Change is gonna do me good (Especially when it’s based on good practice)
Upcoming SlideShare
Loading in...5

Change is gonna do me good (Especially when it’s based on good practice)



Keynote address at George Fox University Faculty Conference.

Keynote address at George Fox University Faculty Conference.



Total Views
Views on SlideShare
Embed Views



6 Embeds 1,180 903 271 2 2 1 1



Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Change is gonna do me good (Especially when it’s based on good practice) Change is gonna do me good (Especially when it’s based on good practice) Presentation Transcript

    • hDps://­‐change-­‐is-­‐gonna-­‐do-­‐me-­‐good/id255365734?i=255367023     “Change  is  gonna  do  me  good”   (Especially  when  it’s  based  on  good  prac:ce)   Keynote  presenta:on   George  Fox  University  Faculty  Conference   January  10,  2014   David  Wicks   Associate  Professor   SeaDle  Pacific  University   TwiDer:  drdavidwicks   Google+:  hDps://    
    • Why  make  changes  when…?   …  my  classes  are  full?   …  course  evalua:ons  are  good?  
    • “It  s:ll  takes  one  professor  to  teach  one  class”   Richard  Vedder,  Ohio  University  economics  professor   Center  for  College  Affordability  and  Produc:vity   hDp://­‐mcardle-­‐coming-­‐burst-­‐college-­‐bubble-­‐64671    
    • Or  does  it?   hDp://     hDp://­‐big-­‐data-­‐taking-­‐teachers-­‐out-­‐lecturing-­‐business    
    • Can  you  be  scared  into  making     changes  to  your  instruc:on?   hDp://­‐2111901-­‐12138F69000005DC-­‐682_634x403.jpg    
    • Pew  Study:  The  Future  of  Higher  Educa:on   Findings:   •  Higher  educa:on  will  be  significantly   influenced  by  a  changeover  to  new  methods   driven  by  opportunity,  cost,  and  student  and   parent  demands.   •  Economic  reali:es  will  drive  technological   innova:on  forward  by  2020.  Yet,  that  might   create  a  class  structure  where  the  rich  get  an   immersive  in-­‐person  experience,  while  others   get  inferior  online  offerings.   hDp://­‐of-­‐Higher-­‐Educa:on/Overview/Introduc:on-­‐and-­‐overview-­‐of-­‐responses.aspx    
    • Newsweek  2012       •  Promo:onal  literature  for   colleges  speaks  of  student   loan  debt  as  an   “investment  in  yourself.”     •  More  than  half  of  all   recent  graduates  are   unemployed  or  in  jobs   that  do  not  require  a   degree   •  The  amount  of  student-­‐ loan  debt  carried  has   more  than  quintupled   since  1999.     hDp://­‐mcardle-­‐coming-­‐burst-­‐college-­‐bubble-­‐64671    
    • Newsweek  1976   •  “[Middle-­‐class  parents]  are   concerned  about  soaring  costs   which  put  enormous  strain  on  all   but  the  faDest  family  budgets...   They  also  worry  whether  their   children  will  find  themselves  well   prepared  for  the  world  of  work   arer  gradua:on.”   •  “The  sta:s:cs  that  depict  the   recent  drop  in  the  monetary   value  of  a  tradi:onal  college   educa:on  are  compelling...  By  all   es:mates,  the  rising  costs  of   college  have  been  paced  by   diminished  economic  returns  on   the  college  investment.”   hDp://­‐asghar/college-­‐degree-­‐worth_b_1913309.html    
    • “Going  back  to  who  I  was”   Scare  tac:cs  don’t  work.       Help  professors  “discover”  helpful  tools  that     solve  problems  as  they  implement  change.  
    • Make  changes  that  improve  instruc:on,   assessment,  or  professional  produc:vity  
    • Seven  Principles  for  Good  Prac:ce  in   Undergraduate  Educa:on   1.  Encourage  contact  between  students  and   faculty   2.  Develop  reciprocity  and  coopera:on  among   students   3.  Encourage  ac:ve  learning,   4.  Give  prompt  feedback,   5.  Emphasize  :me  on  task   6.  Communicate  high  expecta:ons   7.  Respect  diverse  talents  and  ways  of  learning   Chickering,  A.  W.,  and  Gamson,  Z.  F.  (1987).  Seven  principles  for  good  prac:ce  in  undergraduate  educa:on.  March  1987  AAHE  Bulle2n.  
    • Implemen:ng  the  Seven   Principles:  Technology  as  Lever     Chickering  and  Ehrmann   Chickering,  A.  and  Ehrmann,  S.  (1996)    Implemen:ng  the  Seven  Principles:  Technology  as  Lever.  AAHE  Bulle:n,  October,  pp.    3-­‐6.    
    • Implemen:ng  the  Seven   Principles  
    • 1.  Encourages  contact  between  students  and  faculty   Daniela  Geleva,  Ph.D.    Associate  Professor,  Nutri:on     14  
    • Example   “The  anima:on  was  very  helpful  and   clear.  Personally,  diagrams,  videos  and   drawings  are  tools  that  help  me  to  learn   best…  and  this  anima:on  was  a  good   example  of  that.”  -­‐  Student       “I  liked  the  video  very  much.  It  was  clear,   did  not  go  too  fast,  and  the  labels  helped   me  iden:fy  what  I  was  looking  at.  The   drawings  were  colorful  so  it  was  easy  to   see  where  everything  was  going  and  what   the  lipoproteins,  enzymes,  etc.  were   doing.  Thanks.”  -­‐  Student       The  anima:on  was  well  received  and  by   making  it  available  to  students  on  Bb,  I   feel  more  confident  that  students  have   the  tools  they  need  to  comprehend  this   por:on  of  the  material.     15      -­‐  Daniela  Geleva,  Ph.D.  
    • 2.  Develops  reciprocity  &  coopera:on  among  students   Arthur  Ellis,  Ph.D.    Professor,  Educa:on     Wicks,  D.,  Ellis,  A.,  &  Lumpe,  A.  (2013).  The  Use  of  Collabora:ve  Tools  and     Student  Percep:on  of  Social  Presence.  Will  present  at  the  EdMedia  2013:     World  Conference  on  Educa:onal  Media  and  Technology,  Victoria,  BC,  Canada.  
    • •  “Well,  we  were  down  to  the  wire,  but  our  team   was  able  to  band  Example   complete  a  well-­‐ together  and   wriDen,  thought  provoking  essay  for  the  fourth   phase.    Although  (Student  1),  in  all  her  travels,   had  difficulty  accessing  a  computer,  (Student  2)   and  I  were  able  to  prepare  the  structure  of  the   outline  and  rough  essay.    Then,  (Student  1)  was   able  to  weave  in  her  ideas  and  edits  when  she   was  able.    Overall,  I  feel  we  work  very  well  as  a   team.    Communica:on  is  key;  I  appreciate  that   (Student  1)  was  able  to  give  us  a  heads-­‐up  on  her   travel  plans/requirements,  so  that  (Student  2)   and  I  could  move  forward  knowing  (Student  1)   would  jump  in  when  she  was  able.”  –  Student  3  
    • 3.  Encourages  ac:ve  learning   hDp://­‐g     Kim  Sawers,  Ph.D.   Associate  Professor,  Accoun:ng     Nyaradzo  Mvududu,  Ph.D.    Professor,  Educa:on     Sawers,  K.,  Copeland,  R.,  Mvududu,  N.,  Seeley,  L.,  and  Wicks,  D.  (2013)    The  effects  of  ac:ve  learning  spaces  on  professors’   instruc:onal  prac:ces.  6th  Annual  Interna2onal  Symposium  for  Emerging  Technologies  for  Online  Learning.  Las  Vegas,  NV.  
    • 4.  Gives  prompt  feedback   Geri  Mason,  Ph.D.    Assistant  Professor,  Economics     19  
    • Cell  phone   hDp://     20  
    • 5.  Emphasizing  Time  on  Task   David  Denton,  Ed.D.  Assistant  Professor,  Educa:on  
    • 6.  Communicates  high  expecta:ons   Kimberly  Segall,  Ph.D.   Associate  Professor,  English   22  
    • blog   23  
    • [It  is]  the  literaliza:on  of  our  reconcilia:on  mission,  that  it  is  not   over  but  you  keep  on  working  towards  it.  And  the  blog  becomes   this  collec:ve  memory  that  inspires  students  to  break  through  the   aliena:on  and  remember  together,  not  individually.  It  does  social   work.  It  is  itself  an  agent  of  reconcilia:on.  –  Kimberly  Segall,  Ph.D.   the  literaliza:on  of  our  reconcilia:on  mission     24  
    • 7.  Respects  diverse  talents  and  ways  of  learning   Melani  PleD,  Ph.D.    Associate  Professor     Electrical  Engineering   25  
    • Teaching  using  Connect                  
    • How  can  you  get  started?   •  Know  that  you  don’t  have  address  all  seven   principles   •  Iden:fy  a  problem  you  want  to  solve  with   your  teaching   •  Consult  with  colleagues  and  instruc:onal   technology  staff  about  possible  solu:ons   •  Start  small  
    • “Changes”  to  a  new  program  I  am  proposing   1.  Each  course  is  team-­‐taught  by  a  full-­‐ :me  SPU  professor  and  an   experienced  prac::oner  in  the  field.   2.  The  program  uses  a  cohort  model   with  a  fall  quarter  start.   3.  The  program  has  45  credits.  The   seven  required  courses  are  five  credit   courses.  All  elec:ves  (6)  are  one   credit  courses.  The  program  begins   with  a  one-­‐credit  orienta:on  and   ends  with  a  three-­‐credit  prac:cum.     4.  The  six  elec:ve  courses  are  delivered   through  the  Center  for  Professional   Educa:on.  This  is  done  for  three   reasons:  1)  Maximizes  topic  and  :me   flexibility;  2)  Provides  an  alterna:ve   program  entryway;  3)  Reduces  the   overall  cost  of  the  program  for   students.     5.  Open  access  and  free  tools  are  used   where  possible  in  the  program   6.  The  courses  should  be  taken   sequen:ally  as  listed.    This  45   credit  program  can  be  completed   in  eight  quarters.     7.  The  courses  are  delivered   asynchronously  using  a  project-­‐ based  learning  model  with  weekly   synchronous  interac:ons  between   instructors  and  students.     8.  A  strong  emphasis  is  placed  on   using  only  open  educa:onal   resources  (OERs)  for  course   content.     9.  A  prac:cum  where  students  get   prac:cal,  on-­‐the-­‐job  experience,   applying  what  they  have  learned  in   the  program  with  real  teachers,   learners  and  administrators.     10.  This  is  a  digital  program.  The  use   of  paper  should  be  kept  to  a   minimum.    
    • Comments  or  Ques:ons?   David  Wicks,  EdD   Associate  Professor   School  of  Educa:on   SeaDle  Pacific  University   hDp://     hDp://     29