Critical Thinking, Guest Presentation, June 2
Date: Tuesday, June 2
Time: 9:00 a.m – 10:00 a.m.
Location: Mitchell Auditorium
Measuring and Enhancing Critical Thinking of Students from Summer Faculty Institute 2015
Slides from Kevin Harris keynote presentation (PDF format)
Introduction of guest speakers: Deborah Allen, Director of Center for Teaching & Assessment of Learning
The CAT Instrument (Critical thinking Assessment Test) is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. The instrument is the product of extensive development, testing, and refinement with a broad range of institutions, faculty, and students across the country.
Come and learn about what our own UD faculty learned about how well diverse UD seniors from the class of 2015 scored on this instrument. Learn how any faculty from any discipline can more purposefully develop course activities that will require students to exercise their critical thinking skills.
Tennessee Technological University (TTU) has been engaged in an extended effort during the last 14 years to develop and refine an instrument to assess critical thinking that over-comes many of the weaknesses of other existing tools. Preeminent theoreticians and educators in the area of learning sciences and assessment participated in the project. Unlike many other available assessment tools, the Critical thinking Assessment Test (CAT) instrument uses short answer essay responses to assess critical thinking. The CAT instrument is unique in that it utilizes a campus’s own faculty to evaluate student responses. The National Science Foundation has provided support for many of these activities.
Kevin Harris is the Associate Director of the Center for Assessment and Improvement of Learning (CAIL) at Tennessee Tech University. In his role at CAIL, Dr. Harris leads regional training workshops to prepare institutions for the implementation of the Critical-thinking Assessment Test as a performance measure of student critical thinking and as a faculty development tool. Over the past two years, Kevin has helped develop a framework associated with using the CAT as a model for course based critical thinking assessments called CAT Apps. His academic interests include the effect of high impact practices on critical thinking, the use of the CAT as a faculty development tool, and the evaluation of alternative measures in the assessment of critical thinking.
Elizabeth Lisic is the Assistant Director of the Center for Assessment & Improvement of Learning (CAIL) at Tennessee Tech University. In her role at CAIL, Elizabeth provides support to institutions across the country in the implementation of the Critical-thinking Assessment Test (CAT) at multiple institutional levels. Elizabeth has extensive experience with CAT scoring sessions and helps lead training workshops throughout the country. Over the past two years, Elizabeth has helped develop the framework associated with using the CAT as a model for course-based critical thinking assessments called CAT Apps. She currently leads on-site workshops to help faculty develop and refine CAT Apps within their discipline. Elizabeth’s academic interests focus on the use of the CAT as a faculty development tool and the impact of CAT scoring as a catalyst for faculty change.
Community Engagement, Critical Thinking, Engaging Difference, June 2
Date: Tuesday, June 2
Time: 10:30 a.m. – 12:00 noon
Location: Gore Hall 116
Classroom Culture for Active Learning from Summer Faculty Institute 2015
8 Essentials Article v2014
Classroom Culture PowerPoint Slides
FreeBIE Tubric
Project Design Overview Planning
Project Assessment Map
During this workshop, attendees will have an opportunity to experience a fun and engaging project as a starting point for a group discussion about active classroom learning. Each attendee will have time to consider their own class and will leave with ideas for future class projects, methods for engaging students, and tips for assessing student learning.
Jules Bruck, Landscape Design
Jules Bruck, ASLA, PLA, is Associate Professor of Landscape Design at the University of Delaware, where she teaches courses in design process, CAD, field sketching, and planting design. She also teaches landscape design courses at Longwood Gardens, Mt. Cuba and the Barnes Foundation. She is a registered landscape architect and a permanently certified member of the Association of Professional Landscape Designers. She owns and operates Evolution Landscape Design, LLC with her husband, Tony. With a love of travel and interest in experiential education, Dr. Bruck has conducted many study abroad trips to highlight design in both Brazil and Europe. Her current research interests are in design based learning and public perception of sustainable landscape practices such as designing for ecosystem services. Dr. Bruck has a Ph.D. from Texas A&M University. Visit www.julesbruck.com
Critical Thinking, Digital Storytelling, June 2
Date: Tuesday, June 2
Time: 10:30 a.m. – 12:00 noon
Location: Gore Hall 103
Three Perspectives on the Use of Story from Summer Faculty Institute 2015
Hunger Games Meets Model U.N.: Using Role-Play as a Teaching Tool with Undergraduates
This session will share experiences of using role-playing games to build understanding of global leadership issues as well as student capacity for team building, communication and negotiation. Session attendees will be asked to participate in a short and hopefully fun activity!
Prezi link for Hunger Games Meets Model U.N.
Jennifer Fuqua, School of Public Policy and Administration
Jen Fuqua is currently an adjunct faculty member in the Organizational and Community Leadership Program, Jennifer Fuqua (ABD) is completing her doctoral studies in Public Policy and Administration at University of Delaware. Ms. Fuqua came to UD after many years as an administrator for a human services agency in Queens, New York, where she developed and supervised youth development programs in community and school settings.
Professor 13: Helping Kids, Parents and Teachers to Understand and Do Math
Thomas Fernsler, Professional Development Center for Educators
Dr. Thomas Fernsler, aka “Professor 13”, has successfully taught mathematics to students at all levels K-grad school. His areas of professional interest include working with K-8 students and teachers, emphasizing a deeper understanding of mathematics content and demonstrating proven pedagogical techniques for the classroom. Tom enjoys sharing his extensive knowledge and experience gained from more than 30 years working with students and teachers from around the country. His teaching style and participation in numerous funded projects at UD and other universities place him in a unique position to help both teachers and students succeed in learning and understanding mathematics at all levels. Professor 13 is known world-wide and has been the subject of hundreds of media interviews (CNN, BBC, NBC, USA Today) focusing on his interest in triskaidekaphobia, the fear of the number 13, where he makes connections between the historical significance of 13, politics, and famous and infamous people.
Story + Theatre = Life Learning
In this segment, participants will experience a story theatre exercise and consider the potential for including similar activities in their courses.
Allan Carlsen, Theatre
Allan Carlsen is Assistant Professor of Theatre for the University of Delaware where he serves as the Coordinator of Undergraduate Studies as well as the adviser for the department’s almost 300 Theatre minors. Allan personally developed two of UD’s largest and successful theatre lecture courses, one of which focuses on bringing the history of theatre alive by integrating its course work with performances by UD’s REP actors and the other which takes students behind the scenes from the inception of a production to its realization on stage.
Also, he is co-founder of UD’s innovative Healthcare Theatre program, where interdisciplinary avenues between the College of Arts and Sciences and the College of Health Sciences are explored. Here, Allan and his partner, Amy Cowperthwait, train undergraduates from throughout the university to become simulated patients, family members, and health care providers, whose performances improve the interpersonal communication skills and the clinical work of students and professionals in the health care industry.
Digital Humanities, Guest Presentation, June 2
Date: Tuesday, June 2
Time: 10:30 – 12 noon
Location: Gore Hall 104
Measuring and Enhancing Critical Thinking of Students from Summer Faculty Institute 2015
Jesse Stommel’s The Decay of the Digital Human on Vimeo
This workshop will explore methods and approaches for designing assignments that leverage digital tools for humanistic inquiry. We’ll look at several digital humanities assignments as examples, but the workshop will also raise larger interdisciplinary questions. We will talk about when and how to assess digital projects. Much of our work in education resists being formulated as neat and tidy outcomes. When learning is the goal, space should be left for wonder and experimentation.
Jesse Stommel is Assistant Professor of Digital Humanities in the Department of Liberal Arts and Applied Studies at University of Wisconsin-Madison. He is also Founder and Director of Hybrid Pedagogy: a digital journal of learning, teaching, and technology. Jesse is an advocate for lifelong learning and the public digital humanities. He teaches courses about digital pedagogy, digital storytelling, horror film, and Shakespeare. He experiments relentlessly with learning interfaces, both digital and analog, and works in his research and teaching to emphasize new forms of collaboration. He can be found on Twitter @Jessifer.
Critical Thinking, June 2
Date: Tuesday, June 2
Time: 1:00 – 2:00 p.m.
Location: Gore Hall 116
Two Perspectives on Critical Thinking from Summer Faculty Institute 2015
Slides from Dawn Berk and Tammy Rossi presentation (PDF format)
The Mathematical Sciences Learning Laboratory: Transforming Teaching and Learning in UD’s Introductory Mathematics Courses
Launched this spring, the Mathematical Sciences Learning Laboratory, or MSLL, aims to transform teaching and learning in UD’s introductory mathematics courses. MSLL employs a new model of teaching that integrates problem-based learning and individualized instruction. MSLL is located in a newly renovated space in McKinly Lab, featuring a large PBL classroom with fully embedded technology, a dedicated testing center, an on-site faculty team, and a full staffed tutorial center. Courses are taught on-site in an active, small group format, with adaptive technology used for targeted, personalized instruction. In our talk, we will describe this new approach and our experiences from our first semester offering two introductory mathematics courses in MSLL.
Dawn Berk, Mathematical Sciences Learning Laboratory
Dawn Berk is the founding Director of the Mathematical Sciences Learning Laboratory (MSLL) and Assistant Professor in the Department of Mathematical Sciences at the University of Delaware. She earned an M.S. in Mathematics and a Ph.D. in Mathematics Education from the University of New Hampshire. Her research interests focus on the teaching and learning of undergraduate mathematics and on the mathematical preparation of teachers. She is currently the PI on two grants from the National Science Foundation to investigate the effects of mathematics teacher preparation on teachers’ knowledge, skills, and classroom practice. As Director of MSLL, Dawn facilitates the work of a team of faculty to improve teaching and learning in the foundational mathematics courses by employing a data-driven, continuous improvement model to determine what works, what does not, and why.
Tammy Rossi, Mathematical Sciences
Tammy Rossi is an instructor in the Department of Mathematical Sciences and the new Mathematical Sciences Learning Laboratory (MSLL). She spends her time finding ways to engage students and help students find success in mathematics. She developed the curriculum and taught Math 010 for the Mathematical Sciences Learning Lab this spring.
An Integrated Approach to Reduce the Propensity and Practicality of Cheating on Asynchronous, Objective, Online Assessments
Cheating, left untended, erodes the validity of evaluation and, ultimately, corrupts the legitimacy of the course. I profile an approach to manage, with an eye toward preempting, cheating on asynchronous, objective, online assessments. This approach taps various technological and social solutions to academic dishonesty, integrating them into a tech-centric, socially-sensitive pedagogy. The resulting design, engages a battery of tech tools, within a social context moderated by the testing effect, to minimize the practicality, productivity, and hence, propensity to cheat. Operationally, this design relies on the Canvas LMS to generate a differentiated series of 5 to 15 question quizzes, drawn from corresponding questions banks holding several hundred potential items. Cross-sectional data from 352 students spanning 9 classes (5 online and 4 hybrid) found consistent support for the effectiveness of the profiled pedagogy with strong indication of students’ perception of the resulting uselessness of cheating. The session closes by profiling implication of these findings to test anxiety, student engagement, learning effectiveness, and workflow efficiency.
Daniel Sullivan, Business Administration
Daniel P. Sullivan, Professor of International Business at the Alfred Lerner College of Business of the University of Delaware, received his Ph.D. from the University of South Carolina. He researches a range of topics, including globalization and business, international management, and various aspects of pedagogy. His work on these topics has been published in leading scholarly journals, including the Journal of International Business Studies, Management International Review, Law and Society Review, and Academy of Management Journal. Similarly, Professor Sullivan, along with John Daniels and Lee Radebaugh, co-authors International Business: Environments and Operations. Published by Pearson, this text is presently in its 15th Edition, is used worldwide, and has been translated into several languages; work is underway for the 16th Edition. Relatedly, Professor Sullivan has served on the editorial boards of the Journal of International Business Studies and Management International Review. More recently, Professor Sullivan has expanded study to assess dimensions and dynamics of hybrid and online pedagogies. This works has received funding support from Academic Partnerships and been reported at various conferences and research outlets.
Community Engagement, Engaging Difference, June 2
Date: Tuesday, June 2
Time: 1:00 – 2:00 p.m.
Location: Gore Hall 103
Perspectives on Service Learning from Summer Faculty Institute 2015
The Beat Goes On
Suzanne Burton, Music
Suzanne Burton is associate professor of music education at the University of Delaware.
Student Panel Session
Student Panelists
Amanda Dell, Dietetics
Lucy Font, Elementary Teacher Education
Lindsay Yeager, Visual Communication
Moderator:
Sue Serra, Office of Service Learning
Susan Serra serves as Assistant Director of the Office of Service Learning, which she founded in 2004. She works with faculty, students, and community organizations to develop sustainable partnerships through service-learning and community-based research. She coordinates the Service Learning Scholars, a summer service immersion program and is a member of the national Summer Service Collaborative. Serra served on the steering committee of the UD Carnegie Community Engagement Elective Classification Taskforce and currently serves on the UD Community Engagement Commission. She earned her M.A. in Liberal Studies from the University of Delaware.
Digital Humanities, Guest Presentation, June 2
Date: Tuesday, June 2
Time: 1:00 – 3:00 p.m.
Location: Gore Hall 104
Teaching with Social Media Platforms from Summer Faculty Institute 2015
Please note: To play along in this session, please create your accounts (and download apps) in advance in Tumblr, Pinterest, Twitter, Instagram, and Snapchat.
This hands-on workshop will walk participants through the application of various social media platforms, such as Tumblr, Pinterest, Twitter, Instagram, and Snapchat, to digital humanities pedagogy. Emphasis will be on the affordances of these platforms in creating a wide range of assignments.
Michelle Moravec is an associate professor of history at Rosemont College in Philadelphia, PA. After receiving her Ph.D. in US history from the University of California Los Angeles, she worked in a range of alt-ac positions including women’s leadership and directing the Women’s Center at William Paterson University. She is a frequent digital history workshop presenter. Her writings about the field have appeared in The Chronicle of Higher Education, Inside Higher Education, the University of Venus, and Women in Higher Education and at her monthly column for the Mid-Atlantic Research Center for the Humanities. Her current project, the Politics of Women’s Culture, is being written in public on the web and has been funded by the Getty Research Institute, the Schlesinger Library, and Barnard College Library.Her completed digital history projects include Gender in the History of Woman Suffrage, Unghosting Apparitional Lesbian History, and Visualizing Schneemann. She also collaborates with students at Rosemont College and Villanova University on two additional digital history project, Till I’ve Done All that I Can: Alma A Clarke’s Great War, and Chapel of Delight: the Chapel of the Immaculate Conception at Rosemont College.
Critical Thinking, Engaging Difference, June 2
Date: Tuesday, June 2
Time: 2:15 – 3:15 p.m.
Location: Gore Hall 208
In this session, attendees will practice applying a critical thinking rubric to evaluate student work. Attendees will learn and practice techniques for consistent scoring. Attendees will also learn easy ways to determine if a rubric is being applied consistently (by one or more people) and make suitable modifications.
Kevin Guidry, Center for Teaching and Assessment of Learning
Kevin R. Guidry is Senior Research Analyst at the UD Center for Teaching and Assessment of Learning. He works with faculty on exploring new pedagogies and improving existing teaching practices to enhance student learning. Guidry specializes in assessment of student learning and survey methodology having worked on teaching, learning, and assessment research and practice at levels ranging from individual courses to projects spanning hundreds of colleges and universities.
Kathy Pusecker, Center for Teaching and Assessment of Learning
Kathleen Langan Pusecker is the Director of Educational Assessment at the University of Delaware. She establishes and maintains relationships with faculty members, Chairs, Deans, and other senior internal constituencies and external agencies, to include national accreditation bodies. She also serves on the Faculty Senate General Education Committee that passed new goals in November 2014. Her responsibilities include assisting UD in addressing the Middle States Commission on Higher Education accreditation standards related to the assessment of general education and student learning. She helps to select and develop tools and oversees their implementation and the analysis and reporting of data. Pusecker establishes critical communications and coordination with internal constituencies and University senior decision-makers to address issues that may affect execution/implementation of University strategic plans, policies and programs. In addition, Pusecker publishes the reports of student learning outcomes for the College Portrait.
Digital Storytelling, June 2
Date: Tuesday, June 2
Time: 2:15 – 3:15 p.m.
Location: Gore Hall 218
Whether or not you’ll be joining tomorrow’s mobile safari, this event will help you get the most out of mobile photography apps. Topics will cover using the best cross platform mobile editing, add-on camera apps, as well as tips that will help you improve your image quality when using those apps. What to look for when exploring apps, photo accessories, and more.
Those registered for the mobile safari are highly encouraged to attend this session.
Don’t forget to charge your preferred device and bring it to this session!
Debbie Jeffers, Academic Technology Services
