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A few highlights from the Friday a.m. keynote at the #lilly10 conference - My notes / visualization of the University of Guelph Data
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This document provides information about resources and events from Vanderbilt University's Center for Teaching. It highlights positive feedback from participants in teaching certificate programs and workshops. It also profiles award winning teachers and lists graduate teaching fellows and affiliates. Overall, it promotes the Center for Teaching's work in developing excellence in education through various programs and services.
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This document discusses how visual thinking can help students learn by using visual representations like maps, flowcharts and other creative works to clarify relationships between ideas and create visual representations of their knowledge, as visual input is something our brains are wired to rapidly make sense of and remember.
Poem Codes
The document discusses a poem by Leo Marks that was read at the Clinton-Mezvinsky wedding. It provides context about the poem and poet Leo Marks, and explains how the poem can be used for cryptographic purposes by selecting words from the poem and using the letter positions to encrypt a message. It then walks through the steps to encrypt a sample message using this technique.
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The document discusses plagiarism and academic integrity. It provides examples of plagiarism, such as copying text from websites without citation or paraphrasing Wikipedia paragraphs without citation. It also discusses how the lines between plagiarism and authenticity can blur, citing a case where a German author included passages from other novels in her work and defended it by saying there is no such thing as originality. The document seeks to educate about properly citing sources to avoid plagiarism and understanding what constitutes common knowledge versus copying or paraphrasing from sources.
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MOOC-Supported Learning Communities for Future STEM Faculty
The document discusses a MOOC called "Becoming an Effective Undergraduate Teacher of STEM" aimed at future and current STEM faculty. The MOOC is part of a CIRTL Network initiative to prepare STEM faculty to implement evidence-based teaching practices through online learning communities. The MOOC will cover topics in cognitive science, active learning, assessment, and diversity and is scheduled to launch on September 1, 2014. It will be supported by a learning community to enhance participation through discussion questions, additional resources, and virtual office hours.
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This document discusses how students use technology compared to instructors. It begins by asking students and instructors to reflect on how they commonly use technology in similar or different ways. It then discusses the concepts of "digital natives" and "digital immigrants" to describe students who grew up with technology versus those who adopted it later. However, it notes this distinction is more complex than a simple age-based divide. Student focus groups reveal they commonly use social media and the internet for keeping in touch with others, getting news and entertainment. The document concludes by highlighting key principles for integrating technology in teaching, such as having a clear goal, explaining the purpose of technological tools, allowing time for students to learn new technologies, and not underestim
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This document discusses using clickers, or student response systems, to engage students in active learning during lectures. It describes a common clicker-based pedagogy where an instructor poses a multiple-choice question, students answer using clickers, and the instructor uses the results to guide further discussion or backtracking. Clickers can be used to pose different types of questions, from factual recall to conceptual understanding to application and analysis. They provide formative assessment to help instructors and students gauge learning. Research shows clickers can improve exam scores and longer-term retention compared to traditional lectures without clickers. The document also introduces the flipped classroom approach which inverts traditional lectures by having students learn new material before class.
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A short illustration of ways to arrange and compare multiple small charts in PowerPoint. Built to accompany the "Show and Tell: More Visual Presentations" talk I gave at Vanderbilt on November 1, 2013.
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The document discusses using Markov chains to model and analyze the game of Monopoly. It explains the basic rules of Monopoly and then presents increasingly complex Markov chain models of landing on spaces and properties. The models start simply with a few spaces and coin flips and become more detailed representations incorporating jail stays and dice rolls. The document also provides background on Markov chains and their properties, explaining how the transition matrix P and stationary distribution q can be used to analyze Monopoly and other systems.
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Teaching-as-Research Fellows: Encouraging Scientific Teaching
The document describes Vanderbilt University's Teaching-as-Research (TAR) Fellows program, which encourages graduate students to take a scientific approach to teaching. The program provides funding and mentorship for students to design teaching experiments. An example project tests whether hands-on analogies improve student understanding of radioactive decay concepts. Survey results found students could appropriately apply their new knowledge. The program has expanded learning and career opportunities for participants. It aims to make scientific teaching a widespread practice at research universities.
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This document discusses using technology like clickers, blogs, and social media to enhance agile teaching methods. It provides examples of how clickers can be used for formative assessment and peer instruction. Next generation clickers that use cell phones and applications like Poll Everywhere are presented. The document also discusses opening up the backchannel during class through tools like Twitter, Google Moderator, and blogs. Just-in-time teaching with blogs that provide pre-class engagement is explained.
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Disappointment index
- 1. University of Guelph Keynote at the 2010 Lilly Conference A Few Data Points
- 2. Disappointment Index DI = BCSSE – NSSE Survey Taken During 1st Year Survey Taken Before the 1st Year
- 3. 0DI 100DI Perfect Match Between Expectations & Experiences Massive Disappointment -100DI Experience Far, Far Exceeds Expectations
- 4. Writing 4DI
Editor's Notes
- Data: http://www.heqco.ca/SiteCollectionDocuments/NSSEBCSSEFSSEENG.pdf
- “pen and paper,” LucasTheExperience, Flickr (CC)
- “8 a.m. class,” Robert S. Donovan, Flickr (CC)
- “New Lock,” wolfnowl, Flickr (CC)