2014 TEACHING ACADEMY DAY
Sept. 24 |Stewart Center
Teaching Academy
Executive Council
Pete Bill
Veterinary Medicine/LYNN
49-48633
Joel Ebarb
Visual Performing Arts/PAO [email protected]
49-43081
Peg Ertmer
Curric & Instruction/BRNG
[email protected] 49-45675
Chuck Krousgrill, Jr.
Mechanical Engineering/ME
49-45738
Chantal Levesque-Bristol
(ex-officio) Center for Instructional
Excellence/DLR
49-66424
Michael Melloch
Electrical & Comp Engr/EE
49-43528
Randy Roberts History/UNIV
49-40040
David Rollock
Psychology/PSYC [email protected]
49-46977
Charlene Sullivan
Management/KCTR
[email protected] 49-44382
Bernard Tao
Agricultural and Biological
Engineering, Food Science/FS
[email protected] 49-41183
Tom Turpin
Entomology/SMTH
49-44568
Juan Velasquez
Engineering/ARMS [email protected]
49-45340
Frank Dooley
(ex-officio)
Vice Provost/HOVDE [email protected]
49-40615
Welcome to the
First Purdue Teaching Academy Day!
We are delighted you can join us for the inaugural event
of the Purdue Teaching Academy for the 2014-2015
academic year.
As part of the Academy’s efforts to make Purdue
faculty aware of the network of teaching expertise and
resources available to them on campus, 17 Academy
members will share their insights on more than 20
teaching topics today.
Please feel free to sit in on as many of the sessions as your schedule allows, and
to network with the presenters and other participants. It is part of the Teaching
Academy’s mission to provide opportunities for all interested faculty, staff and
students to talk, learn, and work together on important and meaningful
educational initiatives. We work to foster educational creativity, innovation, and
effectiveness both in and outside the classroom.
We also hope you will join us this evening as we honor the 11 newest Fellow
and Associate Fellows nominated and selected for their outstanding
achievements and commitment to teaching excellence. The Teaching Academy
Induction Ceremony will be held in the Purdue Memorial Union North
Ballroom. A reception begins at 6:30 p.m. followed by the ceremony at 7 p.m.
As the largest collection of experienced educators and teachers on the Purdue
University West Lafayette campus, the Teaching Academy provides leadership,
and serves as a catalyst to enhance and strengthen the quality of undergraduate,
graduate, and outreach teaching and learning.
Please feel free to share your feedback on today with me, as our intent is to
make The Teaching Academy Day an annual event to support teaching and
learning on Purdue’s campus.
Dr. Pete Bill
Teaching Academy Chair
Assistant Dean for Academic Affairs, Teaching, and Learning
Professor of Veterinary Pharmacology
College of Veterinary Medicine
Purdue University
—Associates—
Lindsey Payne Environmental & Ecological Engineering/Ecological Sciences and Engineering Graduate Program College of Engineering
Jason Weiss
Civil Engineering
College of Engineering
Kyle Vealey English College of Liberal Arts
Congratulations
to the
2014-2015
Purdue Teaching
Academy inductees
Monica Cardella
Engineering Education College of Engineering
David Eichinger
Curriculum Instruction
College of Education
Pamela Karagory Nursing College of Health & Human Sciences
Cynthia Bozich Keith
Nursing
College of Health &
Human Sciences
Kathleen C. Howell
Aeronautics &
Astronautics
College of Engineering
Christopher Lukasik English College of Liberal Arts
Vicki Simpson Nursing College of Health & Human Sciences
Suzanne Nielsen
Food Science
College of Agriculture
Sept. 24 | STEW
TIME
218 A 218 B 218 C
9:00-9:20 William (Bill) Oakes
Integrating
Community-
Engagement/Service-
Learning in Many
Classes
Josh Boyd
A Different Kind of
[Text] Book: Using
Fiction in a Non-
Literature Class
9:30-9:50 William (Bill) Oakes
Thriving in Large
Classrooms
Joel Ebarb
Successful Teaching
and the International
Student
Suzanne Nielsen
Linking Student
Learning to Career
Realities
10:00-10:20 Ellen Gundlach
Statistics and Society –
Modernizing the
Curriculum in
Response to Change in
My Students
Joel Ebarb
Dynamic Teaching
Techniques
10:30-10:50 Marcy Towns
Taming the Whale:
Engagement Strategies
in Large Lecture
Classrooms
Pete Bill
Problem-Based
Learning in a Hybrid
Curriculum – Part I
11:00-11:20 George Bodner
Teaching Chemistry to
Students with
Blindness or
Low Vision
Pete Bill
Problem-Based
Learning in a Hybrid
Curriculum – Part II
TIME
218 A
218 B 218 C
1:30-1:50 Mark Russell
How do We Really
Measure Learning
Outcomes?
Mick La Lopa
Effectively Using
Undergraduates as
Teaching Assistants
2:00-2:20 Peg Ertmer
Facilitating
Productive Class
Discussions
Jeff Rhoads &
Chuck Krousgrill
The Purdue Mechanics
Freeform Classroom –
Part I
2:30-2:50 Jeff Rhoads &
Chuck Krousgrill
The Purdue Mechanics
Freeform Classroom –
Part II
Eckhard Groll
Integrating Global
Competency
Education in the
Classroom
3:00-3:20 Dor Ben-Amotz
What I have Learned
about Effective
Teaching in the Wild
Heidi Diefes-Dux
Learning from
Learning Objectives
Pete Bill
Teaching Students to
Recognize Conflict in
Small Groups Using
the Myers-Briggs Type
Inventory
3:30-3:50 Nancy Peterson
Developing Creative
and Critical Thinking
through CATs
(Classroom
Assessment
Techniques)
Heidi Diefes-Dux
Teaching with
Authentic Problems
and Assessments
Ben-Amotz, Dor
Chemistry
College of Science
What I have Learned about Effective Teaching
in the Wild
I will describe some keys to effective teaching that do
not fit into any one category, but should be applicable to all. These are
things I have learned the hard way, by trial-and-error, from years of
hands-on experience in the classrooms at Purdue.
3:00-3:20 – STEW 218 A
Bill, Pete
Basic Medical Science
College of Veterinary Medicine
Problem-Based Learning in a Hybrid Curriculum
– Part I and II
The College of Veterinary Medicine has had a hybrid
problem-based curriculum for almost 20 years. During that time, we have
learned many things about using the PBL format in small-group learning
situations, along with trying many variations on techniques to facilitate
learning and group interactions. These will be presented in the two-part
series that suggests the process and the techniques/methodologies that
have been tried (and those that failed).
10:30-10:50 – STEW 218 C - Part I
11:00-11:20 – STEW 218 C - Part II
Sept. 24
Bill, Pete
Basic Medical Science
College of Veterinary Medicine
Teaching Students to Recognize Conflict in
Small Groups Using the Myers-Briggs Type Inventory
One of the competencies required of our students to
work effectively in groups. This also requires students be able to
understand when conflicts arise in work/group situations, and to
effectively address such conflict in a constructive manner. This
presentation discusses how the MBTI is used as a tool to illustrate
student differences and suggest approaches to resolving conflict when
it is identified.
3:00-3:20 – STEW 218 C
Bodner, George
Chemistry
College of Science
Teaching Chemistry to Students with Blindness
or Low Vision
This talk will address some of what members of my
research group have learned over 20 years of getting students with low
vision through the introductory chemistry courses, including
“visualizing” the structures students encounter in organic chemistry.
The theoretical framework and approach used to evaluate the
challenges will also be discussed.
11:00-11:20 – STEW 218 A
Boyd, Josh
Brian Lamb School of Communication
College of Liberal Arts
A Different Kind of [Text] Book: Using Fiction
in a Non-Literature Class
Let’s face it: fiction is often more interesting than
non-fiction. In this session, learn how to identify fiction relevant to your
class, incorporate it into your class, and create assignments that allow
students to enjoy a good story while thinking and writing critically
about the topic or profession they are studying.
9:00-9:20 – STEW 218 B
Diefes-Dux, Heidi
Engineering Education
College of Engineering
Learning from Learning Objectives
We've been trying to write good learning objectives
for our classes for a long time. But how can we use them to actually
assess student learning? And if we do that, what can we learn about
our students and the effectiveness of our own instruction? This
presentation will highlight two years of experience with using learning
objective-based rubrics to assess student learning in a very large
course.
3:00-3:20 – STEW 218 B
Sept. 24
This presentation will focus on simple strategies to
effectively communicate course requirements and materials to
international and non-international students alike. Tips for breaking
down cultural barriers and ensuring that all students have an equitable
classroom experience will be discussed.
9:30-9:50 – STEW 218 B
Ebarb, Joel
Patti and Rusty Rueff School of Visual and Performing Arts
College of Liberal Arts
Diefes-Dux, Heidi
Engineering Education
College of Engineering
Teaching with Authentic Problems and
Assessments
Authentic problems should reflect professional
practice. So should the formative and summative assessments that go
with these problems. Backed by 14 years of problem design and
implementation strategy development experience, I will highlight how a
framework can be used to transform real-world problems with which
students engage to integrate both technical and professional skills
development.
3:30-3:50 – STEW 218 B
Successful Teaching and the International
Student
Dynamic Teaching Techniques
Master simple and effective presentation strategies
that allow instructors to invigorate students while still successfully
communicating course material. Learn vocal and physical skills useful
in maintaining a vibrant and engaged classroom.
10:00-10:20 – STEW 218 B
Ebarb, Joel
Patti and Rusty Rueff School of Visual and Performing Arts
College of Liberal Arts
Ertmer, Peg
Curriculum and Instruction
College of Education
Facilitating Productive Class Discussions
Managing classroom discussions is a skill that
requires good questioning strategies as well as the ability/willingness
to allow students to take control of their learning. Over time, one learns
how to strike a reasonable balance between stepping back and
stepping in. In this presentation/discussion, I’ll describe some of the
strategies I use to facilitate productive class discussions.
2:00-2:20 – STEW 218 A
Sept. 24
Groll, Eckhard
Mechanical Engineering
College of Engineering
Integrating Global Competency Education in the
Classroom
I plan to present ideas on how to integrate cultural
experiences into the undergraduate curriculum to raise the level of
global competency skills in our students. Students seem to be more
engaged with the classroom material by adding cultural interactions.
2:30-2:50 – STEW 218 C
Gundlach, Ellen
Statistics
College of Science
Statistics and Society – Modernizing the
Curriculum in Response to Change in My Students
With a major design overhaul of her course and an
IMPACT redesign, Dr. Gundlach will discuss how she adapted her new
course to be more relevant to students by placing a greater emphasis
on statistics within society. She will discuss the techniques she used to
engage students using different types of assignments, and how these
assignments can be adapted for traditional, online, and hybrid classes.
10:00-10:20 – STEW 218 A
The Purdue Mechanics Freeform Classroom –
Part I and II
This talk will describe some of the recent advancements
associated with the Purdue Mechanics Freeform
Classroom. Topics to be covered include the use of
Lecturebooks, hybrid course notes/textbooks; course
blogs and discussion forums; and YouTube-hosted video
content encompassing lecture examples, homework
solutions, and experimental demonstrations.
Preliminary assessment results will also be discussed.
2:00-2:20 – STEW 218 B - Part I
2:30-2:50 – STEW 218 B - Part II
Krousgrill, Chuck & Rhoads, Jeff
Mechanical Engineering
La Lopa, Mick
Hospitality and Tourism Management
College of Health and Human Sciences
Effectively Using Undergraduates as
Teaching Assistants
This fall semester (2014), I have 18 undergraduate
students serving as teaching assistants (TAs) for the three classes I
teach. The procedure for recruiting and selecting undergraduate
students to be TAs will be presented along with the pros and cons
learned over the years. At the end of the presentation, those attending
will learn to completely trust undergraduate TAs to support their
teaching, as I have over the years.
1:30-1:50 – STEW 218 B
Sept. 24
Nielsen, Suzanne
Food Science
College of Agriculture
Linking Student Learning to Career Realities
This session will discuss how an individual project
used in class serves to connect students to industry professionals who
share an understanding of each student’s specific career direction.
9:30-9:50 – STEW 218 C
Oakes, William (Bill)
Engineering Education and EPICS
College of Engineering
Integrating Community-Engagement/
Service Learning in Many Classes
Service-learning or community engagement is a
pedagogy that can enhance learning, increase motivation, and make
an impact in the community. This session will share lessons learned
through experience and research, what to do and what not to do to
make the experiences positive for the students, community, and the
instructor.
9:00-9:20 – STEW 218 A
Thriving in Large Classrooms
I remember the sheer terror of my first large lecture.
My mentor’s comment after the first class was, “I am sure you will get
better.” I have come a long way and really enjoy the large classes,
especially with younger students. Lessons learned from the field,
through experiences and research, will be shared along with tips that
can easily be integrated into a class this semester.
Oakes, William (Bill)
Engineering Education and EPICS
College of Engineering
9:30-9:50 – STEW 218 A
Peterson, Nancy
English
College of Liberal Arts
Developing Creative and Critical Thinking through
CATs (Classroom Assessment Techniques)
Short activities can engage students with content-
specific knowledge in valuable ways. I have adapted Thomas Angelo
and Patricia Cross’s CATs (Classroom Assessment Techniques) for my
English and American Studies classes, and students have responded
positively. CATs typically involve short written activities that elicit critical
and/or creative thinking. In this presentation, I will outline a few CATs
that I have used successfully and suggest how they might be adapted
for other disciplines.
3:30-3:50 – STEW 218 A
Sept. 24
Russell, Mark
Animal Science
College of Agriculture
How do We Really Measure Learning Outcomes?
Can we honestly say that we are accomplishing our
stated learning outcomes for any class? How can we prepare the
students to demonstrate that they have learned what we intended
them to learn? Dr. Russell shares his insight from years of teaching.
1:30-1:50 – STEW 218 A
Towns, Marcy
Chemistry
College of Science
Taming the Whale: Engagement Strategies
in Large Lecture Classrooms
Since 2012, we have been reforming Chemistry 11100
using lessons learned in our IMPACT reform of Chemistry 11500. We have
developed learning objectives (including for our laboratory), developed a
more relevant curriculum, and aligned assessments. The pedagogical
approach is scaffolded problem-solving, in which we use our graduate
teaching assistants to facilitate. Suggestions will be made on how these
lessons learned might be applied to your classroom.
10:30-10:50 – STEW 218 B
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