Title III Center for Teaching and Learning

Friday, October 1, 2010

2-3:30 p.m. in Ballroom C

"Course Revitalization: The Buffet Model"

Presenter: Dr. Dennis Pearl of the Department of Statistics, Ohio State University

Abstract:

Education reforms in the last fifteen years have enlivened the teaching of introductory STEM courses with fewer lectures and more active learning, fewer recipes and more conceptual thinking, fewer contrivances and more real data. However, bringing these reforms to large multi-section introductory courses has been a difficult challenge. Thus, the buffet model was developed for a statistics course at The Ohio State University to use class size as a strength rather than a weakness, to optimize learning for the individual rather than norming for the group, and to integrate technology as an efficient tool rather than an expensive add-on.  Students learn in different ways so, in the buffet model, different course sections are geared toward different learning styles and students are offered a choice of interchangeable paths to learn the same course objectives. In order to promote student commitment to follow through on their choices and to enable efficient tracking of each student's progress through the course, the choice of learning modes is exercised through an on-line "contract" entered into by students at the beginning of the quarter. Students can make an informed choice based on the results of their own learning styles inventory and by reading testimony from previous students most like themselves. The buffet structure has been successful in increasing both student satisfaction and student learning. For example, scores on common exams have increased by about a half-letter grade while dropouts and students needing to retake this required course have decreased by more than 40%. Finally, key strategies for a broader assessment plan will be discussed to see how they might drive future redesigns.

Tuesday, October 26, 2010

2-3:30 p.m. in Ballroom C.

"Fostering a Community of Engagement"

Presenters: Dr. Berrylin Martin, Psychologist, Office of Counseling Services and Greg Singleton, Dean of Students, Office of Student Affairs

Abstract:

We’re a growing university with a diverse student population. Today’s students are bright, talented, insightful, and sometimes troubled. Working with students is rewarding ….but it can sometimes be challenging.

What’s the best way to address students who challenge classroom or office decorum?  Ever wonder how to handle students who may be perceived as disruptive? Who should you contact if you are concerned about a student’s behavior? What are the “warning signs” of “at risk” students? 

This interactive workshop will address these questions as well as provide participants with a proactive approach in working with today’s student population. We’ll examine the changing student population on college campuses; explore the options for addressing “at risk” or “disruptive” students; review the latest research on identifying potentially violent students and situations; and investigate how to be proactive and effective with students in need of additional support. Lastly, the specific roles of staff within the Counseling Services Office and Dean of Students will be explained in order to assist you in working with our students.

Participates will leave this session with specific, concrete, and measurable outcomes, along with a copy of the newest resource guide to assist faculty and staff in working with disruptive students.

Tuesday, November 2, 2010

10:30-12 p.m. @ Ft. Campbell in Building 203, Room 203

2:30-4 p.m. @ Main Campus in MUC Ballroom C

 "The Disruptive Student"

Sponsor: Student Affairs

Presenter: Brett Sokolow of The National Center for Higher Education Risk Management, Ltd.

Abstract:

Whether in the classroom or the residence hall, more and more campus faculty and staff members report varying levels of behavior by students this is disrupting the academic environment.  For some, it’s student wearing hats, obscene t-shirts, skirts too short, or shorts pulled too low.  For others sleeping in class or buffoonery are disruptive.  For others it’s cellphones, texting and IMs.  For others, it’s dark imagery and threatening language in classroom assignments or discussions or students who are worrying their hallmates with eating disorders, depression or threats of suicide.  This workshop is a discussion of best practices for managing a wide range of disruptive behavior.  Should you confront it?  Where?  When?  How do you confront it?  Should police be called?  The counseling center?  What if I am the target of a threat or retaliation?  How much is too much, and what are the thresholds for removing students from class?  How can students be dismissed from classes or housing?  What are appropriate statements for syllabi and housing contracts?

Tuesday, November 2, 2010

1-2 p.m. in Ballroom C.

 "FERPA" (Family Education Rights and Privacy Act)

Sponsor: Student Affairs

Presenter: Brett Sokolow of The National Center for Higher Education Risk Management, Ltd.

Friday, November 12

9-4 p.m. in Ballroom C

“Problem-Based-Learning Workshop”

Cosponsor: College of Education

Presenter: Dr. Michael Hosokawa of the Department of Family and Community Medicine, University of Missouri School of Medicine