples of the ways in which courses were transformed. 
Building Experiential Assignments for Study Abroad
Heather Van Wormer, Anthropology
Gwyn Madden, Anthropology 
Room 316 EC
What experience do you want students to gain on your study abroad program?  How do you design experiential assignments that connect actives to that big picture?  In what ways can reflection be used to help students incorporate these new ideas once they have returned home?  These topics and more will be discussed at this session.
Learning Together: Best Practices in Designing a Collaborative Research Assignment
Barbara Harvey, University Libraries
Room 317 EC
This session will focus on designing collaborative research assignments. Topics will include effective use of library resources, dividing work among a group, avoiding plagiarism, and individual accountability. There will be plenty of time to share your own ideas and best practices. Led by an experienced instruction librarian.
Fostering Collaboration, Engagement, and Flexibility: Adding Value to Your Teaching with Open Education Resources
Sarah Beaubien, University Libraries
Charles Lowe, Writing
Room 515 EC
In addition to the financial expense for students, commercial teaching resources may be unnecessarily restrictive from a pedagogical point of view. Open education resources (OER) provide a cost-free alternative, and provide important academic opportunities. For example, faculty using OER in their teaching can select, combine, and adapt the content to develop the most effective course materials. Using/developing OER can also foster increased student involvement in the course by creating opportunities for collaboration or student-driven content. This session will discuss some of the issues relating to the use and/or development of open education resources such as finding, adapting, or developing high quality content for classroom use, facilitating student engagement, and identifying opportunities for faculty collaboration.


Concurrent Session B
2:15 - 3:15
Engaging Learning
David Coffey, Mathematics
Kathryn Coffey, Eastern Michigan University Doctoral Student 
Room 311 EC
Because engagement is an essential element to learning, this conversation will focus on three key questions:
What does engagement look like in our classes?
How do we support learners in engaging with our discipline?
What factors might interfere with learners’ ability to engage?
Clickers Without the Clickers: Using the Web and Students' Personal Devices for Classroom Response
Robert Talbert, Mathematics
Room 410 EC
Classroom response systems, or “clickers”, are a simple technology that facilitates active learning in the classroom in a number of ways. Clicker-enabled pedagogy shows evidence of having a significantly positive effect on student learning, but the clicker technology itself has several limitations. For example, only multiple choice questions can be used, and the purchase of a clicker adds to students' out-of-pocket expenses. In this talk, we'll look at a classroom response platform that uses web-based software along with students’ personal web-enabled devices to deliver and collect responses to clicker questions. The system, called Learning Catalytics, allows instructors to author questions using a website, and then students use any web-enabled device, such as a smartphone or tablet, to connect to the website and respond to the questions.  By using the students’ devices, a wide variety of questions is now available, including questions that require text or graphical answers. Participants will get a chance to play along with a sample module of questions to see how the technology can be employed firsthand. I'll share my experiences with using this system in MTH 227 (Linear Algebra) during Winter 2013 semester with the support of a Pew Technology Enhancement Grant from GVSU’s Faculty Teaching and Learning Center. NOTE: Learning Catalytics is one of two web-based classroom response platforms now supported by GVSU.
Connecting Spaces and Cultural Practices: An Interdisciplinary Approach to Teaching and Facilitating Best Practices About the Community Reading Project Text and the Latino Community. 
Zulema Moret, Modern Languages and Literatures & Latin American Studies
Brian Jbara, Brooks College Integrative Learning & Advising
Room 414 EC
In this session, participants will learn how to teach, facilitate, and utilize the CRP text, "The Distance Between Us," using an interdisciplinary approach. Beyond reading and discussing the text, this session will provide a series of best practices for engaging students and colleagues in researching, writing, storytelling, and engaging in the heart of the Latino Community in which we live. This session will begin by providing participants with a brief background on the Latino community (local and in general) and will follow-up with a list of best practices for teaching and learning about this community in classrooms, book discussions, and other venues. The second part of the presentation will focus on how to connect all of this to the CRP selection specifically, along with all of the resources and opportunities that will be provided throughout the year. 
Gender Identity and Expression in the Classroom: Creating Inclusive Classroom Climates 
Danielle DeMuth, Women and Gender Studies
Dwight Hamilton, Division of Inclusion & Equity
Emily West, LGBT Resource Center 
Room 515 EC
In this interactive session, we will discuss gender identity and expression in the classroom and how faculty can identify classroom practices that create harmful learning environments and engage in classroom practices that create safe and welcoming classrooms regardless of discipline. We will discuss: the GVSU Non-Discrimination policy and harassment, identifying harmful classroom practices and microaggressions, accommodating preferred name requests with sensitivity and confidentiality, and creating a welcoming environment even before the first class session.
Engaging Undergraduate Students in Scholarship: Research, Teaching, or Service?
Jennifer Moore, Natural Resource Management
David Stark, History 
Kathleen Underwood, Women and Gender Studies
Brad Wallar, Chemistry 
Susan Mendoza, Office of Undergraduate Research and Scholarship and Rachel Powers, Chemistry  
Room 514 EC
Like many high impact practices, undergraduate research falls outside of the traditional realm of a faculty member's workload.  This session will address institutional support for faculty members mentoring and directing undergraduate scholars.  Faculty panel participants provide examples of how to adjust research agendas, class syllabi, and service obligations to support and nurture rising GVSU undergraduate scholars.

Peer-Tutoring Across Contexts: From the Writing Center to the Knowledge Market
Kay Losey, Interim Director, Fred Meijer Center for Writing and Michigan Authors
Patrick Johnson, Assistant Director, Fred Meijer Center for Writing and Michigan Authors 
Room 317 EC

This session will discuss various student services that can assist your students as well as how you can help your students maximize the benefits of working with a Writing Center peer tutor. We will provide an overview of what peer tutoring is, how it works, what students should expect from working with a consultant, and how students should prepare for a session. In addition, we’ll explain the differences in peer-tutoring across various contexts at GVSU: the brick and mortar Writing Center sessions, on-line consultations, classroom visits by peer-consultants, and interactions in the new collaborative Knowledge Market. Your questions will be encouraged throughout the session.


Google Docs as a Real-Time Collaboration Platform for Active Learning: Honors Classical World (HNR 211/212)
Charles Pazdernik, Classics
Room 411 EC
In Fall 2012 Diane Rayor and I collaborated on teaching two sections of HNR 211/212 Honors Classical World I. We built into our syllabus four so-called "SWOTs," named for the familiar strategic planning matrix Strengths / Weaknesses / Opportunities / Threats, the object of which was to encourage students to work collaboratively and to focus critically upon key problems or conflicts in Greco-Roman history. The exercises were modeled expressly (and unapologetically) on the "Iron Chef"-type competitions one sees on television. Two groups are allotted one of two sides of the problem; they split up into smaller sub-groups and work on separate quadrants of the SWOT analysis, collaborating in real time on assembling a Google Docs presentation based upon a standard template; then they assemble to present their work. The session will feature a downscaled collaborative exercise that will demonstrate some of the advantages of real-time collaboration with Google Docs. **Please bring a laptop if you can.**
Responding to Mid-semester Student Feedback
Kathryn Stieler, Pew FTLC & Music and Dance
Room 316 EC
The Mid-Semester Interview about Teaching (MIT) - a process wherein an FTLC staff member visits your classroom, interviews your students about what is working well in the course and what could be improved, and then provides you with a  summary report -  is one tool that allows you an opportunity to gather and respond to specific, formative feedback from your students.  Whether you collect feedback through a MIT or on your own, it is important to consider how to constructively respond to the information.  In this session, I will highlight examples of the type of feedback students often provide mid-semester and facilitate a group discussion around various ways to address the feedback. 



After the conference, session handouts/materials will be available on the conference ScholarWorks site.


Page last modified August 16, 2013