Social responsibility</li></ul>National Association of State<br />Universities and Land-Grant<br />Colleges <br />(See Fink 14-15)<br />
Critical Competencies<br />Conscientiousness, personal responsibility, & dependability<br />Ability to act ethically<br />Skill in oral and written communication<br />Interpersonal & team skills<br />Critical thinking skills<br />Respect for people different from oneself<br />Ability to change<br />Ability and desire for lifelong learning<br /> (Fink 16)<br />
Taxonomy of Significant Learning<br /><ul><li> Foundational knowledge
Learning how to learn</li></ul>(Fink 30)<br />
Information Literacy<br /><ul><li>Forms the basis for lifelong learning
Is common to all disciplines, to all learning environments, and to all levels of education
Enables learners to </li></ul> - master content <br /> - extend their investigations<br /> - become more self-directed<br /> - assume greater control of learning<br /> (ACRL Information Literacy Standards)<br />
Information-Literate Individuals Can<br /><ul><li>Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluation information & its sources critically
Incorporate selected information into one’s own knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, social, & legal issues surrounding the use of information
Accesses and uses information ethically & legally</li></ul>(ACRL’s Information Literacy Standards)<br />
Citation Assignment<br />In conjunction with “Evaluating Information—Applying the CRAAP Test” (Green handout)<br />Group exercise: evaluate an abstract<br />Hands-on time to do research<br />Complete “Citation Assignment”<br />Assessment done according to rubric guidelines<br />Cooperation of instructor<br />
Cephalonian Method<br />Print & hand out questions<br />Ask students to read their question if it has a big letter B or says “2nd Floor.”<br />Cons:<br />Takes preparation<br />Requires impromptu approach<br />Pros:<br />Gets students talking and asking questions<br />Involves many students<br />Great for tours<br />Works for instruction<br />Prompts the presenter forgets less<br />
Enhances team-working & communication skills</li></ul>Con:<br /><ul><li>Requires preparation
Takes time</li></li></ul><li>One-Minute Essay<br />What was the most important thing you learned in class today?<br />What important question remains unanswered?<br />How might you use what you learned today outside of class?<br />Pros:<br /><ul><li>Can be answered on an evaluation form.
Gets students to think about their learning and how they might apply it.
Instructor can then give feedback.</li></li></ul><li>Think—Pair--Share<br />Ask a question<br />Have class write down their answer<br />Let students discuss answers in pairs<br />Call on students to share or ask for responses from the whole class<br />Pros:<br />Encourages thinking<br />Gets students to participate<br /> - More likely to share after talking with a peer<br />Creates a more lively class<br />Cons:<br />Time<br />
Should we make the effort to change or not?<br /><ul><li> Write down an answer.
So long, partner!<br />What was the most important thing you learned today?<br />What important question remains unanswered?<br />See Thomas Angelo and Patricia<br />Cross’s Classroom Assessment <br />Techniques: A Handbook for<br />College Teachers (148-58).<br />