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Results of Center for Teaching and Learning Faculty Survey

By Victor Liu, Dean of Learning Resources and Chair of Strategic Priority Three

In Winter semester 2016, with the assistance of Institutional Research, the joint faculty-and-staff surveyresultsteam responsible for Strategic Priority Three—“Increasing Institutional Agility and Responsiveness to External Needs, Forces & Trends”—conducted an online survey on the faculty needs for a Center for Teaching and Learning. Of the 160 FT faculty surveyed, 33% responded; and of the 666 PT faculty surveyed, 13% responded. Below are a few findings from the survey:

  • Over 80% of the survey respondents would find a Center for Teaching and Learning e-portal useful as:  a searchable database of WCC faculty’s instructional innovations; as a centralized site of WCC funding options for instructional innovations; as an online resource site aggregating news and best practices in instructional innovations; and as a site providing faculty professional development opportunities.
  • A Center for Teaching and Learning could facilitate face-to-face faculty professional sharing opportunities on topics such as:
  • Teaching strategies and techniques
  • Active learning
  • Collaborative learning
  • Student engagement and retention
  • Critical thinking across the curriculum
  • Use of instructional technology
  • Use of open education resources

View full survey and results here: Instructional Innovation-Center for Teaching Learning faculty survey.

The post Results of Center for Teaching and Learning Faculty Survey appeared first on Faculty Professional Development.

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In assigning group work to students, designing the group comes first

Bernhard, Meg. (2016, July 6). In Assigning Group Work to Students, Designing the Group Comes First. Retrieved from http://chronicle.com/article/In-Assigning-Group-Work-to/231355/

Research has shown that group work and assignments, if structured hastily, can be counter-productive. When assigning team-based work, pay close attention to social dynamics, and be proactive about constructing teams and assigning roles so that each individual achieves specified learning outcomes.

Just flip it: from the front lines of the flipped classroom

Welsh, R., in association with Sonic Foundry (2014). Just flip it: from the front lines of the flipped classroom [White paper]. Retrieved from Sonic Foundry website: http://www.sonicfoundry.com/just-flip-it-from-the-front-lines-of-the-flipped-classroom/.

Ralph S. Welsh Lecturer in Public Health Sciences, Clemson University, shares his thoughts regarding flipping his classroom including definitions of flipping and steps to take, the process of flipping and what he has learned as well as his conclusion that flipping is a positive thing.

A few concerns about the rush to flip

Weimer, M. (2014, October 29). A few concerns about the rush to flip.   Faculty Focus. Retrieved July 7, 2016 from http://www.facultyfocus.com/articles/blended-flipped-learning/flipped-courses-concerns-rush-flip/.

Weimer looks at the concept of flipping a classroom and advises prospective instructors to evaluate their course before doing so. Asking questions regarding the content and the audience, she gives those considering flipping relevant questions to consider before taking the plunge.

Three critical conversations started and sustained by flipped learning

Talbert, R. (2015, March 2). Three critical conversations started and sustained by flipped learning. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/blended-flipped-learning/three-critical-conversations-started-sustained-flipped-learning/.

How do you help reluctant students engage in a flipped learning classroom? This article suggests that student opposition to flipped learning can be an opportunity for constructive conversations that will help students think about how learning happens.

Four assessment strategies for the flipped learning environment

Talbert, R. (2015, August 10). Four assessment strategies for the flipped learning environment. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/blended-flipped-learning/four-assessment-strategies-for-the-flipped-learning-environment/

Recognizing that flipped learning may have a negative effect if students have not acquired the basics of the lesson before class time, the author gives advice regarding how to support students. Examples such as examining the learning objectives, giving small and accessible assessments, utilizing pre-formative assessments that are helpful to both the student and the instructor and sharing the data that is collected.

20 new facts about flipped learning in higher ed

Stansbury, M. (2014, July 7). 20 new facts about flipped learning in higher ed. eCampus News. Retrieved from http://www.ecampusnews.com/top-news/20-new-facts-flipped-learning-higher-ed/.

This article highlights 20 facts about flipped learning from the “2014: Extension of a Review of Flipped Learning” report conducted by George Mason University. The categories include growth, resources, how it’s used and by whom, case study findings, professional development, technology most useful and concerns.

A university’s success with flipped learning began by phasing out lectures

Smith, D. F. (2015, July 6). A university’s success with flipped learning began by phasing out lectures. EdTech Magazine. Retrieved from http://www.edtechmagazine.com/higher/article/2015/07/universitys-success-flipped-learning-began-phasing-out-lectures.

The success of flipped classrooms is highlighted in this article. The article goes on to state that flipped learning is so successful that the University of Adelaide began phasing out their traditional lectures in 2014.

2 great techniques for the flipped classroom

Schaffhauser, D. (2014, August 13). 2 great techniques for the flipped classroom. Campus Technology. Retrieved from https://campustechnology.com/Articles/2014/08/13/2-Great-Techniques-for-the-Flipped-Classroom.aspx?Page=1.

Julie Schell, director of the University of Texas at Austin Center for Teaching and Learning, highlights two teaching methods for flipping classrooms. Just in Time Teaching (or JiTT), where students are given a coverage assignment and are then given conceptual questions and feedback questions, gives an instructor clues regarding what is difficult or confusing. Peer Instruction, where students challenge each other to agree with their response to a question or concept, gives students a chance to work through information and come to a conclusion.

Indiana U Formalizes Active Learning Efforts with Mosaic Project

Schaffhauser, D. (2015, October 14). Indiana U Formalizes Active Learning Efforts with ‘Mosaic’ Project. Campus Technology. Retrieved from https://campustechnology.com/articles/2015/10/14/indiana-u-formalizes-active-learning-with-mosaic-project.aspx.

Launching the ‘Mosaic Active Learning Initiative’ which promotes active learning by allowing students to form into groups for team activities, Indiana University has set up several spaces for the initiative on its main campus. Comparable mobile units which emphasize student teamwork will be set up at the university’s other campuses during the 2016-2017 academic year. The school is recruiting instructors for a two-year commitment to transform their curriculum into an active learning format by a stipend, priority scheduling and personalized support.

Flipping lifts learning outcome in science course

Schauffhauser, D. (2015, October 26). Flipping lifts learning outcome in science course. Campus Technology. Retrieved from https://campustechnology.com/articles/2015/10/26/flipping-lifts-learning-outcomes-in-science-course.aspx.

The results of a five year study are examined in this article about comparative learning styles. While all students benefited from the flipped classroom group, the students who were struggling the most in their class and had lower GPA’s showed the most improvement. The outcomes pointed to the ‘fundamental strength of the flipped classroom’.

Flipped classes continue evolving at Stanford and Harvard

Schaffhauser, D. (2015, October 20). Flipped classes continue evolving at Stanford and Harvard. Campus Technology. Retrieved from https://campustechnology.com/articles/2015/10/20/flipped-classes-continue-evolving-at-stanford-and-harvard.aspx.

Examples of flipped classes as well as the results of the change in format are highlighted for specific classes at both Stanford and Harvard. Both universities report pros and cons including the considerable time investment that instructors make to create videos for their courses as well as a mixed bag of success for both schools.

Research: using active learning more important than flipping the classroom

Meyer, L. (2015, March 3). Research: using active learning more important than flipping the classroom. Campus Technology. Retrieved from https://campustechnology.com/articles/2015/03/03/research-using-active-learning-more-important-than-flipping-the-classroom.aspx

Research from Brigham Young University reveals that student learning outcomes in traditional and flipped learning classrooms are the same as long as active learning techniques are used to engage students in the learning process.

How to go beyond the basics of flipped learning

McCrea, B. (2015, February 3). How to go beyond the basics of flipped learning. eCampus News. Retrieved from http://www.ecampusnews.com/top-news/beyond-basics-flipped-763/.

This article summarizes the work of three instructors who have taken the concept of flipped learning and expanded upon it to reach new levels of teaching. While all three utilize videos and pre-class work as part of their curriculum, other techniques such as dividing students into groups and forming conclusions to problems and using peer instruction are also highlighted. All three instructors report a positive impact to their new approach classroom instruction.

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