1. Large Enrollment Classes II: Getting and Keeping Student Buy-in Creating a Course with a Focus on Learning Keeta M. Holmes Margaret W. Cohen Center for Teaching and Learning University of Missouri – St. Louis Best Practices in Course Redesign Missouri NCAT Summer Workshop July 9, 2012

2. Why adopt practices that focus on learning?  Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1987)  How College Affects Students (Pascarella and Terenzini, 1991;2005)  National Survey of Student Engagement (Kuh, 1998 - present)  Learner-Centered Teaching (Weimer, 2002)

3. Education is not the filling of a pail, but the lighting of a fire. … W. B. Yeats

4. Learner-Centered Teaching (Weimer, 2002) “Being learner-centered focuses attention squarely on the learning:  what the student is learning,  how the student is learning,  the conditions under which the student is learning,  whether the student is retaining and applying the learning, and  how current learning positions the student for future learning…. When instruction is learner-centered, the action focuses on what students (not teachers) are doing” (p. xvi).

5. Objectives  To show how the syllabus can be a blueprint for learning and success  To focus on practices that offer students’ feedback  To initiate effective communication strategies (faculty  student & student  student)  To offer strategies for sustaining students’ engagement Think NSSE benchmarks for engagement

6. Package the syllabus to  Be the blueprint for success  Set the stage & context for learning  Initiate positive faculty interactions with students  Rely on a tone that motivates (not deflates) Essential elements in a syllabus template: http://www.umsl.edu/services/ctl/instr_support/tch ng_res.html

7. Is your syllabus designed to build on prerequisite courses? prepare students for higher level courses? support program objectives and goals?....program context creates relevance

8. Does your syllabus convey What will be learned? How it will be learned? Link objectives to assignments and grading criteria?....content challenges students’ engagement

9. For each outcome, the syllabus identifies:  What the student will learn objectives  How the student will learn activities in class & out  Under what conditions class, lab, project, practicum solo, small groups, whole class  How the student will retain & apply the learning demonstrations, assignments assessments for each  Why that matters immediately & over the long term how curriculum cumulates preparation for next course, capstone, internship

10. Do syllabus messages  Place value on socially and personally responsible behaviors?  Show how students will acquire the tools needed to meet objectives?  Explain “how to be successful in this course”?  Introduce you & your teaching philosophy?

11. How do our colleagues do this?  Teaching philosophy (pp. 44 - 48)  Policies and expectations (pp. 77 - 87) attendance, late papers, missed tests, civility, netiquette  Policies and expectations (pp. 87 – 92) academic integrity, disability access, safety  How to succeed in this course (pp. 102-110)

12. Are you on the same page?

13. Syllabus – an agreement that includes:  Stated objectives  Requirements and due dates  Schedule of topics w/ important campus dates  Expectations Academic honesty Civility Disability access Student Conduct Code Netiquette Safety  Syllabus template available at: http://www.umsl.edu/ctl http://www.umsl.edu/ctl Share electronically w/students and refer to early and often

14. An effective blueprint  Takes the mystery out of learning – the syllabus is transparent  Outlines clearly students’ responsibilities  Shows how content is relevant  Has options for ownership Offers options Requires involvement Takes commitment seriously

15. First Assignment Options 1.Syllabus quiz online or in class quiz online 2.Syllabus bingo/scavenger hunt scavenger hunt 3.Syllabus jigsaw in-class discussion jigsaw in-class discussion 4.Syllabus screen casting (Example) Demo: Screencast-o-matic ExampleScreencast-o-matic  Acknowledge with a signature or a learning contract – Example Example …Commitment does lead to ownership

16. Accountability Be present, participate, be professional  Assign Points  Students define behaviors  Invoke standards of the discipline  Behaviors apply to individual & groups  Self and instructor assess at mid-term  Self and instructor assess at end

17. EdPsy 3212 examples  Attendance Punctual Responsive (verbally, nonverbally) Apply your mind and body Pay attention Requesting & submitting work when not in class Alerting professor to absence or tardiness  Participation Active involvement Complete assignments Do your share of work Come prepared In class discussion Sharing ideas Information offered verbally or in writing Being receptive - good listening Being expressive – ask questions

18. 3312 Examples (con’t.)  Professionalism The way you present yourself Respecting others Proper conduct Following classroom rules Exhibiting a positive and respectful attitude Being ethical and enthusiastic Being punctual Respect for other people's views, values, and opinions, in and out of class. No whining  AAAS: Access to data Scientific freedom Defining intellectual property Protecting human subjects Exchanging info across borders (internat’l ethics) Research integrity Responsibility and accountability Research misconduct

19. Communication Strategies  Assignments early and often Minute papers Attendance quizzes  GLA/ULA communication role  TA monitoring participation  Systems to reach out to no-shows Video email Academic / Early Alert Systems Group – Peer Pressure

20. Video Email: Eyejot Video email system Video can be played with any email service (no special players required) Trick in the toolbox to get attention

21. GLA and ULA Support Roles  Virtual office hours  Monitor discussions  Identify students in academic trouble  Grading w/instructors’ rubrics  Facilitate group activities

22. Feedback Strategies  Self-assessment  Immediate feedback (publisher, online testing, etc.)  Peer Review and Revision Calibrated Peer Review (free) Calibrated Peer Review  Meaningful feedback from GLAs  Meaningful feedback and presence from instructor, early and often

23. Peer Review and Revision Basic form of collaboration Honors expertise Self-assess and peer assessment Challenge to revise Models success

24. Prepare students for their responsibilities for learning  For each activity, explain Reasons for your methods How activities relate to objectives How activities relate to future successes How the strategies support learning  Make expectations clear In syllabus In class and online Emphasize that effort  learning Reinforce (remind) strategically

25. Reinforce message of success  Meet the needs of the student through effective communication and course design Welcoming introduction to you, the course and each other Orientation to design and the supports available Clear instruction Understandable and structured assignments Team of mentors to ensure success  Peers  ULAs  GLAs  Instructor Transparent grading policies Timely feedback

26. Essential elements in a syllabus http://www.umsl.edu/services/ctl/instr_support/tchng_res.h tml O’Brien, Millis, Cohen (2008). The course syllabus: A learning-centered approach. San Francisco: Jossey-Bass. Campus Contacts: Peggy Cohen: Peggy_Cohen@umsl.eduPeggy_Cohen@umsl.edu Keeta Holmes: Holmeskm@umsl.eduHolmeskm@umsl.edu