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  • 1. Engaging Students:ProfessionalDevelopmentResources for aLearning-CenteredTeaching ProgramBill SearleAsnuntuck Community CollegeNorthamerican Council for Staff, Program and Organizational DevelopmentSpring 2008

2. Searle Engaging Students Page 2 3. Engaging Students:ProfessionalDevelopmentResources for aLearning-CenteredTeaching ProgramBill SearleAsnuntuck Community CollegeNorthamerican Council for Staff, Program and Organizational DevelopmentSpring 2008Searle Engaging Students Page 3 4. The Northamerican Council for Staff, Program and OrganizationalDevelopment (NCSPOD), an affiliate council of the American Association ofCommunity Colleges (AACC), was founded in 1977. Members come fromtwo, three and four year colleges plus universities, business, industry,consulting firms and government agencies from across the United States andCanada. NCSPODs mission is to increase institutional vitality by providingprofessional development opportunities for our members, enabling them toestablish, enhance and revitalize staff, program and organizationaldevelopment in their organizations. For more information about NCSPOD,please visit the website at www.ncspod.orgBill Searle has worked in community colleges since 1971, as an administrator and facultymember. A full time faculty member since 1980, he is currently Professor of Managementand Futures Studies at Asnuntuck Community College in Enfield, CT. His facultydevelopment work spans over a quarter century. Bill was a founding member of theConnecticut Center for Teaching, which he ran for a four-year term, served in a number ofother capacities, and was on the Centers Steering Committee for over 20 years. He wasalso a founding member of the New England Faculty Development Consortium, served onthat board for 7 years, co-edited the newsletter for two years, and ran their Spring Seminarfor Faculty Developers for four years. Bill served on the AACC Commission on Academic,Student and Community Development for two years and was a member of the Commissionon Diversity for a year. A regular contributor to NCSPODs newsletter, Bill also has authoredand edited a number of other NCSPOD publications, as well as publications for the Centerfor Teaching, and articles in various periodicals. He has served NCSPOD as NortheasternRegion Vice President, President, and Chair of the Editorial Board.Searle Engaging Students Page 4 5. Table of ContentsPurpose of This Publication ................................................................... 8Copying This Publication ....................................................................... 9Thanks ............................................................................................ 10A Word About Wording ....................................................................... 10Using This Publication ........................................................................ 11Learning-Centered Teaching ............................................................... 12Barr & Tagg: Comparing Educational Paradigms .................................... 14Building a Learning-Centered Teaching Culture ...................................... 17Those Little (and not so little) Actions and Activities That Build Success .... 20Programming Ideas ........................................................................... 23Two Programs That Energize Faculty ............................................ 23Online Resources To Make Available ............................................ 24Creating a Problem-Based Education Program ............................... 28Start With 'The Seven Principles' ................................................. 31Start at the Beginning: Hiring ..................................................... 32New Faculty Orientation ............................................................. 34New Faculty Email/Webcast Tips ................................................. 37Programming Aimed at Students ................................................. 38Classroom Assessment .............................................................. 40Webcast/Video Series ................................................................ 41What Works Well -- For Me ......................................................... 42Searle Engaging Students Page 5 6. Teaching Partners ..................................................................... 455 Key Changes to Practice .......................................................... 48Create a Wiki ........................................................................... 49Focused Challenge Series .......................................................... 51Question & Answer: Dear Abby ................................................... 54Tacos and Talk ......................................................................... 58Spaces for Learning................................................................... 59Classroom Physical Environment ................................................. 60Classroom Preferences Survey Instrument .................................... 65Two Resources To Provide Faculty .............................................. 67Peer Advisors ........................................................................... 68Kolb Learning Styles Faculty Self-Study Package ........................... 71Universal Design .............................................................................. 96Evaluating Your Efforts ...................................................................... 99Workshops ...................................................................................... 100Personal Learning Application .................................................... 101Energizing the Classroom .......................................................... 102Engaging Students in Class Using Student Groups ........................ 108Learning Cycle ......................................................................... 118BOPPPS: Lesson Planning in 5 Minutes ........................................ 133Preparing Faculty to Present BOPPPS to Colleagues ....................... 142Lesson Planning: Further Steps .................................................. 146Searle Engaging Students Page 6 7. Course Planning for Learning-Centered Teaching .......................... 147Outcomes, Not Agony: Making Outcomes Work For Us .................. 157Learning Preferences ................................................................ 166VARK ..................................................................................... 168Kolb Learning Styles ................................................................. 176Group Development ................................................................. 195Writing Cases .......................................................................... 205Peer Advisors 1/2 Day and Full Day Workshops ............................ 225Faculty Classroom Evaluation .................................................... 236Workshop Checklist .................................................................. 244Specialized Materials ........................................................................ 251Involving Senior Faculty Through Writing .................................... 252Small Pamphlets -- Ideas and Models ......................................... 258Newsletters -- Ideas and Models ................................................ 259Using Email Effectively -- Ideas and Models ............................... 266Multi-Focus Focus Flyers -- Ideas and Models ............................. 275Bookmarks ............................................................................. 286Single-Focus Short Flyers -- Ideas and Models ........................... 289Sample Plan for Distributing Newsletters/Flyers/Emails ................. 299Searle Engaging Students Page 7 8. Purpose of This PublicationToo many of our students are dropping out. More often than many peoplewould like to admit, they drop out because of poor teaching based upon out-dated,ineffective, inaccurate models of what a teacher should do. Ourstudents lives are at stake, and it is time that everyone beganunderstanding this. Some people have dubbed our colleges Second-ChanceInstitutions. They are wrong. For too many of our students we are Last-Chance Institutions. There is no net after us, no other place to go. Whenwe fail them, we wound them deeply. Forever.Learning-Centered Teaching is not an educational fad. It is an imperative.The time for scholarly debate, for discussions about what the researchshows, for the endless rounds of discussions that occur in higher educationhas gone. We are failing far too many students with teaching-as-usual.Lets gear up and get going. This publication is aimed at helping you do justthat.What would you like as a resource on learning-centered teaching? Thiswas the question posed to a number of faculty developers. It will surpriseno NCSPOD members that the results came back that people wanted apractical publication. Ideas I can adapt to my situation. Programs thatwork elsewhere. No more theory! I need practical approaches I canshare with faculty. Resources developed for community college facultymembers.Thus, this publication is designed to provide developers with resources touse and adapt, ideas to consider and customize, and materials to discussand determine how to use. You may wish to use this material only foryourself. Fine. You may wish to give the manual in its entirety to a facultyadvisory committee to help generate ideas and discussion. Go ahead. Youmay wish to pull out ideas and adapt them to your local situation. You maydecide to use portions exactly as presented. Go ahead. You may wish toput many things up on your teaching/learning website. Fine. Take what youneed and discard the rest.You probably will need to read through everything here to see what you wishto use. In order not to bore myself or you, differe