Please join us on the following Fridays for discussions focused on teaching and learning at Smith. Unless otherwise indicated, we will meet in Neilson Browsing Room from noon to 1 p.m., with lunch provided.
February 7, 2014
How Well Are Our Students Writing After One WI Course?
Julio Alves (Jacobson Center)
Cate Rowen (Office of Institutional Research)
Alice Hearst (Government)
In January 2013, the Jacobson Center and the Office of Institutional Research conducted an assessment of a random sample of best papers written by first-year students (class of 2016) in First-Year Seminars and ENG 118, Colloquia in Writing. We report on the findings.
February 21, 2014
I Didn’t Know Moodle Could Do That
Kevin Wiliarty (Smith College Moodle Administrator)
Kevin will suggest ways teachers can use Moodle to engage students outside the classroom in order to enrich the learning experience inside the classroom. At the same time, he will highlight some lesser known features of Moodle, both old and new, and give us a preview of enhancements that will become available to us in the months ahead.
February 28, 2014
Outside-Outside Teaching and Learning
Ginetta Candelario (Sociology; Latin American & Latina/o Studies)
This presentation will include two different adaptions of the Inside-Outside Prison-Based Education Model, developed by Prof. Candelario and piloted with students from a Smith CBL class, two different groups of adults in Holyoke, GED students in the Fall 2012 and Community Workers in the Fall 2013.
March 28, 2014
Teaching Naked: How Moving Technology Out of Your Classroom Will Improve Student Learning
José Antonio Bowen (Dean of the Meadows School of the Arts and Professor of Music at Southern Methodist University)
Please bring a web-enabled device.
Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.
April 4, 2014
The Importance of Movement in the Learning Environment, and Strategies For Bringing Movement Into the Classroom.
Angie Hauser (Dance)
April 11, 2014
Group work: Why bother?
Patty DiBartolo (Psychology)
Lauren Duncan (Psychology)
Borjana Mikic (Engineering)
Al Rudnitsky (Education and Child Study)
A group of faculty, supported by a grant from the Davis Educational Foundation, has been exploring the use of online, asynchronous discourse with their students. The project, in its second year, includes faculty from many disciplines and a wide variety of courses. Pedagogy featuring this kind of discourse works best when students have a good problem to talk about and when they engage in effective discourse practices. Several members of the group will be on hand to show examples and discuss this work.
April 25, 2014
Kevin Shea (Director, Sherrerd Center for Teaching & Learning; Chemistry)
Kevin will describe his experiences using Learning Catalytics in two large introductory courses, General Chemistry and Organic Chemistry, focusing on similarities and differences with traditional clicker technology. He will also comment on student feedback using the program and demonstrate how the program works from a faculty perspective. Attendees should bring a web-enabled device (smart phone, tablet, or laptop) to participate in Learning Catalytics questions during the session.