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Savvy Learning: Using Technology Wisely to Enhance Active Learning and Success in Class and Beyond Presiding Facilitator: Gerald R. Greenberg Senior Associate.

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Presentation on theme: "Savvy Learning: Using Technology Wisely to Enhance Active Learning and Success in Class and Beyond Presiding Facilitator: Gerald R. Greenberg Senior Associate."— Presentation transcript:

1 Savvy Learning: Using Technology Wisely to Enhance Active Learning and Success in Class and Beyond Presiding Facilitator: Gerald R. Greenberg Senior Associate Dean The College of Arts and Sciences Syracuse University ggreenbe@syr.edu

2 Facilitators: Mary Lerner Assistant Dean The College of Arts and Sciences, Syracuse University mlerner@syr.edu Rhona Free Vice-President for Academic Affairs Eastern Connecticut State University free@easternct.edu Kandice L. Salomone Associate Dean The College of Arts and Sciences, Syracuse University salomone@syr.edu

3 Objectives for todays workshop Determine: How to conceptualize and encourage the use of technology wisely to enhance active learning? What type of action plan for meeting your goals would work best at your institution? What pitfalls to expect for attaining your goals and how to devise strategies to overcome them?

4 Rhona Free Vice-President for Academic Affairs Eastern Connecticut State University free@easternct.edu Liberal Arts Work Initiative LAW

5 SAVVY LEARNING: USING TECHNOLOGY WISELY TO ENHANCE ACTIVE LEARNING AND SUCCESS IN CLASS AND BEYOND Rhona Free Provost and Vice President of Academic Affairs GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Eastern Connecticut State University

6 Eastern Connecticut State University A Liberal Education, Practically Applied GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Easterns emphasis on experiential education and applied learning History Mission Strategic plan– AAC&U Essential learning outcomes Academic Plan/High impact Practices Assessment tool Faculty priorities Parent and student values Employer values

7 AAC&U Essential Learning Outcomes Knowledge of Human Cultures and the Physical and Natural World (Liberal Arts Core courses) Intellectual and Practical Skills (Liberal Arts Core courses) Personal and Social Responsibility (How to develop, how to assess?) Integrative and Applied Learning (How to develop, how to assess?) GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

8 AAC&U Essential Learning Outcomes Personal and Social Responsibility Civic knowledge and engagement Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges Center for Community Engagement Service-learning Campus leadership- SGA, clubs and organizations GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

9 AAC&U Essential Learning Outcomes Integrative and Applied Learning Including synthesis and advanced accomplishment across general and specialized studies Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems Liberal Arts Work program GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

10 Applied learning for assessment AAC&U (2011) found that 79% of employers who participated in a survey would like colleges and universities to emphasize more the ability to apply knowledge and skills to real-world settings and that more than 80% believe that completion of a supervised and evaluated internship of community-based project would be very or fairly effective in ensuring that recent college graduates possess the skills and knowledge needed for success at their company. AAC&U, The LEAP Vision for Learning: Outcomes, Practices, Impact, and Employers Views. 2011 GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

11 Applied learning for assessment The AAC&U survey indicated that …faculty- evaluated internships ranked highest among a list of assessment practices in which business leaders recommend that colleges and universities invest scarce resources. Carey, AAC&U Peer Review, Fall 2010. Carey, S.J. Peer Review, Fall 2010, Vol. 12, No. 4., GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

12 Applied Learning: Liberal Arts Work Program GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Every Eastern bachelor degree seeking undergraduate student will achieve the learning goals identified in this proposal by completing a structured pre-professional experience prior to graduation. This experience will include internship, co-op, or other field experience off-campus or intensive faculty- mentored research, scholarship or creative activity on campus. This experiential learning will help students clarify their careers goals, develop their skills in real-world settings, and better prepare them for graduate school, employment, or other options.

13 Experiential Education: Prevalence before LAW initiative (based on calculations of student who complete a for-credit experience including independent study.) GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 ProgramPercent completing experiential component ProgramPercent completing experiential component ProgramPercent completing experiential component Accounting32Env Earth Sc.57Psychology73 Biochemistry80Elem. Ed.100Studio Art89 Biology52English64Sp/Leis.Mg100 Business91His/Soc Sci46Sociology39 Bus. Inf. Syst.89History38Social Work100 Comm.100Math48Spanish45 Comp. Sci.50Perf. Arts100Visual Arts76 Early Ch. Ed.100Health/P.E.75Overall66 Economics74Poli Science64

14 Liberal Arts Work: Learning goals for internships/teaching practica/co-ops/other LAW designated courses GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Students will satisfy the LAW requirement by completing an approved activity that achieves specified learning goals. Students who complete the LAW experience through internships, teaching practica, co-ops or other LAW designated courses: 1. Will be able to demonstrate that they understand the connection between theory and practice as it relates to their experience. 2. Will be able to demonstrate an ability to function effectively in a professional environment. This can include work products, workplace ethics, comportment and other workplace behavior. 3. Will be able to articulate their interests, abilities and values in relation to the career experience.

15 Liberal Arts Work: Learning goals for student research or creative activity with faculty GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Students who complete the LAW requirement through research or creative activity with faculty will: 1. Complete academic research or production/performance of artistic work under the supervision of, or in collaboration with, a faculty member, and in doing so demonstrate the ability to function as a professional within a chosen field of study. 2. Display abilities (knowledge, skills, attributes) that allow the student to engage a particular research problem or creative question and then apply those skills within the framework of professional study or creative activity within their field or subfield. 3. Formally present the research at an academic conference (undergraduate or professional) or submit the work to an academic journal for publication or present/exhibit/perform the work in an appropriate setting.

16 Liberal Arts Work: Categories of activities GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Undergraduate Research and Creative Activity Internships: paid and unpaid, on and off campus Student teaching On campus and off campus paid jobs On campus and off campus unpaid internships Co-ops Service-learning Field-based course work Capstone projects

17 Liberal Arts Work: Challenges GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 Lack of established internships Lack of public transportation Evidence of uneven participation: AAC&U 2011– 56% of Whites v. 45% of Black or Hispanic seniors participate in internships, 22% of non first- generation students do research with faculty v. 16% of first generation. Reluctance of some departments to promote activities viewed as vocational. Concern among some departments that some students will not be successful at completing research. Faculty load credits constraints for supervision of internships. Lack of office space, equipment, supervision at non-profits locations. Insufficient opportunities to present of publish their research. For non-traditional students is this a valuable requirement?

18 The Work Hub: A technological solution to some of the challenges GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013 The Work Hub: Using technology to promote equal access to active, integrative, and applied learning.

19 Liberal Arts Work: The Work HubLiberal Arts Work: The Work Hub Three examples of technology-enhanced applied learning in the Work Hub: Grant Associate Program CIGNA Design Studio GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

20 Continued challenges? Creating more opportunities (internship hosts still want students at their sites) Information security GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

21 The Work Hub model on other campuses? Do students face the same geographic and time constraints? Can/will campus IT support the Hub? Is there a way to compensate faculty for supervising or mentoring student activity in the Work Hub? Is that essential? Do students have to get credit? Do students have to pay for the experience? Should for-profit enterprises have to pay to participate? GENERAL EDUCATION AND ASSESSMENT: A Sea Change in Student Learning Boston, Massachusetts, February 28–March 2, 2013

22 Gerald R. Greenberg Mary Lerner Kandice L. Salomone The College of Arts and Sciences Syracuse University Serendipitous Transformation: Digital Humanities Excellence Initiative is Springboard for Cyberliteracy and Emerging Pedagogies

23 Where it All Started The Deans Excellence Initiatives Wall Graphics Needed

24 The Digital Humanities Initiative Meets Frustrated Professor

25 Serendipity CAN be Transformative

26 You want WHAT?? Isnt this what faculty SHOULD be doing? Recalibrate…. Recalibrate…. Recalibrate…. Board of Visitors Todays classroom. Whats next?

27 Duncan Brown Physics BEFORE AFTER

28 PATRICK BERRY Writing

29 Cyberliteracy & Emerging Pedagogies Kick-Off Meeting

30 Laurinda Dixon Art History

31 Does it matter to students?

32 Lessons Learned Work with those interested Maximize talents of those interested Create excitement by showcasing work Develop creative support mechanism Find hidden talent

33 Next Steps Pedagogy Center – Speaker from NITLE – Faculty fellowship program (with overlap) – Two symposia a year – Resources from advancement outreach What are YOUR next steps?


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