22nd Annual FACET Retreat Keynote Address May 21, 2010 Questing Inward, Outward, and Forward: The Intrapersonal, Interpersonal, and Transpersonal Nature of Teaching Excellence Bernardo J. Carducci FACET Class of 1989 Indiana University Southeast

The Dominant Response: A Unifying Principle Transition Triggers the Dominant Response Dominant Response Defined Purpose of the Dominant Response Problems with the Dominant Response Responding to the Dominant Response Producing a Productive Dominant Response

Questing Inward: Intrapersonal Considerations Intrapersonal Considerations: Processes operating within the individual that influence successful teaching Basic Process: Internal Factors that Influence How Students Learn Basic Issue: Changing Technologies for Learning vs. Stable Principles of Learning Basic Principles of Learning: Four E’s of Effective Learning Engagement: Attention Encoding: Organization Elaboration: Meaningfulness Evaluation: Feedback

Basic Principles of Learning: Four E’s of Effective Learning Step 1: Engagement: Capturing Attention Basic Response of Technology: “Identity Intensity Game” and the Fight to Capture Attention Basic Brain Response: Sensory Adaptation and a Drift to Boredom Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain Pedagogical Dinner Party—“Teaching Around Your Plate” From the Kitchen to the Classroom: The “15-Minute” Rule

Basic Principles of Learning: Four E’s of Effective Learning Step 2: Encoding: Organization Basic Response of Technology: Standardization of Information Basic Response of the Brain: Seeking and Creating Organization Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain Prior to Class: Getting Organized During Class: Stay Organized After Class: Continued to be Organized Vary Your Organization: Disorganize Your Organization

Step 2: Encoding: Organization Prior to Class: Getting Organized Post PowerPoint Outlines Post Course Objectives Post List of Key Terms Post List of Key Concepts Post List of Key Connections

Step 2: Encoding: Organization During Class: Stay Organized Begin class with a summary of what will be covered in that class Use phrasing during class that signals to students that principal information is about to be presented: ▪ “As was noted in the list of course objective, …” ▪ “Now here is a connection posted earlier.” End class with a summary of highlighted information Use in-class quizzes at various points in the class to reinforce information deemed critical Temporal Structure—The Use of Class Time ▪ Showing up on time or even early ▪ Stopping on time ▪ Use all of the class time

Step 2: Encoding: Organization After Class: Continue to be Organized Periodically schedule review sessions during office hours, since you are already there Schedule review sessions with TAs or supplemental instructors Point to Remember: Vary Your Organization to Capture Attention and Avoid Sensory Adaptation

Basic Principles of Learning: Four E’s of Effective Learning Step 3: Elaboration: Creating Meaningfulness Basic Response of Technology: Promoting the Process of Identification, Self-Disclosure, and Social Networking Basic Response of the Brain: The Self-Reference Effect Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain + a Touch of Narcissism Indirect Sources of Self-Reference: Ready-Made Resources Direct Sources of Self-Reference: Self-Made Resources Share the Self-Reference Resources: “Look-At-Me”

Step 3: Elaboration: Creating Meaningfulness Indirect Sources of Self-Reference: Ready-Made Resources YouTube Video Movie Clips Music Lyrics Web links on Specific Topics Academic-Based Blogs Direct Sources of Self-Reference: Self-Made Resources “I See Theory” Essays “As If” Essays or Activities Course-Based Personal Narratives Self-Based YouTube Videos Data-based Course Blogs Point to Remember: Self-Reference Expressions Should Be Linked to Course Content

Basic Principles of Learning: Four E’s of Effective Learning Step 4: Evaluation: Providing Feedback Basic Response of Technology: Providing an Immediate and Relevant(?) Response Basic Response of the Brain: Feedback is the Cornerstone of Adaptation but is Mediated by Motivation Basic Solution: Combine the Basic Response of Technology and the Basic Response of the Brain Frequency of Feedback Variation of the Feedback Consequences of the Feedback Point to Remember: Response to Evaluation will be Linked to the Previous Three E’s

Questing Outward: Interpersonal Considerations Interpersonal Considerations: Processes Operating to Help Making Connections with Others to Facilitate Your Research Efforts Basic Issue: Teaching vs. Research Basic Response: Promote Creative (Divergent) Thinking Rethinking the Relationship Between Teaching and Research Reexamining and Expanding Your Research Comfort Zone Basic Solution: Practice Divergent Thinking Academic Double Dipping: Maximizing Your Teaching Efforts Making Campus Connections: Collaborate with Others Within and Outside of Your Department

Basic Solution: Promoting Divergent Thinking Academic Double Dipping Assess Teaching Variations for Research Reports Evaluate Classroom Exercises and Activities for Research Reports Convert Classroom Exercises and Activities into Student Workbooks Convert Quizzes Practice Manuals and Test Items into Test Banks Consider Writing Textbook Supplements Based on Courses You Teach Covert Lecture Notes into Textbooks (Hint: Use PowerPoints as Chapter Outlines)

Basic Solution: Promoting Divergent Thinking Making Campus Connections Expand Your Knowledge Base on Your Campus ▪ Pay Attention to What Others are Doing Within Your Department and Talk to Them About It ▪ Pay Attention to What Others are Doing Outside of Your Department and Talk to Them About It Expand Your Knowledge Base on What Others are Doing on Other Campuses and Talk to Them About It Look for Opportunities to Collaborate with Individuals in Your Community

Questing Forward: Transpersonal Considerations Transpersonal Considerations: Future Trends and Possibilities Beyond Traditional Opportunities for Teaching Excellence Basic Response: Teaching Outside the Classroom—Teaching as Community Service Giving Teaching Excellence Away Alfred Adler’s Social Interest: A FACET Philosophy Campus Community  Community Campus Basic Issue: Fear of the Unknown and Unfamiliar Basic Solution: Intrapersonal and Interpersonal Resources Go with What You Know: Staying with Your Strengths Utilize a Factorial Approach: Getting Out of Your Comfort Zone

Transpersonal Strategies for Expressing Teaching Excellence: Teaching as a Style of Life Day-to-Day Expressions of Teaching Excellence: Model Social Interest Minimize Electronic Isolation: Log Off Your Computer and Log Into Life Share Your Knowledge with Others in the General Public Volunteerism: Become More Involved in the Lives of Others Bottom Line: The Real Expression of Teaching Excellence is in the Heart, not just in the classroom or online.

The End But Don’t Be Shy about Keeping in Touch. Here’s How: Bernardo J. Carducci, Director Shyness Research Institute Indiana University Southeast New Albany, IN