"Towards Excellence in Teaching"
March 3, 2012
8:30 a.m. - 8:50 a.m. Welcome/Introductions (Lower RTUC)
9:00 a.m. - 9:50 a.m.
Mary Jane Linton and Isabel Ososki, “Enhancing Critical Thinking Skills in the Quest to Improve Quality and Safety in Health Care Delivery” (ADM-Scovill Hall Room 207)
Health care education today is being driven by the results of the 2001 Institute of Medicine report “Health Professions Education: A Bridge to Quality” including the concepts of patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. The IOM quality initiative strives to close the gap between the ideals of health care delivery and actual current practice. Educators play a prominent role in implementing pedagogy to support the vision of this initiative. Outcomes focus on reducing the burden of altered health status, improving functionality, and improving satisfaction with health care delivery among consumers.
The constructivist educational theory espoused by Mezirow, holds that learning is dynamic and that the learner is an essential and active participant; that the teacher is a guide or facilitator to learning, and that the journey is as important as the destination. It involves active learning strategies that create contexts that are personally meaningful and build from current levels of understanding.
As part of this presentation we will describe several classroom and practice assignments that foster integration, synthesis of knowledge, critical thinking and reflection. These are controlled assignments - structured in a safe environment - that provide very important tools to help students become successful practitioners. Through these activities behavior can be modeled to help students integrate classroom theory in everyday practical experiences and motivate them to extrapolate a theoretical plan into real life action. If constructed well, these assignments not only increase knowledge, but also provide avenues for analysis and synthesis as well.
By combining the ideals set forth in the IOM Quality and Safety Education for Nurses (QSEN) project and the tenets of constructivist educational theory in developing and implementing pedagogy, beginning practitioners will be more prepared to deliver quality, theoretically sound, health care.
George Bennett, “Four Questions that Led to Value-Added Chemistry” (ADM-Scovill Hall Room 212)
The process of integrating scholarship with teaching begins, as scholarship itself does, with asking the right questions. This presentation will cover four questions that a faculty member must answer before integration of scholarship and teaching can happen effectively. The presentation will also include a case study of how the four questions were answered when green chemistry research was integrated with the chemistry curriculum at Millikin University. A discussion of the considerations that are common to multiple areas of scholarship will be intended to help faculty members who are interested in integrating their scholarship and teaching.
Rachel Bicicchi, Mindy Kushniroff, Kenneth Laundra, and Travis Stimeling, Modalities of Online Instruction and Institutional Collaborations (ADM-Scovill Hall Room 213)
As the 2011 Nyberg Seminar report suggests, the faculty at Millikin University are widely engaged in a variety of online and hybrid-online instructional models and have been developing numerous pedagogical practices that are supportive of Millikin University’s mission statement. In this presentation, four members of the 2011 Nyberg Seminar will offer brief presentations outlining the opportunities and challenges presented by the increasing acceptance of online and hybrid-online instructional models. Rachel Bicicchi will discuss the implementation of the Summer Faculty Book Group and the university’s efforts to support faculty in developing pedagogy that integrates technology. Mindy Kushniroff will discuss her award-winning research paper “Bricks or Clicks in Education: Which Method is the Most Beneficial to the Students?” Ken Laundra will discuss some considerations and consequences for the development of a hybrid course at Millikin. Travis Stimeling will discuss the Critical Voices project, an online undergraduate book review journal resulting from the collaboration of Millikin students with students and faculty members at the University of Guelph. Taken together, these presentations seek to encourage further campus discussion of the best practices in online and hybrid-online pedagogy and how those best practices might be activated in support of Millikin’s mission.
10:00 a.m. – 10:50 a.m.
Ed Acheson and Katherine Fritts, Active Learning Strategies (ADM-Scovill Hall Room 207)
Science classes are typically taught using a traditional, passive lecture approach. However, science educators are slowly moving toward a more active learning approach. Active learning requires that students do something other than passively listen. Many techniques fall into the category of active learning: discussion, debate, case studies, concept maps, KWL charts, etc. In this workshop, we will model several active learning strategies that are easy to implement into your current curriculum. In addition to modeling the techniques we would like to promote an active discussion of your experiences with active learning techniques. While our focus will be on science courses, we invite and encourage faculty from all disciplines to attend.
Carmen Aravena, Tips and Pointers for Faculty Taking Students Overseas (ADM-Scovill Hall Room 212)
Millikin University is committed to increasing the global and international awareness of faculty, student and staff on campus. The Center for International Education (CIE) will assist students and faculty in answering questions on the Semester and Immersion experiences abroad.
The goal of this workshop is to provide:
· Solutions to student and faculty insurance concerns
· Tips on personal safety abroad
· Methods for developing study abroad programs
· Completing the proper forms and paperwork for Center for International Education (CIE)
11:00 a.m. - 11:50 a.m.
Robert Money and Larry Troy, Weaving in Action: Student Artifacts and the Vertical Integration of Skills in the Sequential Elements of University Studies (ADM-Scovill Hall Room 207)
One distinctive feature of our University Studies program is its commitment to the vertical integration of key skills in the sequential elements (e.g., IN140, IN150/151, IN250/251, and IN350). The three skills of writing, reflection, and ethical reasoning are introduced in the foundational first year courses. Each skill is then reinforced and extended in the sophomore and junior year courses. In this way, we aim to “weave” the skills throughout the curriculum. Our presentation will utilize actual student artifacts from IN140 to IN251 and IN350 to demonstrate how the skill of ethical reasoning can be implemented vertically across the sequential elements. Discussion will include how we have conceptualized ethical reasoning, the usefulness of rubrics, the importance of assignment construction, and more.
Brian Justison, Advising as Teaching: The Plan of Study (ADM-Scovill Hall Room 212)
Advising as teaching is often defined by a learner-centered approach driven by self-discovery, reflection and self-direction. It inherently seeks to build upon strengths and proclivities through on-going reflection and formative assessment whereby a process of facilitating and integrating reasoned choices promotes each student’s personal and professional growth. This presentation examines how the Plan of Study serves to support academic advising at Millikin.
Mark Munoz and Rick Bibb, Student, Faculty and Peer Collaboration: The International Consulting Class Model (ADM-Scovill Hall Room 213)
The academe is a rich, vibrant environment where learning is possible across disciplines, venues, and levels. One model that embodies multiple collaborations is a class called “International Business Consulting.” In this class, the instructor works with fellow professors, guest consultants, and students in order to complete a comprehensive research report for an international “client” within one semester. This intense, demanding and highly collaborative course offers a unique experiential learning experience for all participants.
12:00 p.m. – 12:30 p.m. Lunch (Lower RTUC)
12:30 p.m. – 1:30 p.m. Keynote Speaker (Lower RTUC)
Welcome Dr. Carl Grant!
Professor, University of Wisconsin-Madison
Author, Learning to Teach Everyone’s Children: Equity, Empowerment,
and Education that is Multicultural
1:30 p.m. – 2:30 p.m. Faculty Awards
& Closing Remarks (Lower RTUC)