Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Theorycrafting the Classroom: Constructing the Introductory Technical Communication Course as a Game

When games are approached as a pedagogical methodology, the homologies between games and technical communication are highlighted: pedagogy that teaches people to play and succeed within certain confines; classroom assessment that provides meaningful feedback to encourage self-improvement; instructional design that incorporates gaming theory and game design principles; and usability to ensure optimum success. This paper provides an overview of these topics for instructors to consider when designing a technical writing course as a game

Effective Teaching and Learning—A Five-Step Process

The Aristotelian triptych—tell them what you are going to tell them, tell them, and tell them what you told them—offers an excellent organizational framework for successful teaching. Two essentialities for learners interspersed with the Aristotelian triptych are—why listen (i.e., what’s in it for me?) and so what now (i.e., what’s its use to me?). In combination, an effective teaching and learning process requires five sequential steps. First, teachers preview how the course’s disciplinary content is organized. Second, teachers communicate information clearly and specifically to convince students how and why listening will personally benefit them. Third, teachers lead interactive classes utilizing a variety of instructional approaches interspersed with engaging learning activities. Fourth, through learning assessments, teachers reinforce learning. Fifth, students use new knowledge and skills learned

ANTH 474/874: Applied and Development Anthropology—A Peer Review of Teaching Project Benchmark Portfolio

In what follows, I provide an overview of the Benchmark Portfolio developed for the upper level undergraduate/graduate course ANTH 474/874: Applied and Development Anthropology taught in the Spring Semester, 2016 through the Department of Anthropology at the University of Nebraska-Lincoln. Topics include the objectives for the portfolio, description of the course including course goals, enrollment and demographic information, teaching methods, rationale, course materials and activities, analysis of student learning, planned changes based on this experience, and an overall assessment of the portfolio process. As an Assistant Professor of Practice in the Department of Educational Psychology and the Department of Anthropology, my participation in the Peer Review of Teaching (PRT) Project was geared toward the complementary goals of improving as an instructor in the classroom, further demonstrating my commitment to the position that underscores teaching as its primary focus, and continuing a research track on teaching applied and development anthropology that had begun prior to my enrollment in this project. I make the case that participation in the PRT Project was an extremely worthwhile and invaluable experience for me as I thought through, made explicit, and enacted specific practice-based links between course design, instructional delivery, and evaluation in ways that brought to light some of the ambiguity and elusive nature of past course designs and provided specific strategies for improving my teaching in the future

Sparking Innovation in STEM Education with Technology and Collaboration

This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative –an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions

Interactive Nutrition Curriculum for College Students

The demand for nutrition services has increased in the past year at Georgia State University. Group classes would be an efficient way to educate larger groups of students at once rather than providing one on one attention, which requires more employees. This interactive nutrition curriculum is informed by best practices shown in the literature and student interests. Six modules rooted in social cognitive theory have been developed to increase knowledge and improve self-efficacy and behavioral capability for healthy eating patterns among college students at Georgia State. The curriculum promotes reflection and personalized goal setting with the intention of advancing students through the stages of change model. Topics include MyPlate guidelines, how to eat healthy on a budget, meal planning, label reading, healthy dining-out options, and basic cooking skills. The use of this curriculum has great potential to enhance the existing services of the GSU Counseling Center, add value to PantherDining, and meet the needs of students