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
#1 – Creative 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.
#2 – Using 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
#3 – The 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.
#4 – Establishing 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
#6 – I 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.
#7 – Using 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.
#8 – Encouraging 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