22nd Annual FACET Retreat Keynote Address May 21, 2010 Questing Inward, Outward, and Forward:

1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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”

10. 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

11. 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

12. 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

13. 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)

14. 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

15. 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

16. Transpersonal Strategies for Expressing TeachingExcellence: 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.

17. 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 47150 bcarducc@ius.edu 812.941.2295 www.ius.edu/shyness