To register for any workshops that are of interest to you click here
12:00 - 12:50 - Cynthia Carver and Suzanne Klein
Promoting Faculty Development & Continuous Program Improvement Through Action Research
In this presentation, we share highlights from an action research study of the M.Ed. in Educational Leadership, a school leader preparation program. As program coordinators, our interest was to better understand how required course components support students’ learning to be leaders. Analysis of written work completed by two cohorts of students across the 22-month program has prompted changes to the required internship and focused attention on the importance of reflective thinking as a core leadership skill. In sum, action research has become a powerful tool for supporting our development as course instructors, and contributing to continuous program improvement.
1:00 - 1:50 - Nicholas Lauer
This presentation will address how to deal with content that has typically been delivered
face-to-face, how to engage the online learner, and ways to assess online
learning. The presenter will discuss screen technologies that allow instructors to
present lectures online, as well as ways to use social media and a variety of
software applications to make learning more meaningful and engaging.
Using Technology to Enhance Hybrid, Online, and Flipped Graduate Classroom Learning
2:00 - 2:50 - Amanda Hess
Instructional Technology Toolkit: Integrating Tools to Engage All Learners
Identifying and implementing instructional technology tools in the classroom can be challenging, but integrating these tools becomes less daunting - and can create more meaningful learning opportunities! - when instructors consider technology use through the lens of active learning. This presentation equips attendees to take instructional technology into their classrooms by building a toolkit with scholarship, strategies for implementing active learning techniques, and different tools for different learning purposes.
3:00 - 3:50 - Greg Allar
Implementing Problem-Based Learning in the Curriculum Greg Allar
session discusses the use of the problem-based learning strategy in an
introductory international studies course, "The Global Citizen," as a
case study. By integrating real-life problems and issues, this course
goes beyond an introspective study of one culture or civilization. On
the contrary, it seeks to demonstrate the interconnectedness of the
global community and to provoke a deeper understanding of contemporary
4:00 - 4:50 -
Print Explosure is NOT Enough: An Evidence-Based Approach Critical Reading
This session will report on a set
of case studies (conducted in an IRB-approved process) that show how highly
engaged students respond to an assignment in critical reading and thinking as
part of an inquiry project. The outcome of the study suggests that assignments
that require the critical thinking and reading skills students need can lead to
a much greater level of engagement and success in research, writing and course
work. Participants will create their own assignments to engage students in
critical reading and thinking in conjunction with research and inquiry assignments.
Poster Sessions - set up in 200A - 200J Hallway
Connections Class – An Easy Way to Improve Faculty-Student Interactions (WINNER of the Lilly Poster Award!!!)
Connections Classes are designed to enhance faculty-student interaction in 1st and 2nd year engineering/STEM courses. Faculty spend 15-20 minutes during one class period sharing information about themselves, their research, their career path, their interests, how they decided to become a professor, and/or any other information they feel comfortable sharing with the class. Students can ask questions and the dialogue is intended to be informal and open. Connections classes have been implemented in several engineering courses at Oakland University as part of a mini-grant from the NSF-funded ENGAGE program. Seven faculty members have so far implemented this initiative in their core 100-200 level engineering courses at OU since Winter 2013. Student survey results show that 92.1% of the student respondents agree or strongly agree that there is value in having a ‘Connection Class’ in their engineering classes. Student comments were overwhelmingly positive and indicate that students felt more comfortable approaching the faculty member after the class. Results at other institutions point to similar results.
Teaching with Google Earth
overview of Strategy: Your first internet assignment for this course
will be to create two virtual field trips; one involves West-East travel
via the Trans-Siberian Railway, while the other involves a North-South
cruise on the Volga River. This assignment uses Google Earth to
introduce you to the vast geographic area which Russia occupies.