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Posted: June
17 , 2008
Using
Events of Instruction
The
Events of Instruction
have been successfully
used for fifty
years to organize
and strengthen
courses and improve
learning. Join
Ireta Ekstrom as
she discusses these
five steps and
gives practical
suggestions for
incorporating them
into your courses.
|
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Posted: June
10 , 2008
Evaluating
Online Course
In
this video John
Coaster describes
ways to think about
and evaluate your
online course. Included
in this video are
considerations
pertaining to developing
your online course,
communication with
and between students,
and ways to think
about the effectiveness
of the course.
|
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Posted: May
27, 2008
Enhancing
Online Interactivity
In
this video Kate
Unterborn describes
ways to enhance
interactivity in
an online course. These
same techniques
can be used in
any class to enhance
communication and
increase connection
among students
within the course.
Tips include measuring
interactivity,
increasing interactivity,
and a few resulting
benefits of the
increased interactivity. |
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Posted: May
20, 2008
Course
Sequencing
Sequencing
content is one
step in designing
a successful course.
Join Ireta Ekstrom
as she describes
and gives examples
for five methods
of sequencing content
to ensure that
your course has
the best sequence
for ensuring maximum
student learning. |
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Posted: May
13, 2008
Classroom
Assessment
Techniques
Classroom
Assessment Techniques
(CATs) help both
faculty and students
know how well some
aspect of a course
is understood.
Todd Zakrajsek
describes five
CATs in this five
minute video and
offers tips for
beginning the process
of using them,
effectively implementing
them in the classroom
and utilizing the
information from
the student responses.
|
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Posted: April
8 , 2008
Diverse
Talents & Ways
of Learning
Respecting
Diverse Talents
and Ways of Knowing
is principle seven
of Chickering and
Gamson’s Seven
Principles for
Good Practice in
Undergraduate Education.
This five minute
video by Todd Zakrajsek
provides a few
suggestions on
considerations
in meeting the
needs of a variety
of learners. |
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Posted: April
1 , 2008
High
Expectations
Communicating
high expectations
is principle six
of Chickering and
Gamson’s Seven
Principles for
Good Practice in
Undergraduate Education.
This five minute
video by Todd Zakrajsek
provides a dozen
methods of holding
students to high
standards while
doing what you
can to help them
be successful. |
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Posted: March
25, 2008
Time
On Task
According
to Chickering and
Gamson, increasing
students’ involvement
in a course increases
learning (“time
plus energy equals
learning”). In
this video, Ireta
Ekstrom discusses
methods of increasing
students’ time
in course materials
as well as methods
of decreasing time
spent in non-academic
course tasks
|
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Posted: March
18, 2008
Encourage
Active Learning
Active
learning is the
third element in
Chickering and
Gamson’s Seven Principles
for Good Practice
in Undergraduate
Education.
This five minute
video includes
both definitions
of active learning
and specific strategies
for incorporating
this important
concept into your
courses. |
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Posted: March
11, 2008
Reciprocity
and Cooperation
Among Students
In
this Take 5 for
Teaching, Todd
Zakrajsek provides
several ideas
on how to implement
Chickering and
Gamson's second
principle for
effective teaching, “Good
practice in undergraduate
education encourages
cooperation and
reciprocity among
students." |
Date: February
3-7
CMU
Spring Break |
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to View |
Posted: February
26 , 2008
Principles
of Undergraduate
Education
Increasing
Students and Faculty
Contact
In 1987, Arthur
W. Chickering and
Zelda F. Gamson
published the “Seven
Principles for
Effective Practice
in Undergraduate
Education.” In
this Take 5 for
Teaching, Todd
Zakrajsek gives a
dozen ideas on
how to implement
the first principle, “Good
practice in undergraduate
education encourages
contact between
students and faculty. |
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Posted: February
19 , 2008
Prompt
Feedback
Good feedback
can help keep
a student on
track and learning,
whereas a lack
of feedback can
lead to uncertainty
and confusion. Prompt
feedback is one
of Chickering
and Gamson’s
Seven Principles
in Effective
Undergraduate
Education. In
this video, Ireta
Ekstrom discusses
a few methods
to assist in
giving student
feedback.
|
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Posted: February
12 , 2008
Embracing
the Age Gap
The
classroom today
consists of a wide
variety of ages.
This Take 5 will
give you practical
tips and techniques
for moving towards
a more inclusive
classroom experience. |
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Posted: February
5 , 2008
Updating
Courses
Follow
this proven six-step
Instructional Design
process to successfully
redesign and update
your courses. |
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Posted: January
29 , 2008
Think,
Pair, Share
In this video
Todd Zakrajsek
describes the think-pair-share,
a method to get
more students involved
in the class discussion. This
technique, developed
by Frank Lyman
and first published
in 1981, is particularly
effective if you
primarily lecture
and would like
a low-risk, and
low-effort method
to bring active
learning into your
class.
|
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Posted: January
23 , 2008
Learner
Analysis
Knowing
who your learners
are is a fundamental
part of course
design. Join Ireta
Ekstrom has she
explores three
principles of learner
analysis and how
differences in
students’ personal
characteristics,
knowledge and interest
and time constraints
can affect what
students learn
and how much they
learn. |
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Posted: January
14 , 2008
Grading
Rubrics
In
this video, Todd
Zakrajsek describes
the basics of grading
rubrics, a method
to score student
work faster and more
consistently. Rubrics
may be used for term
papers, essay exams,
oral reports, group
projects, multimedia
projects, and a host
of other possibilities. |
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Posted: December,
2007
Problem
Based Learning
Problem-based
learning is a teaching
strategy that uses
open-ended situations
to encourage more active
involvement from your
students. In
this video Ireta Ekstrom
provides some basics
about problem-based
learning as an active
learning technique. |
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to View |
Posted: August,
2007
First
Day of Class
Whether
you are walking into
your very first classroom
as an instructor or you've
been doing it for decades,
we encourage you to take
a few minutes to watch
this short video to make
your and your students'
experience that much
better on the first day
of class. |
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Posted: March,
2007
Adult
Learners
Teaching
adults can offer both challenges
and rewards. In this episode
of FaCIT’s “Take
5 For Teaching,” Ireta
Ekstrom briefly outlines
the top five concepts to
keep in mind about adult
learners and offers suggestions
for how you can design
a course to best meet their
needs. |
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Posted: January,
2007
Teaching
for Inclusion
The very concept
of inclusion means creating
classrooms that are as welcoming
as possible for individuals
from a wide diversity of
experiences, beliefs, and
behaviors. In this
episode of FaCIT’s "Take
5 For Teaching,” Todd
Zakrajsek will briefly outline
some steps anyone can take
to help students from minority
groups to learn and to help
you to demonstrate to your
students that equality in
your classroom is expected. |
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Posted: January,
2007
Learning
Students' Names
Learning a
person's name is the ideal way
to demonstrate you care about
the individual and a first step
in building rapport with anyone.
In this 5-minute
episode of FaCIT’s "Take
5 For Teaching,” Todd
Zakrajsek presents some basic
ideas on learning the names
of your students. |
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Posted: December,
2006
Course
Design
When putting
together any course it is important
to make sure you have a solid
foundation. In this episode
of FaCIT’s "Take
5 For Teaching,” Ireta
Ekstrom discusses the three
key points to consider in developing
your class: outcome,
activity, and assessment. She
describes in this video how
these three elements work together
to provide a more coherent
learning experience for the
student and a method to make
sure you are covering the important
aspects of your course |
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Posted: November,
2006
The Last Day of Class
The last day of any
class is a special day in the life
of the academic calendar. This episode
of FaCIT's "Take
5 For Teaching" features a few
examples of things you can do on
the last day to help students to
transition out of the course and
maybe to reflect a bit on what they
have learned. |
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Posted: November,
2006
Seven
Principles for Good Practice in
Undergraduate Education
This is the first in a new series
by FaCIT called: "Take
5 For Teaching." These five
minute videos of tips and techniques
address a variety of issues related
to effective teaching and learning.
This first video is based on the "Seven
Principles for Good Practice in Undergraduate
Education," created
by Art Chickering and Zelda Gamson.
|
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Posted: October,
2006
Distinguished
Faculty Series :: Gary Gagnon ::
Recreation, Parks & Leisure Services
In this program Professor
Gagnon discusses the importance of
creating a culture of learning in
the classroom, the value of respect,
why instructors should learn students’ name,
the value of verbal communication
skills, and tips on maintaining enthusiasm
in the classroom. Professor
Gagnon is the recipient of the College
of Business Administration Teaching
Award in 2002, the Ameritech teaching
Award in 2003, the CMU Excellence
in Teaching Award in 2004, and the
CASE Michigan Professor of the Year
Award in 2005. |
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Posted: January,
2005
Distinguished
Faculty Series :: Lorrie Ryan ::
Human Environmental Studies
In this program Dr.
Ryan discusses building community
in the classroom, the value of respect,
dealing with the first day of class,
what she has learned from her students,
Dr. Ryan’s characterization
of the average CMU student, what
she has learned from colleagues,
suggestions for new faculty, and
the value of a teaching conference. This
interview was filmed in January 2005. Lorrie
passed away September 2005, following
a long battle with cancer. |
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to View |
Posted: October,
2005
Teaching
and Teaming with Technology
ORSP and
FaCIT hosted their inaugural Friday
tea for faculty. The topic was "Teaching
and Teaming with Technology." Guest
speakers were Lana Ivanitskaya of
Health Sciences and George Hess of
Music. The event was held on Friday,
Oct. 7, from 11 a.m. to 12:30 p.m.
in the Baber Room, Park Library. |
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Posted: September,
2005
Teaching
and Teaming with Technology
On September 30th, CHSBS and
FaCIT hosted a demonstration and
discussion of Turnitin.com. We have
a campuswide site license for faculty
to use this anti-plagiarism software.
Ethical and legal implications were
part of the event discussion. Facilitators
included Roger Hatch, Todd Zakrajsek
and Mary Roy. |
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Posted: May,
2005
Identifying
and Understanding Internet Plagiarism
CMU Head of Reference
Services Michael Lorenzen lectures
on plagiarism. The presentation
examines why students plagiarize, how
students find materials to plagiarize, methods
for detecting plagiarism, and ideas
for designing writing assignments
which are not conductive to plagiarism
attempts. It also gives a brief
overview to turnitin.com which is
a plagiarism detection service which
CMU subscribes to currently. |
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to View |
Posted: February,
2005
Assessing
Performance: Fairly and Objectively
A Discussion on Student
Learning: The Assessment Council,
Office of Academic Affairs and the
College of Communication and Fine
Arts sponsored a mini-workshop on Assessing
Performance: Fairly and Objectively. The
workshop organized by Dr. Mary Jo
Lodge, Speech and Communication and
Fine Arts featured two CMU faculty
presenters, Dr. Allan Gumm, School
of Music and Ms. Patti Williamson,
Broadcast and Cinematic Arts, who
engaged participants in development
and use of an evaluation guide (rubric)
to clearly define criteria and outcomes
for assessing student learning associated
with performance.
Related Downloads:
Valuing
Student Learning: Reference List
Course-Embedded
Assessment and Use of Scoring Rubrics
|
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Posted: January,
2005
Fast
But Fair Methods to Grade Writing
On Friday,
January 21st, Linda Nilson of Clemson
University's Office
of Teaching Effectiveness and Innovation presented
two workshops to approximately 70
CMU faculty. The topic was "Fast
But Fair Methods to Grade Writing"
Download
and view the flier that was
distributed prior to the event.
This event was sponsored
by The
CMU College of Business Administration and
The Faculty Center for Innovative
Teaching. |
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to View |
Posted: January,
2005
Why
can't they learn what I teach
them?
CMU's Department
of Geology hosted a visit by
Dr. Karen Havholm, a geology faculty
member at the University
of Wisconsin at Eau Claire and
a distinguished lecturer from the National
Association of Geoscience Teachers,
when she presented "Why can't
they learn what I teach them?" on
January 20th and 21st.
This talk
was geared especially for earth science
ed. and integrative science ed students. |
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Posted: November,
2004
College
Cheating
In November of 2004 Don McCabe,
Professor of Organization Management
at Rutgers University, visited the
campus of Central Michigan University.
McCabe has done extensive research
on college cheating having surveyed
over 25,000 students over the last
12 years.
His work has been published widely
in business, education and sociology
journals and he is founding president
of the Center for Academic Integrity,
a consortium of over 300 colleges
and universities who are joined in
a united effort to promote academic
integrity among college and university
students.
The event was sponsored
by The
Center for Professional and Personal
Ethics, The Faculty Center
for Innovative Teaching and The
College of Humanities and Social
and Behavioral Sciences.
|
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Click to
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|
Posted: October,
2004
Brown versus Topeka Board of Education
The Diversity Campus
Forum...focused on the Brown versus
Topeka Board of Education decision
in 1954 that eliminated segregation
in the public schools. A special feature
of the forum was a series of panel
discussions featuring several faculty
members, judges and distinguished guests
discussing the impact of this decision
on American education over the past
50 years and its role in creating a
racially equitable/just society.
Former Detroit Mayor Dennis Archer
focussed on the Brown versus Topeka
Board of Education decision in 1954
that eliminated segregation in the
public schools.
Part #1 - Archer
focussed on the Brown versus Topeka
Board of Education decision in 1954
that eliminated segregation in the
public schools.
Part #2 & 3 - A
special feature of the diversity
forum was a series of panel discussions
featuring several faculty members,
judges and distinguished guests discussing
the impact of the Brown vs. Topeka
Board of Education decision on American
education over the past 50 years
and its role in creating a racially
equitable/just society. |
