Saving Time in the Grading Process With Video Feedback

In “No More Grading In Your Pajamas: Using Video to Provide Feedback on Assignments,” Zara Risoldi Cochrane, Creighton University School of Pharmacy and Health Professions, describes a method of video grading in an online course that can save significant time—especially at the end of semester when plonger papers may be due. As she describes it,

“In our online course, we hypothesized that providing recorded video feedback on students’ assignments would reduce faculty grading time compared to traditional grading using written feedback. At the same time, we believed that video feedback could simulate face-to-face interactions with our distance learners and improve the overall student experience.”

To read the article, click on
http://scholarlyteacher.com/2016/04/28/no-more-grading-in-your-pajamas-using-video-to-provide-feedback-on-assignments/

Source:
Cochrane, Z. R. (2016, April 28). No more grading in your pajamas: Using video to provide feedback on assignments. The Scholarly Teacher Blog. Retrieved from http://scholarlyteacher.com/2016/04/28/no-more-grading-in-your-pajamas-using-video-to-provide-feedback-on-assignments/

Darrel Davis Receives 2016 Knox Distinguished Teaching Award

By Susan Meikle, news and communications

Darrel Davis

Darrel Davis

Darrel Davis, Associate Professor of Educational Psychology, is the recipient of the 2016 E. Phillip Knox Distinguished Teaching Award. The award recognizes one faculty member who uses creative, innovative and engaging teaching methods at the undergraduate level.

Davis was honored at the University Awards Reception on Monday, April 25, at the Marcum Conference Center.

Established by Miami alumnus E. Phillips Knox, a 1968 graduate, the award is presented to faculty members whose achievements unequivocally merit recognition for excellence in teaching. Award winners receive a professional expense allocation of $3,000.

The Center for Teaching Excellence University Senate committee selects the awardee from nominations, by examining the nominees teaching portfolios and through interviews with the finalists.

Davis joined Miami in 2007 as a Heanon Wilkins Fellow before becoming assistant professor in 2008. He received his bachelor’s degree from the University College of Belize (1994), and his master’s (2000) and doctoral (2007) degrees from the University of South Florida. He is a former high school teacher and has taught numerous online, hybrid and face-to-face courses at both the graduate and undergraduate levels.

Darrel Davis on teaching
Davis exposes students to rich and diverse experiences. He believes that students learn best when they make meaningful connections to content and that “the student-faculty relationship is the cornerstone of academic and lifelong success.” He uses strategies including simulations, case studies, group work, class discussions, lectures and reflective writing. His students said:

• “I think what is awesome about Miami — and something I didn’t really expect to be true until I sat in Dr. Davis’ classroom — is how great the professors really are. His class stretched us to see what we were capable of as individuals. What I learned in his class still impacts me today, and I am a better person for it.”
• “His curriculum allows for students to explore their interests and think beyond the current situation of educational practices. This commitment and creative curriculum sets him apart from any other professor I have met at Miami.”

Davis uses his enthusiasm and humor to reduce student anxiety; shares his experiences to create a sense of community and belonging; fosters respect through his organization and attention to detail; and creates a trusting atmosphere through his humility, he said. His students and colleagues said:

• “Dr. Davis displays a contagious enthusiasm in his teaching. The
 energy in the classroom noticeably increases once the lecture starts. Yes – the lecture. Although it doesn’t stay a lecture for long – he wants his students to think, and discussions and questioning are both central to his teaching style.”
• “In my work with Darrel, I find him to be the consummate professional – a smart problem-solver, a critical and creative thinker, with a terrific sense of humor, who considers student learning at the heart of the teaching enterprise.”

Global perspectives
Davis helped to develop Miami’s first student-teaching experience in Belize, his home country. He also developed new study abroad workshops in Honduras and Belize. The study abroad workshop in Belize is focused on technology and “students not only grapple with technology and its implications within education,” but do so in an international context, Davis said. His students and colleagues said:

• “My perspectives were transformed during the time abroad. I have a different understanding of myself as a teacher and facilitator in a global community and the potential impact these understandings can have on a developing community.”
• Working with two other faculty members, Davis “created these programs to meld together the teaching of culture, language, and technology in educational and social contexts quite different from southwestern Ohio.”

Redesigning EDP 201 – one of Miami’s largest and a Top 25 course
Davis redesigned EDP 201: Human Development and Learning in Social and Educational Contexts. Taken by more than 250 students each semester, the course is required in teacher education programs and fulfills a Global Miami Plan requirement. He implemented a free course textbook; developed the first honors section for the course; integrated research into the course; organized a public poster session for students; and integrated service-learning.

• “Dr. Davis has set up the class so you cannot avoid applying the course material to real situations. The service-learning component of the class, in which students tutor local high school students, made the class more relevant. The practical applications of the course material made me value the class lessons and information more because I experienced its usefulness firsthand,” a student said.

Service Learning and Miami Connections
Davis partners with Leah Wasburn-Moses, professor of educational psychology and founder and project manager of Miami Connections, an alternative school located on Western campus.

• “Dr. Davis’ class alone encouraged me to add a special education minor. He helped me discover my true passion through service learning opportunities like Miami Connections,” one of his students said.
• “Instead of going the “safe” route and selecting more standard placements, Davis offers an opportunity he felt would provide a richer experience for students,” Wasburn-Moses said. “Such faculty support is vital to the success of Miami Connections. In fact, the success of youth involved in Miami Connections can be traced directly to the involvement of Dr. Davis’ students, something that few college professors can claim.”

Teacher, mentor, coach
Davis’ impact is not limited to the classroom: He has coached the Miami men’s club soccer team for more than five years. His players said:

• “He is a mentor to the entire men’s club soccer team. My time at Miami would have been a completely different experience without the close relationship I have built with Dr. Davis. He has taught me the power of communication and helped me learn the responsibilities that come with a position of leadership.”
• “All of our time, effort and hard work certainly paid off as just this past season we achieved our first ever undefeated regular season in the Midwest Alliance Soccer Conference in program history.”

The Knox award was last presented in 2012.

Latest Issue of the Journal on Excellence in College Teaching Focuses on Topics Such as Giving Feedback and Students’ Socialization to College

Journal Cover shrunkThe authors in the latest issue of the peer-reviewed Journal on Excellence in College Teaching (www.miamioh.edu/ject/) explore various approaches to making learning most effective for those involved, from strategies used inside and outside the classroom; to technologies; to views of the college learning experience as portrayed in the popular media, of some of which students and faculty may need to be disabused. Published at Miami since 1990, The entire Journal archive is accessible free of charge to all Miami faculty and staff from on campus at www.miamioh.edu/ject/

Amy Mulnix relates her experience working with and learning from a cadaver dog in advocating the need to assist faculty to investigate how to help their students learn better. She encourages faculty to share their personal experiences of learning as a form of meta-learning to help “better align what we do in the classroom with how people learn” (p. 21).

Nancy Chick et al. explored how to facilitate student academic inquiry across the curriculum. They found baselines and discovered differences in different disciplines. They also reconsidered the work on the cognitive development of college students, particularly Perry (1968), Belenky et al. (1986), and Baxter Magolda (2002). In addition, the authors reaffirm the view of learning as a social act that engages learners not only in cognitive and metacognitive disciplinary practices, but also in negotiating the social norms of the academy as a whole.

Arguing that feedback as a learning tool is effective only when students are able to understand and use it to improve their work, Michael Howell developed a 5-step method for providing useful feedback to students on their writing and other assignments. The results have included being able to give more thorough feedback while reducing grading time.

Lewis Magruder (Theatre, Miami) explored the value of two methods—one conventional, the other digital—to teach students to design physical environments. Each method has its advantages and disadvantages and reminds instructors to assess their chosen method’s usefulness for optimizing their learning objectives.

Dave Knowlton and Shanda Nygard reviewed the existing literature about Twitter’s use in the higher education classroom. They put forth three theoretical frameworks that could be used to conceptually support Twitter-driven assignments. They conclude that research on using Twitter must consider the impact of any assignment on students’ thinking.

Alexander Cohen used an ongoing (entire-semester) simulation to help students connect to course concepts. The approach “engages students, fosters voluntarism, and encourages information retention over time” (p. 173). It also facilitates students’ development of skills they will use in all areas of their academic and professional lives, such as problem solving, critical thinking, and experiential learning.

Alexa Darby and Mary Knight-McKenna seek to motivate faculty to incorporate service-learning experiences into their teaching. Academic service-learning provides authentic learning opportunities for students and can assist communities in ameliorating societal problems. Both of these needs are ongoing and are vital to the goal of producing graduates who view themselves as global citizens. In addition, the experiences of faculty members using this pedagogy can provide insights into how to support faculty while addressing institutional, community, and societal needs.

Mara Berkland and Jennifer Keys’s analysis of college guides, such as The Naked Roommate (2011), found that many have the wrong focus (social acclimation over academics), and often the wrong facts—both of which “could disrupt students’ transition to college by undermining both their identification with the college and their academic performance” (p. 197). The key is for professors to convey to students what all of us as members of the higher education community expect from each other. This approach will lead to greater student engagement in learning and, as a result, an increased likelihood of success.

The Journal’s editors encourage faculty and to explore how their students learn best and to implement teaching strategies that will allow students to realize their fullest potential as learners.

Respond to the Seminar: International Students’ Perspectives on Academic Integrity

Use this space to continue the dialogue about this seminar. Leave a reply below.

Date: Wednesday, April 20, 2016
Time: 2:30 pm – 4:00 pm
Place: 320 Laws Hall

The session will be moderated by Brenda R. Quaye, Coordinator for Academic Integrity, who will also provide a brief overview of academic integrity as it relates to International students at Miami.

In this session, participants will hear insights from a panel of current international students on how they and fellow international students think about academic integrity. The students will discuss their educational backgrounds and systems prior coming to Miami as context for what understanding they bring with them as new students. They will share their thoughts on the aspects of academic integrity and dishonesty that they have found most confusing or in contrast to their prior educational expectations, why international students might commit academic dishonesty, and discuss their ideas of how faculty and staff can help international students better understand and maintain academic integrity. Participants will have time to ask questions of the panel members.

Respond to the Alumni Teaching Scholar (ATS) FLC Members Symposium

Use this space to continue the dialogue about this seminar. Leave a reply below.

The Alumni Teaching Scholars (ATS) Faculty Learning Community members presented a symposium of their work with their teaching projects to the MU campus.

Date: Wednesday, April 13, 2016
Time: 8:45 am – 12:50 pm
Place: Rooms 201, 220, & 320 Laws Hall

#1Creative Risk: Exploring This Generation’s Relationship to Creative Risk and Personal Challenge
Saffron Henke, Theatre

#2Using Scaffolded Writing Assignments to Enhance Student Critical Thinking
Ziying Jiang, Geography

#3The Relationship Between Students’ Self-Esteem and Self-Efficacy Qualities and Transformational Leadership Instructor Rating
Lucinda Parmer, Commerce

#4Establishing the Learning Contract: Engaging Students With Business Case Studies
Gregory J. Fisher, Marketing

#5 Muting Bias: Can Perspective-Taking Increase Students’ Evaluations of Minority Faculty?
Dara Marshall, Accountancy

#6I Won’t Back Down: Creating Digitally Literate Students in Content Area Courses
Michelle Cosmah, Teacher Education

#7Using Agile Team Techniques to Promote Entrepreneurial Thinking
Michelle Conger, Institute for Entrepreneurship

#8Encouraging Deeper Student Reflection Through Integration, Collaboration, and Partnerships
Stephanie Danker, Art

2016-17 FLC Call for Applications: Deadline April 29th!

The Center for Teaching Excellence invites applications for the following faculty learning communities for the 2016-17 academic year:

Department Chairs Learning Community Enhancing Leadership and Productive Change
http://www.units.miamioh.edu/celt/faculty/flcs/miami/current/flc-chairs.php

Faculty Learning Community on Academic Integrity in the Online Environment
http://www.units.miamioh.edu/celt/faculty/flcs/miami/current/flc-ai.php

Faculty Learning Community on Exploring Millennials-Centered Teaching Through the New 3R’s: (re)create, (re)innovate, and (re)flect
http://www.units.miamioh.edu/celt/faculty/flcs/miami/current/flc-millenials.php

Faculty Learning Community on Mindfulness and Contemplative Inquiry: Pedagogy, Perspective, and Method
http://www.units.miamioh.edu/celt/faculty/flcs/miami/current/flc-mindfulness.php

Faculty Learning Community on Peer Review of Teaching
http://www.units.miamioh.edu/celt/faculty/flcs/miami/current/flc-peerreview.php

Faculty Learning Community on Advising and Mentoring Diverse Students
http://www.units.miamioh.edu/celt/faculty/flcs/miami/current/flc-diverse_students1617.php

For information and applications on all FLCs, visit the CTE website at:

http://www.units.miamioh.edu/celt/faculty/flcs/miami/index.php

Applications are due Friday, April 29th — Don’t delay!

Respond to the Seminar: The Green Zone Program

Use this space to continue the dialogue about this seminar. Leave a reply below.

Date: Friday, April 8, 2016
Time: 2:00 pm – 3:30 pm
Place: 320 Laws Hall

The Green Zone (GZ) Program is “modeled on the ‘Safe Zone’ program designed to provide ‘safe spaces’ for LGBT students. The premise of the GZ program is that knowledgeable and supportive contacts throughout the institution will create a more veteran-friendly environment, which in turn will have a positive effect on the success of these military students. Safe Zone program assessments have indicated that the model can positively impact the climate for students to whom they are directed” (Nichols-Casebolt, 2012).

Nichols-Casebolt, A. (2012). The Green Zone: A program to support military
students on campus. About Campus, 26-29. doi: 10.1002/abc.21070

Panelists: Janet Mallen, Senior Assistant Director for Student Success, Enrollment Management and Student Success; Tyler Judd, Marine Corps Veteran, Geography major; Adam Rose, Airforce Veteran, Political Science major; William Sweeny, Army National Guard, Biochemical Engineer major; Emily Sherlock, Army National Guard, Sociology major; and Phillip Carr, Army Veteran, Kinesiology major

“Flipped Assessment”: A Strategy to Engage Students in How Their Learning Is Assessed

Eric Resnis

Eric Resnis

On April 6, 2016, Eric Resnis, CTE Assessment Coordinator & University Libraries Organizational Effectiveness Specialist, presented a CTE seminar on Flipped Assessment: What Does It Mean? How Might I Use It? Why Might I Use It? The hallmark of flipped assessment is that it engages students from the outset of a course in how their learning will be assessed. Note: Flipped assessment does not require a flipped classroom format!

Eric presented six strategies for flipping assessment (noting that these may not work in all classrooms or with all students):

1. Students determine the grading scheme: Assessment methods are determined by the instructor prior to class, but students individually determine how much each assignment will count (within parameters).

2. Students provide evidence of learning on rubric: Students are encouraged to cite examples of their work that best exemplifies what is on the rubric.

3. Students co-develop assignment rubric: After assignments and learning outcomes are determined by the instructor, students assist in how a specific assignment will be assessed.

4. Students participate in grading conferences: Student and instructor have an interactive conversation about how a draft or final version (e.g., piece of writing) will be assessed.

5. Peer review or example review: Students review the work of a peer or a predetermined example; a rubric emerges from this conversation that is used by students to revise their own work.

6. Deconstructing/scaffolding assignments (plus…): Major term projects are divided into smaller portions; peer review/grading conferences, etc., help inform assessment of the next activity.

For more information, instructors are encouraged to consult the following resources:

Ayres, K. (2014, January 29). “Flipping assessment?!” Engage in teaching and learning. Retrieved from https://blogs.reading.ac.uk/engage-in-teaching-and-learning/2014/01/29/flipping-assessment-by-dr-karen-ayres/

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

Honeycutt, B., & Garrett, J. (2014, January 31). Expanding the definition of a flipped learning environment. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/expanding-definition-flipped-learning-environment/

Ryan, B. (2013). Flipping over: Student-centred learning and assessment. Journal of Perspectives in Applied Academic Practice. Retrieved from http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/64

Spangler, S. (2015, June 15). Flipped assessment: Making faculty assessment a learning experience. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/educational-assessment/flipping-assessment-making-assessment-a-learning-experience/

Respond to the Seminar: Flipping Assessment

Eric Resnis

Eric Resnis


Use this space to continue the dialogue about this seminar. Leave a reply below.

Date: Wednesday, April 6, 2016
Time: 2:00 pm – 3:00 pm
Place: 320 Laws Hall

Presented by Eric Resnis, CTE Assessment Coordinator & University Libraries Organizational Effectiveness Specialist

You likely have heard of the benefits of utilizing the flipped classroom model: more engaged students and increased collaboration just to name a few. Recently, more attention has been brought to the idea of flipped assessment: the idea of utilizing students from the onset when creating classroom assessment instruments. Assessment doesn’t need to be that arduous task that feels tacked onto classroom learning. This workshop will introduce several methods that flip assessment to make it a more integrated part of the classroom that highly involves students. Join us for a lively discussion!

The Center for Teaching Excellence and the Alumni Teaching Scholar (ATS) FLC Members Invite You to a Symposium!

Date: Wednesday, April 13, 2016
Time: 8:45 am – 12:50 pm
Place: Rooms 201, 220, & 320 Laws Hall
RSVP: Complete the online form by Friday, April 8, 2016

8:45 – 9:00 a.m. Registration, Coffee and Snacks – by 317 Laws Hall

9:00 – 9:45 a.m. Two concurrent sessions

#1Creative Risk: Exploring This Generation’s Relationship to Creative Risk and Personal Challenge
Saffron Henke, Theatre
We want our students to take risks. Problem solving, independence, and innovation are desirable qualities in the classroom and necessary for “real world” success. As educators, we have noticed a shift in the learning styles for millennials and beyond. Having been taught to take tests and focus on a “right answer” for most of their scholastic lives, our current students are hesitant to try new things, make mistakes, and fail. From this standpoint, I developed a risk project, including questionnaires, improvisation, an outside the classroom small personal risk project, and an in classroom larger creative project. Through this exploration, students were given the tools to evaluate their strengths and weaknesses, think independently, and explore creative processes bravely and confidently.

#2Using Scaffolded Writing Assignments to Enhance Student Critical Thinking
Ziying Jiang, Geography
Though previous research has examined the role of writing in social science classes, few have used argument writing assignments. The writing assignments are scaffolded into a series of units that build on each other yet add up to a whole, which guides students from researching evidence in support of a statement to presenting an entire essay online in a multimodel format. The objective of this project is to challenge students to deepen their learning from the cognitive level of knowledge and comprehension to the level of synthesis and evaluation by using a series of structured writing assignments designed to prompt students’ critical thinking. I illustrate this approach using an introductory geography class. The result is tested on a single group using a mixed quantitative and qualitative method, including pre/post test scores on multiple choice questions of various cognitive levels, survey on learning and attitude, and interviews of learning experience.

9:45 – 10:00 a.m. Refreshment Break – by 317 Laws Hall

10:00 – 10:45 a.m. Three concurrent sessions

#3The Relationship Between Students’ Self-Esteem and Self-Efficacy Qualities and Transformational Leadership Instructor Rating
Lucinda Parmer, Commerce
This study uses an initial focus group orientation to determine transformational instructional leadership qualities in the classroom by way of (1) inspirational motivation (2) idealized influence (3) intellectual stimulation, and (4) individual consideration attributes. Further cross sectional analysis examines the relationship between students’ overall self-esteem and self efficacy self-rating scores, and transformational instructional leadership specific rating in a higher education classroom environment. This study uses the Sorensen Self-Esteem Test (Sorensen, 2006), General Self Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1995), and the Multifactor Leadership Questionnaire (Bass & Avolio, 1990) to determine significant analysis. Student groups will be tested over a period of four years to determine the connection between how students’ self-ratings regarding self-esteem and self-efficacy interpretations initiates perceptions of the instructor being a transformational leader in the classroom.

#4Establishing the Learning Contract: Engaging Students With Business Case Studies
Gregory J. Fisher, Marketing
The case learning method is lauded for helping students become active learners rather than passive absorbers of information. However, some students may exhibit reluctance to engage in this active learning method early in the semester. The purpose of this project is to investigate the use of techniques that seek to improve student engagement with the case learning method, and encourage sustained student engagement during a course. This session will describe relevant potential considerations during pre-class planning, procedures that are critical to establish during the first few classes of a semester, and options that may be leveraged as a semester progresses. While the context of this session is specific to the case learning method with business case studies, the discussion will encourage applications of these techniques to other approaches of instruction and disciplines.

#5 Muting Bias: Can Perspective-Taking Increase Students’ Evaluations of Minority Faculty?
Dara Marshall, Accountancy
This study examines the effect of perspective taking on Student evaluations of teaching effectiveness (SET) scores. SET scores have been documented to be lower for women faculty of color (Smith 2007, 2009). Perspective-taking has been shown to increase empathy towards subjects of out-groups. It has also been shown to affect decisions of mock juries made up of majority members judging minority defendants. In this study students participate in a perspective-taking task and their empathy for members of minority groups is measured. SET scores are compared between groups of students exposed and not exposed to the perspective-taking task.

10:45 – 11:00 a.m. Refreshment Break – by 317 Laws Hall

11:00 – 11:45 a.m. Three concurrent sessions

#6I Won’t Back Down: Creating Digitally Literate Students in Content Area Courses
Michelle Cosmah, Teacher Education
In preparing students to be successful in their future careers, instructors must help them become digitally literate. However, students are often assumed to have prior technological knowledge, but their feedback has proved this is not always the case. Instructors should not minimize the importance of building their students’ technology expertise. This presentation will focus on how instructors can change their course design to address digital skills and digital literacy, while effectively meeting course content goals. Data from pre/post surveys that the presenter created based on surveys in Angelo and Cross Classroom Assessment Techniques and assignment correlation will be shared.

#7Using Agile Team Techniques to Promote Entrepreneurial Thinking
Michelle Conger, Institute for Entrepreneurship
Entrepreneurship is often mythologized in modern American culture as a kind of heroic quest that exceptional visionaries undertake, striking out boldly and all alone against incalculable odds, finding success in a mix of “entrepreneurial spark”, dogged passion, and plenty of luck. In reality, entrepreneurship is about a pattern of taking concrete actions to pursue new opportunities that may create value, and it almost always involves a team of people working together. Teaching entrepreneurship as a “method” of developing and practicing these habits of entrepreneurial thinking is now the mainstream pedagogy. In this study, I seek to teach student teams to use Agile techniques to self-organize, setting objectives and taking action to develop and practice the decision-making and behaviors that experienced entrepreneurs use. This study is a pseudo-experiment comparing a cohort of student teams taught to practice Agile techniques to a prior cohort without Agile training. The Agile approach can be helpful in other disciplines.

#8Encouraging Deeper Student Reflection Through Integration, Collaboration, and Partnerships
Stephanie Danker, Art
Early field experience in any discipline provides students with opportunities to know their chosen field at a deeper level. Students observe, interact and take on roles within a professional setting, connected to coursework. Reflection journals are often associated with field experiences. How can an instructor coach students to reflect at deeper levels, beyond recognition or recall of an event or experience? This study documents my attempt to teach deeper reflection skills to upper level art education majors enrolled in the course, Art Across the Curriculum. This qualitative study analyzes data collected through student journals and presentations, surveys and other evaluative tools. Contextual factors such as integration, collaboration and partnerships can provide reciprocity for external stakeholders hosting university students. My approaches are applicable and of interest to other disciplines.

11:50 a.m. – 12:50 p.m. Luncheon – 320 Laws Hall