January 11, 2013
Sponsored by the UVa Teaching Resource Center
All workshop sessions are centered on the TRC's 2012-13 theme Flipping the Classroom. For other events in the series, click here.
8:30 – 9:00
CHECK-IN AND ON-SITE REGISTRATION
Nau Hall Lobby
9:00 – 10:15 PLENARY SESSION
Nau Hall Auditorium
Have I Flipped?: Teaching Disciplinary Thinking Through Signature Pedagogies
Lendol Calder, Professor of History, Augustana College
Everybody's heard of MOOCs. But how about MOOOPs: massively obsolete ordinary operating procedures? For over a hundred years, the standard operating procedure for the typical college course has utilized lectures, textbooks, and exams to cover massive amounts of information. But when subjects get "covered," disciplinary thinking gets "covered up." These are the signature habits of mind that scholars in the disciplines use to create inquiries, construct knowledge, and provide warrants for what we claim to know. Disciplinary thinking is what teachers really want their students to know, especially in a world where information is a click away and always changing. But how to teach cognitive habits effectively?
Professor Calder will push us to think "beyond coverage," to declare independence from textbooks, pare down lectures, and set out to "uncover" for students the distinctive epistemologies underlying our individual disciplines. Flipped teaching is only as good as the overarching pedagogy it serves. As Calder directs our attention to the bigger picture of designing effective learning experiences, we will see how flipping the classroom can lead to the "signature pedagogies" unique to each discipline.
Session slides (pdf)
Lendol Calder, a recent winner of the CASE/Carnegie "llinois Professor of the Year" award, is professor of history at Augustana College, Illinois. A specialist in the history of American consumerism, he is the author of Financing the American Dream: A Cultural History of Consumer Credit. His most recent publication reviews the history of household money management in the Oxford Handbook of the History of Consumption (2012). Since being named a Carnegie Scholar in 1999, Calder has also worked to advance the field of history teaching and learning. His landmark 1996 essay "Uncoverage: Toward a Signature Pedagogy for the History Survey" called on history teachers to demystify historical mindedness by uncovering historians' basic modes of thought. Calder is presently writing a book on how to provide students the practice they need to internalize historical thinking as habits of their own. [read more]
10:30 – 12:00 CONCURRENT SESSIONS
Reports from the Hybrid Frontier: Ups, Downs, Lessons Learned
Claire Cronmiller, Professor, Department of Biology
Colleen Kelly, Associate Professor & Director of the MFA Acting Program, Department of Drama
J.H. "Rip" Verkerke, Professor, School of Law
Nau Hall Auditorium
President Sullivan's "Challenge for Newly Hybrid Technology-Enhanced Courses," evoked 41 proposals. This is astonishing in that there was only a 2-week period to articulate a course design enriching traditional in-class activities with web-based or digital technologies to deepen student engagement and learning. Three faculty who were awarded these grants will talk with us about their experiences designing and delivering these courses in such a compressed time frame. As the dust from this intense experience clears, they may offer thoughts on the hybrid courses' impact on student and faculty learning, perceptions, motivation, and persistence.
Promises, Promises: Guaranteed Strategies to Get Learners to Take Responsibility for Their Learning and Class Behavior
E. Franklin Dukes, Director, Institute for Environmental Negotiation
Nau Hall, Room 211
Mr. Dukes will lead us through exercises that forge classroom community by evoking students' aspirations for learning and having them establish groundrules for how the class will function. He makes statements such as "Everyone in the course is capable of getting an "A" and offers strategies for actualizing that goal. Session participants will be invited to envision themselves in a group they would like to make stronger.
Using Social Media to Enhance Community Building and Deepen Disciplinary Learning
John Alexander, Associate Director, SHANTI (Science, Humanities, and Arts Network of
Dorothe Bach, TRC Associate Director and Associate Professor (German)
Lisa Goff, Lecturer, American Studies Program
Gibson Hall, Room 211
This interactive session offers participants an opportunity to explore the role of social media in accelerating community formation in a class setting and in fostering disciplinary thinking and writing. Drawing on their rich experience with engaging students in extensive blogging as well as in posting on scholarly listservs, the presenters will discuss the nuts and bolts of creating assignments that lead students to a deep and intentional exploration of the material. Together, participants will discuss how to effectively enrich courses with social media.
12:00 – 12:45 LUNCH DISCUSSION
Online Education at UVa – More Than We Knew
Marva Barnett, TRC Founding Director and Professor, Department of French
Will Guilford, Associate Professor, Department of Biomedical Engineering and Chair, Faculty Senate
Task Force on Online Education
Nau Hall Auditorium
One positive outcome of the past summer's unrest is that the Faculty Senate was motivated to investigate all we have done and are doing relative to online education. This is an opportunity to hear from and converse with Marva and Will about the past, present and future of UVa's explorations and achievements related to technology-enriched education.
1:00 – 2:00
The Flipped Classroom Toolbox – Hardware, Software and Peopleware to Get You Started
Valerie Larsen, Director, The Arts and Sciences Center for Instructional Technology (ASCIT)
Eric M. Stauffer, Instructional Technologist, The Arts and Sciences Center for Instructional Technology
Nau Hall, Room 211
Now that you are convinced you want to flip your course, where do you begin? This session will highlight some instructional design elements to consider when flipping a course, then demonstrate some hardware and software suggested for a successful flip such as Camtasia 2, Captivate, document cameras, webcams, enhanced audio, slates, iPads and more.