Inquiries into Student Learning: Getting Started on a Scholarship of Teaching and Learning (SoTL) Project

Kathleen McKinney, Cross Endowed Chair in the Scholarship of Teaching and Learning, and Professor of Sociology, Illinois State University

Friday, September 19, 8:00 a.m. - 11:00 a.m., Kellogg Center, Red Cedar Room AB
(Continental breakfast and registration at 8:00 a.m.; program begins at 8:30 a.m.)

This hands-on, interactive workshop will offer participants an overview of how to get started on a scholarship of teaching and learning (SoTL) project. The workshop is intended for instructors new to SoTL as well as those with some limited SoTL knowledge or experience. Participants will be provided with materials and information related to understanding the meanings of SoTL and its importance for improving teaching and learning, overcoming barriers to SoTL work, conceptualizing a teaching-learning problem to be studied, learning where to find existing literature, choosing appropriate methodologies, and considering ethical issues in SoTL studies. Opportunities during the workshop will include time for participants to discuss their ideas for SoTL projects and to begin to draft questions and methodological strategies. Participants will receive a copy of Kathleen McKinney’s highly regarded new book, Enhancing Learning Through the Scholarship of Teaching and Learning, (2007). Participants are welcome to attend one or both of the seminars by Dr. McKinney.

So You’ve Started a SoTL Project --What’s Next? Refining, Completing, Sharing, and Applying Your Work

Kathleen McKinney, Cross Endowed Chair in the Scholarship of Teaching and Learning, and Professor of Sociology, Illinois State University

Friday, September 19, 1:00 p.m. - 4:00 p.m., Kellogg Center, Room 103 AB
(Registration at 1:00 p.m.; program begins at 1:15 p.m.)

This hands-on, interactive workshop is designed for individuals who have already begun or recently completed at least one SoTL project and will focus on supporting the participants’ ongoing SoTL research. The four key topics that will be addressed are refining the plans for a prospective SoTL study and “troubleshooting” any problems or concerns, learning about methods and outlets for sharing one’s work or making it public, applying the results of one’s recent SoTL work to improve student learning, and thinking about the next phases of one’s SoTL work. Materials will be provided. Participants will have the opportunity to discuss ideas and develop a plan for sharing and applying their work. Participants will receive a copy of Kathleen McKinney’s highly regarded new book, Enhancing Learning Through the Scholarship of Teaching and Learning, (2007). Participants are welcome to attend one or both of the seminars by Dr. McKinney.

Civility in the Classroom: Regulations, Principles and Best Practices

Douglas Estry (Moderator), Associate Provost for Undergraduate Education, MSU
Jan Collins-Eaglin, Director, Counseling Center, MSU
Margaret (Penny) Fischer, First Lieutenant, Department of Police and Public Safety, MSU
Sandra Harley, Assistant Ombudsman, MSU
Richard Shafer, Assistant Director, Student Life, MSU
Kristine Zayko, Deputy General Counsel, MSU

Wednesday, September 24, 8:00 a.m. - 11:30 a.m., MSU Union, Gold Room AB
(Registration at 8:00 a.m.; program begins at 8:30 a.m.)

Establishing and maintaining a supportive and civil classroom learning environment is a complex task. This workshop explores this task in three integrated sections: first, policies and practices that guide faculty work in establishing a classroom learning environment that promotes civil interactions among members; second, difficult teacher-student interactions ranging from assisting students with special needs to addressing cases of academic dishonesty, academic misconduct, and distressful and disruptive behavior; and third, methods for handling dangerous situations and maintaining a safe campus environment.Throughout the workshop, participants will examine cases under the guidance of facilitators with experience and expertise in these challenging issues.

This program is co-sponsored by the F&OD, the Office of the Associate Provost for Undergraduate Education, and The Graduate School.

Teaching Critical Thinking

Ed Neal, Director of Faculty Development, Center for Teaching and Learning, University of North Carolina - Chapel Hill

Friday, October 10, 8:00 a.m. - 11:00 a.m., MSU Union, Gold Room AB
(Continental breakfast and registration at 8:00 a.m.; program begins at 8:30 a.m.)

University teachers who wish to incorporate more critical thinking into their courses are faced with a difficult task. The literature on teaching critical thinking is enormous, but these sources offer diverse and occasionally contradictory advice on the subject. Nonetheless, it is clear from classroom experience and assessments that some instructional
practices promote higher-order thinking and others do not. This introductory workshop is designed to help teachers understand the distinctions among categories of thinking skills, define the ways they apply critical thinking in their own fields, and identify teaching approaches that help students learn to think critically.

This program is co-sponsored by the F&OD and The Graduate School.

Evaluating Critical Thinking

Ed Neal, Director of Faculty Development, Center for Teaching and Learning, University of North Carolina - Chapel Hill

Friday, October 10, 1:00 p.m. - 4:00 p.m., MSU Union, Gold Room AB
(Registration at 1:00 p.m.; program begins at 1:15 p.m.)

Critical thinking assignments must be complex and challenging in order to elicit higher-order thinking from students. These kinds of assignments present a special challenge to instructors who have to grade them. Participants in this workshop will learn methods for evaluating critical thinking using traditional testing methods as well as project- and performance-based assessments that meet high standards of validity and reliability.

This program is co-sponsored by the F&OD and The Graduate School.

Students Speak: Asian/Asian Pacific American Students at MSU

Paulette Granberry-Russell (Moderator), Senior Advisor to the President for Diversity; Director, Office for Inclusion and Intercultural Initiatives, MSU
Tom Rios (Panel Facilitator), Acting Director, Office of Cultural and Academic Transitions, MSU
Maggie Chen Hernández, Multicultural Center Coordinator, MSU; Associate Director, Office of Cultural and Academic Transitions, MSU.
Andrea Louie, Associate Professor of Anthropology; Director of the Asian Pacific American Studies program, MSU
Ravi Ammigan, Associate Professor of the Office of International Students
& Scholars, MSU
A Panel of Undergraduate and Graduate Asian International and Domestic Students at MSU

Thursday, November 6, 1:00 p.m. - 4:00 p.m., MSU Union, Gold Room AB
(Registration at 1:00 p.m.; program begins at 1:15 p.m.)

The number of international students coming to MSU has increased by over 35% in the past two years. A majority of these international students come from the Asian countries of China and Korea, blending into the increasingly complex and diverse student population at MSU. Added into the mix are domestic Asian Pacific American students whose cultural identities and life experiences differ greatly from Asian international students. Intersections of generational status, ethnicity, class, language, religion, and other cultural differences reflect an increasingly diverse Asian student population that often faces unique challenges. Given these trends, how can faculty and academic staff create affirming and inclusive classroom and campus environments for Asian students?

In order to better grasp the complexities and diversity of who Asian students are, this session will center upon the personal experiences and stories of undergraduate and graduate Asian international and domestic students at MSU. In addition to comments from the student panel, there will be a facilitated “question and answer” forum with the session participants. The session will begin with introductory remarks by the Director of the Asian Pacific American Studies Program, Dr. Andrea Louie, who will provide a brief historical overview of Asian Pacific Americans, demographics, and recent immigration patterns.

This program is co-sponsored by the F&OD, the Office for Inclusion and Intercultural Initiatives, and the Office of Cultural and Academic Transitions.

So What is Civic Engagement? Commonalities and Differences between Service-Learning and Civic Engagement

Karen McKnight Casey (Moderator), Director, Academic Service-Learning and the Center for Service-Learning and Civic Engagement, MSU
Robert E. Brown, Associate Director For Community Engagement, University-Community Partnerships, University Outreach and Engagement, MSU
Nicole C. Springer, Outreach Specialist, Center for Service-Learning and Civic Engagement, MSU

Friday, November 14, 8:00 a.m. - 11:00 a.m., Kellogg Center, Red Cedar Room AB
(Continental breakfast and registration at 8:00 a.m.; program begins at 8:30 a.m.)

In recent years, academic service-learning has evolved to be an accepted instructional pedagogy. Civic Engagement is now a frequently used “new” term in the scholarship of teaching and its linkages with community. But, what is civic engagement? How is it the same as and/or different from service-learning? What are quality best practices in civic engagement-based teaching? What are the MSU “Tools of Engagement” curriculum modules and how can faculty and students access and utilize them? Through presentation, case studies and discussion, this session will begin to answer these questions. This program is co-sponsored by the F&OD, the Center for Service-Learning and Civic Engagement and University-Community Partnerships and University Outreach and Engagement.

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project (Of Particular Interest to STEM faculty)

Robert J. Beichner, Alumni Distinguished Undergraduate Professor, Physics Department, North Carolina State University

Friday, November 21, 8:00 a.m. - 11:00 a.m., MSU Union, Gold Room AB
(Continental breakfast and registration at 8:00 a.m.; program begins at 8:30 a.m.)

How do you keep a classroom of a hundred undergraduates actively learning? Can students
practice communication and teamwork skills in a large class? How do you boost the performance of under-represented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Materials developed by the project are now in use by more than one third of all science, math, and engineering majors nationwide. Physics, chemistry, math, biology, engineering, business, and even literature classes are being taught this way, at more than fifty universities across the United States. In this workshop we will discuss the classroom environment, review the findings of research on learning in various SCALE-UP settings, and participate in several activities taught in this type of classroom.