1 / 34

George Watson ghw@udel (with acknowledgement to Janet de Vry) University of Delaware

The Transformation of Undergraduate Education through Faculty Development and Course Design – Part 2. www.udel.edu/pbl/tufts/. George Watson ghw@udel.edu (with acknowledgement to Janet de Vry) University of Delaware.

johnsmartinez
Download Presentation

George Watson ghw@udel (with acknowledgement to Janet de Vry) University of Delaware

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. The Transformation of Undergraduate Education through Faculty Development andCourse Design – Part 2 www.udel.edu/pbl/tufts/ George Watsonghw@udel.edu (with acknowledgement to Janet de Vry) University of Delaware Jack A. Austin Lecture Series Academic Technology at Tufts UniversityNovember 6, 2003

  2. Case Study, Part 1 Midday at a mid-sized university, midway through the semester, we listen in on a conversation betweenPresident Fixitnow and Provost Nolira…

  3. Case Study, Part 1 (contd.)

  4. Case Study, Part 1 (contd.)

  5. Case Study, Part 1 (contd.) • Activity 1:Discuss the questions below in small groups. • If this scenario were to happen at Tufts University, how might the parameters of the conversation differ? • How might your Provost encourage faculty to transform the learning process? • At your institution, to whom would the Provost likely turn for assistance?

  6. Case Study, Part 2 Activity 2: Match the statements in the handout with the following stakeholders. Are there any stakeholders missing from this list?

  7. Case Study, Part 3 • Activity:Please keep the identified stakeholders in mind as you prepare answers to the following questions: • What are the important elements of a faculty development program in the use of instructional technology and active learning? • How can we create a support program that will encourage enthusiastic faculty participation? • How will we know if the training program was successful?

  8. 2003 The Way It Was... 1973 graphing calculators, laptops, gigabytes and gigahertz, ubiquitous computing Computation

  9. 2003 The Way It Was... 1973 e-mail, voice-mail, chatrooms, FAX, pagers, cell phones, text messaging, instant messaging, wireless connectivity Communication

  10. 2003 The Way It Was... 1973 Online Information: web catalogs, networked databases, Britannica Online, online newspapers, course websites, CMS Collections

  11. Education Reform andthe Cs of Technology • Computation and Calculation • Communication and Collaboration • Collections and Connections

  12. An important question: Given the amazing advances in technology and the dramatic change in the first-year experience, Can we afford to continue teaching the way we were taught?

  13. Institute for Transforming Undergraduate Education www.udel.edu/itue

  14. Institute for Transforming Undergraduate Education Created in 1997 to promote reform of undergraduate education through faculty development and course redesign. Initially funded by NSF Institution-Wide Reform of Undergraduate Education. ITUE Fellows receive hands-on experience in employing active learning strategies (PBL) and effective use of technology in their classrooms.

  15. Faculty-led training and interactions: • Week-long experiential workshop • Special follow-up sessions • Review and sharing sessions • Brown-bag lunches • Faculty mentoring faculty: • Leaders mentoring new Fellows • Experienced Fellows mentoring new Fellows • Experienced Leaders mentoring new Leaders • New Fellows working in groups Features of ITUE A safe and collegial environment for learning

  16. ITUE Sessions • Education Reform and • Active/Group Learning • Use of Technology • Experience It Yourself: • Problem-Based Learning • Getting Started: • The Syllabus • The Internet as a Learning Resource • Getting Started with Groups • Problems and Cases: • Writing Material for Your Course • Internet Resources for Your Course • Assessment in a Student-Centered Classroom • Models of PBL for Large Classes

  17. ITUE – Faculty PBL training from practitioners Collegial environment Ongoing peer support Funding and recognitions through grants Provide faculty who ask, “How can I make learning more active?”

  18. Partnering Faculty Members andStaff in Information Technology

  19. Elements Encourage both Pedagogy and Technology Adoption Administrative Vision Robust Technological Infrastructure Partnerships Faculty Development/Encouragement Institutional Support Support Staff

  20. ITUE Fellow describes use ofWebCT Communication Tools Faculty member skilled in both PBL and WebCT Led class through a problem on justice for the terrorists Used online groups in class to address the problem Audio clip

  21. “Faculty friendly” www.udel.edu/present/

  22. Collaborative workspace Similarities between PRESENT and PBL classrooms Flexible furniture Flexible equipment

  23. IT Support Half of IT support staff have masters degrees in education. Wide range of skills—programming, digital media specialist, graphics, Course Management Systems expertise. Instructional designer. Form support teams for faculty projects with Librarians and Center for Teaching Effectiveness staff.

  24. PRESENT programs Collaborative winter and summer teaching, learning and technology institutes. Year-long training program. One-on-one consultations and collaborations. Projects to implement faculty teaching/learning goals. Showcase and publicize faculty projects.

  25. Showcase Faculty Work

  26. Institutional Support: Elements of grant proposal

  27. ITUE Technology Assistance Grants Grants staff and student time to apply active learning to a specific course. Awarded to ITUE fellows.

  28. IT Support Lessons Learned To change the curriculum, we need to change how faculty perceive teaching and learning. We infuse the campus culture with a variety of ways for faculty to learn about pedagogy and to reinforce that learning. Partnerships with faculty can help with faculty readiness.

  29. Faculty Perspective on Partnership Complementary strengths. Ongoing technical support. Ideas into reality.

  30. Partnership Success Early in the use of WebCT at UD,the adoption rate of WebCT by ITUE faculty was double that of full faculty.

  31. Other IT/Faculty Collaborations WebCT discussion group training co-taught by faculty and IT in PBL format. Pilot of wireless carts for PBL classroom. Joint WebCT/ITUE weeklong institute.

  32. Why partner to transform learning? What do ITUE faculty members bring to transforming education? What do IT professionals bring? What elements of the UD experience are adaptable to other campuses?

  33. ITUE Calendar January 21-23, 2004Problem-Based Learning: From Ideas to Solutions through Communication.University of Delaware June 13-19, 2004PBL2004, an international conference. Cancun, Mexico

  34. UD PBL online PBL at UDwww.udel.edu/pbl ITUE at UDwww.udel.edu/itue Watson homepagewww.physics.udel.edu/~watson This presentationwww.udel.edu/pbl/tufts

More Related