As instructors, we want our students to participate in the class and their own learning but often struggle with the best means to recognize and grade student participation:
Is it attendance? Is it simply about speaking up in a discussion? Is it about quality vs quantity (and how do we grade that!)? Can students truly contribute to the class and their own learning if they are not talking during discussions?
These are some of the questions our panel of faculty experts will address along with discussions of their own methods for encouraging, recognizing, and grading undergraduate student participation Details
CTL North Instructional Plaza Conference Room (http://ctl.uga.edu/location)
Have you ever wondered how you might replicate the benefits of small group dynamics in a larger class?
Peer Learning Assistants (PLAs) are undergraduates who, with the guidance of course faculty, support the teaching in a course they previously completed with a high degree of success. PLAs attend class meetings and facilitate discussion and active learning events to promote student engagement, critical reasoning, and learning. Data has shown that, compared to other active learning courses, courses with PLAs have significantly improved student performance both within and beyond the course employing PLAs (Pollock 2009, Langdon and Cech 2013). When used well, PLAs have the ability to promote student use of reasoning through their interactions with students in class (Knight et. al. 2015).
In this workshop, participants can expect to learn the tenets of the PLA model and effective practices for engaging PLAs in their courses. A panel of faculty and experienced PLAs will describe common pitfalls, tips, and strategies for implementing PLAs in different classroom settings at UGA. Time will be built in for participants to develop their own plan for PLA use. Details
Fourteen years ago, Lee Shulman introduced the idea of “signature pedagogies,” or approaches to teaching that cultivate disciplinary habits of mind. This concept challenges us to ask some pointed questions: how does the biologist, for example, teach so that her students experience thinking like a biologist and even doing biology? How does the historian teach students to practice historical thinking? How does the artist teach students to see the world through artists’ eyes? What about the other disciplines? And ultimately, why should the biologist, the historian, the artist, and the rest of us care? This session will explore how a variety of disciplines have responded to the challenge, consider some of the criticisms that have emerged, and suggest potential avenues for exploring signature pedagogies moving forward. Details
Many SoTL projects that would help us understand and improve learning and teaching sit in the files of teacher-scholars, without ever making it to the desktops of editors. This premature endpoint can be attributed, in part, to systemic barriers (e.g., what "counts," dearth of time and resources), but not completely. Programs, scholarship, and other supports in SoTL are front-loaded: we regularly address the processes of designing SoTL projects, and are often careful to make these discussions relevant across disciplines. However, discussions of how to go public--other than the necessity to do so--are rare. Even more rare is the discussion of how to make this critical step accessible and meaningful to SoTL practitioners across the disciplines. What do SoTL publications look like? What are the expectations and possibilities for these publications? And why is this not already a regular part of SoTL conversations? Details