Teaching & Learning Innovation Series, Fall 2017

The Teaching and Learning Innovation (TLI) Series features interactive, hands-on workshops focused on the development of excellent teaching and learning through:

  • offering new methods for classroom and academic instruction
  • presenting creative ways to engage students in learning
  • using new teaching strategies to enhance academic experience
  • examining teaching and learning approaches in new ways
  • learning to use new and available tools

TLI Resources

The Teaching and Learning Innovations (TLI) Series features professional, engaging online videos and interactive face-to-face sessions and workshops that enhance professional development at EKU. The documents attached at the bottom of the page are intended to help speakers prepare for the video recording process and face-to-face interactive sessions. 

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  •  

    Monday, August 28, 2017 | 1:25 - 2:25pm 
    Dr. Jennifer Fairchild, Dr. Timothy Forde, and Dr. Beth Polin
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Foundations, Culturally Responsive Pedagogy, Assessing Diverse Students


    This session will focus on understanding EKU students with an introduction about student demographics. Facilitators will  introduce strategies that you can implement in your classroom, using diversity training and respect for learning differences.
     

    Objectives:                                            

    Learn about typical EKU students

    Apply innovative pedagogical approaches for engaging students in the learning process

    Access Materials 


  • Wednesday, August 30, 2017 | 10:00 - 11:00am 
    Dr. Erin Presley
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusion: Foundations

     

    What is the process for assessing General Education courses at EKU?  How can we improve student learning as a result of General Education assessment findings?  How can educational programs integrate general Education assessment with program-level evaluation?  The 2017-8 Academic Year is a reporting period for all courses participating in the General Education Curriculum.  Using course assessment results meaningfully is a process of identifying factors that affect learning outcomes and taking action to continuously improve student learning.  Identifying the use of General Education course results is a key priority at both the course and University level, and information about meaningful change or action is shared internally and externally.  Join us as we learn about the General Education assessment process, why it is important from the student to the institutional level, and how to document meaningful change.

     

    Objectives:                                            

    • To understand the importance of General Education assessment as it relates to student learning

      To learn how to identify, take action, and report factors that continuously improve student learning

    Access Materials

  • Thursday, August 31, 2017 | 11:00 - 12:00pm 
    Dr. Jackie Jay
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusion: Foundations

     

    Meaningfully using student assessment results is a process of identifying factors that affect student learning and taking action to improve student learning.  Documenting improvements is a key priority at both the course and program levels, and information about meaningful change or action is shared internally and externally.  Join us as we learn about assuring evidence of meaningful change, explore why it is important from the student to institutional level, and examine example documentation of change.

     

    Objectives:                                            

    • Understand what student assessment is and its importance

    • Learn to document improvements and meaningful changes


    Access Materials

  • Thursday, September 7, 2017 |  11:00am - 12:00pm
    Dr. Lisa Bosley and Dr. Jill Parrott
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition, Critical Reading

     

    Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers.

     

    Objectives:

    • Think about the role of reading for learning in your classes

    • Practice metacognitive strategies to improve critical reading


    Access Materials

  • Monday, Sept. 18, 2017 | 1:00 - 2:00pm 
    Dr. Jackie Jay
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusion: Foundations

     

    Meaningfully using student assessment results is a process of identifying factors that affect student learning and taking action to improve student learning.  Documenting improvements is a key priority at both the course and program levels, and information about meaningful change or action is shared internally and externally.  Join us as we learn about assuring evidence of meaningful change, explore why it is important from the student to institutional level, and examine example documentation of change.

     

    Objectives:                                            

    • Understand what student assessment is and its importance

    • Learn to document improvements and meaningful changes

    Materials and video from the August 31, 2017 session:

    Access Materials
     

  • Tuesday, September 19, 2017 | 10:00 - 11:00am 
    Dr. Erin Presley
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Foundations, Critical and Creative Thinking

     

    What is the process for assessing General Education courses at EKU?  How can we improve student learning as a result of General Education assessment findings?  How can educational programs integrate general Education assessment with program-level evaluation?  The 2017-8 Academic Year is a reporting period for all courses participating in the General Education Curriculum.  Using course assessment results meaningfully is a process of identifying factors that affect learning outcomes and taking action to continuously improve student learning.  Identifying the use of General Education course results is a key priority at both the course and University level, and information about meaningful change or action is shared internally and externally.  Join us as we learn about the General Education assessment process, why it is important from the student to the institutional level, and how to document meaningful change.

     

    Objectives:                                            

    • To understand the importance of General Education assessment as it relates to student learning

    • To learn how to identify, take action, and report factors that continuously improve student learning

      Access Materials

  •  Thursday, September 28, 2017 | 11:00am - 12:00pm  
    Dr. Lisa Bosley and Dr. Jill Parrott
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition, Critical Reading

     

    While our students are reading every day on BuzzFeed, Twitter, Facebook, or other media sources, they’re often unused to the types of reading tasks we ask them to do in our classes. In particular, textbooks can be overwhelming because of their density and unfamiliar language. This session will review metacognitive reading strategies that can be applied to textbook reading and provide practical approaches to course design that will help students read with purpose, retain information, and learn from textbooks more independently. (Instructors are encouraged to attend the Developing Critical Readers through Metacognitive Strategies workshop prior to this session but it can be taken on its own.)

     

    Objectives:

    • Identify challenges with textbook reading assignments

    • Clarify purpose in assigning textbook reading

    • Practice metacognitive strategies to help students read textbooks more effectively

    • Identify strategies to improve textbook reading engagement and compliance

      Access Materials

  • Monday, October 2, 2017 | 11:15am - 12:15pm 
    Dr. Charlie Sweet, Dr. Hal Blythe, Dr. Bill Phillips, Dr. Lisa Day, Dr. Sherwood Thompson, and Dr. Russell Carpenter
    Location: Noel Studio Conference Room
    DEEP Course Inclusion: Foundations


    Join the authors of Scaling the Scholarship Mountain for an interactive session designed to help you publish your scholarship. Participants will learn specific strategies to increase their productivity. 

    Objectives:

    • Assess one's personal inventory of scholarly experience

      Identify potential markets for their scholarship
       
      Apply various composition strategies

      Connect teaching experience and research to scholarly endeavors

      Access Materials

  • Thursday, October 12, 2017 | Time 9:30-10:30am
    Dr. Jill Parrott
    Location: Noel Studio Breakout 3
    DEEP Course Inclusions: Metacognition, Foundations, Critical Reading

     

    Multimodal texts--those that occupy more than one approach simultaneously such as websites, which have textual, visual, and often audio elements--can be challenging for students to read critically and for us to teach with an eye toward metacognition. How does one annotate a blog post? How can a student read a YouTube video with purpose? Can a piece of music be summarized? This session will provide instructors with a brief background in multimodality and practical classroom approaches to help students improve their reading of multimodal texts to be more critical and metacognitive.

     

    Objectives:

    • Review theories of multimodality

    • Review metacognitive reading strategies

    • Apply metacognitive reading strategies to multimodal texts

    • Discuss plans to help students read multimodal texts metacognitively

  • Wednesday, October 18, 2017 | 11:15am - 12:15pm 
    Dr. Jennifer Fairchild and Dr. Clint Stivers
    Location: Noel Studio Breakout 3
    DEEP Course Inclusion: Foundations

     

    This session will highlight how ePortfolios, the 11th High-Impact Practice (HIP), can enhance teaching effectiveness and student learning.  The facilitators will discuss an innovative framework to help you integrate ePortfolio into your courses so that you can meet your teaching goals.

     

    Objectives:                                            

    • Learn how e-Portfolio can help improve teaching and learning

    • Participants will consider a method to incorporate e-Portfolio into their courses

      Access Materials
       

  • Thursday, October 19, 2017 | 11:00am - 12:00pm 
    Dr. Lisa Bosley or Dr. Jill Parrott
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition

     

    While our students are reading every day on BuzzFeed, Twitter, Facebook, or other media sources, they’re often unused to the types of reading tasks we ask them to do in our classes. In particular, textbooks can be overwhelming because of their density and unfamiliar language. This session will review metacognitive reading strategies that can be applied to textbook reading and provide practical approaches to course design that will help students read with purpose, retain information, and learn from textbooks more independently. (Instructors are encouraged to attend the Developing Critical Readers through Metacognitive Strategies workshop prior to this session but it can be taken on its own.)

     

    Objectives:

    • Identify challenges with textbook reading assignments

    • Clarify purpose in assigning textbook reading

    • Practice metacognitive strategies to help students read textbooks more effectively

    • Identify strategies to improve textbook reading engagement and compliance

      Access Materials

    Recording from the Sept. 28 session:

  • Monday, October 23, 2017 |  3:30 - 4:30pm
    Dr. Lisa Bosley and Dr. Jill Parrott
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition, Critical Reading

     

    Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers.

     

    Objectives:

    • Think about the role of reading for learning in your classes

    • Practice metacognitive strategies to improve critical reading


    Access Materials
     

    Recording from the Sept. 7 session:

     

  • Wednesday, October 25, 2017 | 11:15am - 12:15pm 
    Dr. Ryan Baggett
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusion: Foundations, Flipping the Classroom

    The presentation will cover team-based learning (TBL), an unusually powerful and versatile teaching strategy that enables instructors to take small-group learning to a higher level of effectiveness. TBL employs a series of active teaching and learning techniques to transform groups of individuals into high-performance learning teams. The session will overview the essential principles of TBL as well as how to implement smart practices. Additionally, an overview of ongoing research on this high-impact practice will be provided.

     

    Objectives:

    • Understand TBL

    • Demonstrate how to implement TBL in your classes

    • Learn about the connection between TBL and HIPs

      Access Materials

  • Thursday, October 26, 2017 | 10:00am - 11:00pm 
    Dr. Lisa Bosley
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition, Foundations, Critical Reading

    Faculty often lament their students’ lack of attention to course reading assignments and spend valuable class time summarizing key points from the reading. What if students came to class prepared to work with ideas from their course texts?  This session will present classroom practices and assignments that encourage active, critical reading.

     

    Objectives:

    • Review theories of student motivation and self-efficacy

    • Practice metacognitive strategies to create an inquiry-based approach to texts

    • Practice metacognitive strategies to generate interest in reading assignments

    • Discuss strategies to hold students accountable for class reading

      Access Materials

  • Thursday, November 2, 2017 | 11:00am - 12:00pm
    Dr. Lisa Bosley 
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition, Foundations

    Faculty often lament their students’ lack of attention to course reading assignments and spend valuable class time summarizing key points from the reading. What if students came to class prepared to work with ideas from their course texts?  This session will present classroom practices and assignments that encourage active, critical reading.
     

    Objectives:

    • Review theories of student motivation and self-efficacy

    • Practice metacognitive strategies to create an inquiry-based approach to texts

    • Practice metacognitive strategies to generate interest in reading assignments

    • Discuss strategies to hold students accountable for class reading


    Register Here

  • Tuesday, November 7, 2017 | 11:00am - 12:00pm 
    Dr. Timothy Forde
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Culturally Responsive Pedagogy

    In this session, faculty will Investigate and discuss practices for enhancing student learning through culturally responsive pedagogy as a high-impact educational practice that is effective with all students.

     

    Objectives:

    • Discuss pedagogical approaches that improve student engagement and participation

    • Examine multiple perspectives for content delivery that promotes instructional excellence where all students have equitable opportunities to succeed


    Register Here

  • Wednesday, November 15, 2017 | 1:30 - 2:30pm 
    Dr. Jill Parrott
    Location: Noel Studio Discovery Classroom
    DEEP Course Inclusions: Metacognition, Foundations, Critical Reading

    Multimodal texts--those that occupy more than one approach simultaneously such as websites, which have textual, visual, and often audio elements--can be challenging for students to read critically and for us to teach with an eye toward metacognition. How does one annotate a blog post? How can a student read a YouTube video with purpose? Can a piece of music be summarized? This session will provide instructors with a brief background in multimodality and practical classroom approaches to help students improve their reading of multimodal texts to be more critical and metacognitive.

     

    Objectives:

    • Review theories of multimodality

    • Review metacognitive reading strategies

    • Apply metacognitive reading strategies to multimodal texts

    • Discuss plans to help students read multimodal texts metacognitively


    Register Here

  • Thursday, December 7, 2017 | 12:30 - 2:00pm 
    Jason Peerce
    Location: Noel Studio Greenhouse
    DEEP Course Inclusion: Foundations, Discussion Boards

     

    The Showcase highlights and celebrates the accomplishments of participants in Professional Learning Communities (PLCs), the Teaching and Learning Innovation (TLI) series, and EKU faculty working to bring innovation into their classroom. Presenters will discuss and display tools, projects, and concepts developed as a result of their participation in these initiatives. In addition, presenters will emphasize strategies that led to the creation of their projects.

     

    Register Here