15 May 2020
Noel Studio for Academic Creativity and Faculty Center for Teaching & Learning
Eastern Kentucky University
The 2020 Conference Program [Click Here]
Due to health concerns from COVID-19, the 2020 Pedagogicon conference will be hosted virtually. Conference registration will be waived. Presenters and attendees should register for the conference.
The conference program will be available online. Attendees will have access to individual session links. Sessions will be presented via Zoom. All times are EST.
You can view the schedule here: Pedagogicon 2020 Schedule
Register for the 2020 Pedagogicon
Cost to Register: Free
Thank you all for your interest and support!
Opening Session with Dr. Alison Cook-Sather
The conference will begin at 8:15am with an open discussion about students-as-partners models featuring Dr. Alison Cook-Sather, Mary Katharine Woodworth Professor of Education and Director, Peace, Conflict and Social Justice concentration and Director, Teaching and Learning Institute, Bryn Mawr and Haverford Colleges. Alison has published over 70 articles and book chapters and five books, including Engaging Students as Partners in Learning and Teaching: A Guide for Faculty.
Transparency in Flipping: Giving Students a Voice in an Evolving Classroom
At Eastern Kentucky University, two undergraduate student consultants were paired with a faculty partner to turn a lecture-lab course into a flipped format general education science course. By creating an open discussion with the student partners before, during, and after the course redesign, the faculty member flipped the class in a matter of three months. Biweekly faculty-partner group meetings provided the faculty insight into how to transform lectures, activities, and adjust class management. We have observed: 1) although many researchers report that students often believe that faculty are no longer working as hard in flipped versus standard lecture-labs, students now readily see the care and devotion that the faculty member puts into the course; 2) many students now recognize that the student partners and student feedback have made students stakeholders in the course; and 3) by forming a student-faculty partnership, the faculty successfully addressed several student partner concerns – concerns often shared by students in this general education course -- including the need for more one-on-one interaction with the faculty member, less difficulty in transitioning from lecture to lab, and clearer, more direct online lecture materials.
12 Students, 1 course-embedded staffer, and 13 weeks: A Close Up Look at a Single Course-Embedded Class
This presentation, offered by a professor and a writing center staffer at a small liberal arts college, offers both quantitative and qualitative evidence for the successes in a single course-embedded section of Introduction to Classical Rhetoric (a required course for our major in Writing, Rhetoric, and Communication, as well as a popular general education course for students across programs). Our presentation introduces the concept of course- embedded/peer-to-peer writing support to newcomers via a short literature review, but then moves quickly to a detailed description of both program implementation and assessment. This presentation might be of special interest to those who teach at small colleges, or who are considering course-embedded work in sophomore/junior level writing courses. One might argue that the skills developed by both staffers and students alike via course-embedded collaboration are at the heart of liberal arts values. Finally, our presentation notes the challenges that come with course-embedded work at colleges with extremely limited resources.
Building a Student Support Program … and Stopping Mid-Build
At The University of the Cumberlands, the tutoring services have been reimagined as a dynamic partnership between students and faculty to benefit both groups. As Peer Fellows in The Learning Commons, currently enrolled students have developed regular occurring study groups for some of the courses with the highest dropout or failure rates. Students attending the study groups get the benefits of peer experience with success in the course, and the Peer Fellow provides feedback on the topics students are having the most issues with for the faculty teaching the course. Some Peer Fellows have taken beginning steps into developing their own instruction skils by designing workshops to teach discipline-specific core skills and concepts, such as academic paper writing. The Peer Fellows are encouraged to be active participants in their learning community by proposing services to meet the needs they have identified.