1 / 20

Fostering Climates of Learning for Future Students Betsy L. Diegel, Ed.D

Fostering Climates of Learning for Future Students Betsy L. Diegel, Ed.D Director or Academic Services & Associate Professor. Ground Rules. Be open-minded Be honest with yourself Raise your hand and answer or verbally reflect on any question I have in the presentation.

muncel
Download Presentation

Fostering Climates of Learning for Future Students Betsy L. Diegel, Ed.D

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fostering Climates of Learning for Future Students • Betsy L. Diegel, Ed.D • Director or Academic Services & Associate Professor

  2. Ground Rules • Be open-minded • Be honest with yourself • Raise your hand and answer or verbally reflect on any question I have in the presentation. • Commit to making at least one change for future teaching practices.

  3. Survey • A student perspective view of your classroom….

  4. Vincent TINTO • 5 main conditions that we as faculty have control over: • 1. Expectation • 2. Advice • 3. Support • 4. Involvement • 5. Learning • Students are much more likely to persist and graduate in settings that support the above. • Take control so students can realize their full potential of developmental growth. • Most important condition for student retention: Fostering learning

  5. NSSE (National Survey of Student ENGAGEMENT • 5 benchmarks of effective teaching practices • 1. Level of academic challenge • 2.Active/Collaborative learning • 3. Student/Faculty exchange • 4. Enriching educational experiences • 5. Supportive campus environment -academic & social needs • Let’s examine this now through examples that you can incorporate into your teaching practices on a regular basis!

  6. Level of Academic Challenge • No student rises to low expectations- Les Brown • Teach the subject matter the first day of class. • -begin to build a sense of community • How well do you feel you are doing in bridging the gap between the high achieving student vs. less than prepared student? • Listen and sit down in their group during active learning activities, ask questions, walk around the room, offer praise • Make frequent eye contact.

  7. Active/collaborative learning • Hold students accountable for taking on their share of the responsibility for learning. More of them, less of me! • Put them in charge of their learning and encourage them to reach higher • Ex) Leader of a class conversation instead of • a speech. • Ex) Ask students to suggest a new method of • learning material. • Students will respect you when they know that they have a voice in how they learn, not just what they learn.

  8. Student/Faculty Exchange • Are you the first one to arrive to class? Last one to leave? • Casually chat with students before and after class, know their names. • Do you participate in the first icebreaker alongside of them? • Acknowledge them on campus or in public- less likely to be scared if you know them and care • Welcome them to your office hours • Set a mandatory amount of visits students need to attend your office hours (Ex) 2X per semester).

  9. Student/Faculty Exchange • Students love to give us their feedback but it is just as crucial for us to be giving detailed, consistent feedback to students. • Ex) in class counseling sessions • Online environment- do you welcome every student individually and respond to the Introduction DB during the first week? • Going beyond weekly office hours • Video lectures • Setting aside time to be available to assist with groupwork • Motivation (U of Phoenix, 2014)

  10. Enriching/Educational Experiences • People don’t care what you know until they know you care- (Marshall,2012) • Build a community of learners- create a “Family” • -talk about things that matter to them • -have them create personal goals the first day • -rigorous but fun • “Don’t even think about dropping this class because I will hunt you down!” (Spencer, 2013).

  11. Enriching/EducATIONALExperiences • In class experience- Complete an exam in trios after they have just completed the exam alone • Weave diversity into the curriculum through an out of class assignment (students interview each other, online-Facetime each other)

  12. Supportive Campus environment • We are doing an awesome job! Results from Student Satisfaction Survey every year. • Do you assume students are not prepared when really they could be fearful of you or the course? • Fear of failure • First Gens • Educate ourselves about fear, recognize it, offer guidance • Video yourself • Create a safe learning environment • Receive feedback from a colleague about your syllabus, ask to sit in on your class • Fair policies, nuturing learning environment, encouraged to ask questions, assignments are clear

  13. Supportive Campus environment • Refer a student who has psychological, emotional, financial trouble. We are not counselors. • Do not want the classroom climate that we have established to be altered. • Classroom relationships are involuntary.

  14. Additional Considerations • The Teaching Professor- May 2014 issue • Taking the Tech Out of Technology • Students did not want more technology • Wanted and needed more instructor contact (talking, professional bonding, feedback) • Suggestion: Blend human contact ---- Technology • What ideas do you have?

  15. Another Climate to Consider: Implementing the Flipped Classroom • BIOL 121L- Fall 2013 through Spring/Summer 2014 • Past- spent too much time lecturing to prepare students for lab activities • End of semester survey, focus group • Not an entirely flipped classroom • Video(s) • Handouts • Weekly pre-lab quiz

  16. Survey results • 77% better experience in BIOL 121L because of pre-lab work as compared to other lab classes. • 78% had more confidence in lab each week because of the pre-lab work and completing the 10 point quiz. • 92% liked knowing what was covered before coming to lab. • 81% felt they could participate more in lab. • 38% felt their lab practical scores increased because of the work they had to complete before coming to lab.

  17. Qualitative Feedback • Great and very beneficial • Great approach, helpful • Liked knowing what we were doing ahead of time • Hit the ground running- begin with learning not listening • I wouldn’t have pre-read otherwise, only would have done what was due that day. • Talked too fast • Add cumulative questions to quiz each week • Want it again in future

  18. COME FULL CIRCLE • What do you think about your survey responses now? • Take time to make notes, reflect

  19. Take Home Message • Share the most valuable item you have learned from today’s presentation. • Take what you have learned today to inform future teaching practices. • My goal for you: Implement at least one new item this Fall 2014!

  20. References • Bledsoe, T., & Baskin, J. (2014). Recognizing student fear: The elephant in the classroom. College Teaching, 62(1), 32-41 • Boyer, S. Edmonson, D., Artis, A. & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20-32. • Tinto, V. (2001, June 19). Taking Student Retention Seriously. Annual Recruitment and Retention Conference, Texas Higher Education Coordinating Board. Austin, Texas. Retrieved May 11, 2006 from http://www.mcli.dist.maricopa.edu/fsd/c2006/docs/takingretentionseriously.pdf.

More Related