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Branching Out Innovation Forest - 9-6-13

A UYF-sponsored Presentation at the GTC Convocation September 6th 2013. View Presentation Prezi at: http://tinyurl.com/GTC-BranchingOut
by

Bonnie Mullinix

on 27 September 2013

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Transcript of Branching Out Innovation Forest - 9-6-13

Math Software
The goal of this project was to help students succeed in the classroom through a metacognitive redefinition of class readiness and engagement.
Mike Bryan History HIS 201
Joanne Messman English ENG 101
Mimi Schlein English ENG 101
Heather Forrester Biology BIO 101
Kim Silver Accounting ACC 101
Shannon O’Bryan History HIS 105
Matthew Cazessus Sociology SOC 101
Julian Nixon Biology BIO 210
Julie Tysver Art ART 101
Tong Wagner Math MAT 109
High Tech (is/is not) the Right Choice
Art Out of the Dark
Branching Out
into a Forest of Innovation

Branching Out Initiative
The Forest - Grove 1
The Forest - Grove 2
Branching Out Participating Faculty
Fall Workshop Series
Workshops designed to:
Cover key course design components;
Support faculty to explore and consider how to grow their courses to enhance student learning.
Julie Tysver
Branching Out Requirements
FALL
Participate in 30-minute orientation meeting
Participate in all five workshops in the series (listed below)
Participate in 1-2 course planning and proposal design sessions with the UYF Curriculum coordinator (individually or in small groups)
Prepare and submit an instructional innovation proposal for spring proposal
A UYF/CTL-sponsored Presentation at the GTC Convocation September 6th 2013
9/6/13
11:15-12:00 pm
9/6/13
10:00-11:00 pm
Mike Bryan (& Shannon O'Bryan)
SRET Student Readiness & Engagement Tool
Blogging Our Social World
Matt Cazessus

Coordinator:
Dr. Bonnie B. Mullinix, UYF/Developmental Studies
Support
included
:
Course release
(in the fall)
Professional development workshops & credit for the entire academic year
Stipend
(at the conclusion of the project)
Participation in a cross-disciplinary curriculum development group
Trying out
new technology

Access to
Support Resources:
Center for Teaching and Learning and
Consultation with Dr. Bonnie Mullinix, UYF’s curriculum coordinator

Branching Out Overview

SPRING-SUMMER
Implement instructional innovation proposal in at least one assigned class, gathering data to assess its effectiveness
Attend 1-2 workshops (self-selected)
Participate in 2-3 consultative sessions with fellow Branching Out faculty and curriculum coordinator
Report results during a during a faculty showcase (like this!)
Planting Seeds and Focusing Learning
(9/7/12)

Nurturing Growth: 20+ Techniques for Promoting Active Learning
(9/21/12)
Promoting Growth and Guiding Learning: Classroom Assessment Techniques (CATs)
(10/5/12)
Spurring Growth and Learning: Engaging Students with Technology - Part I
(10/19/12)
+ Part II added
(3/22/13)
Promoting Growth and Guiding Learning: Introduction to Rubrics
(11/2/12)

Replaced discussion boards with
reflective
group blogging
.
Students populated their shared blogs with their course topical content:
field research of social interaction
reactions to documentaries
connectivity to current events
Purpose
Importance of Listening to Students - we find that students discover ways to learn/use materials that we never imagined...
Where we started is not where we ended - Difference between what we wanted to do vs. what we actually discovered
It's more about the journey...
While good technology may enhance teaching and learning...Technology needs thoughtful teaching to make a difference in learning
Technology takes time to teach along with comfort, proficiency & confidence
Tong Wagner
Shannon O'Bryan (& Mike Bryan)
Piloting Eli Review, a new software tool designed to guide novice writers through the peer review and revision process.
Students in four sections of English 101 used the software to complete review and revision assignments for an entire semester.
SRET Student Readiness & Engagement Tool
Convocation Session
Outcomes and Overview
Learning Outcomes:
Session participants will:
1. Review the
Branching Out process
from invitation through to innovation;
2. Consider common and differential elements of 3-5
instructional innovations
across multiple disciplines and gateway courses;
3. Explore in
conversation with Branching Out faculty
details regarding one instructional innovation and the key insights, data and experiences integrating these innovations to promote learning.
Session Overview & Schedule

Welcome/Introduction
to session
[2-5 min]
UYF Branching Out process description
- from invitation through to innovation
[7-10 min]
Branching Out faculty share overviews
of their instructional innovation experiences, findings and recommendations
[15 min,
3-4 min each]
Exploratory Small Group Conversations
with Branching Out faculty regarding specific gateway course-based insights, data, findings and experiences integrating innovations to promote learning (Participant Choice)
[10-12 min]
Closing
Comments
[2-5 min]
The Branching Out Initiative provided selected GTC faculty teaching gateway courses with time, access to learning technologies, professional development workshops and consultative sessions as they considered where and how to grow their gateway courses in new directions.
Gateway Courses ...
Gateway Courses are critical (ENG 101, MAT 109, HIS 105 & 201, SOC 101, BIO 101 & 210, ART 101 & ACC 101...); they offer students an introduction to learning at Greenville Tech. Depending on approaches used these courses can be:
overwhelming or inspiring;
demotivating or engaging;
form barriers or lay a foundation for persistence.
Sponsored by Unlock Your Future (UYF, Title III) in collaboration with the Center for Teaching and Learning (CTL).
Grove 1
Grove 2
Shared Experiences & Findings
Project Reports & Details
Students develop proficiency in:
succinct and professional writing
online publishing skills
applying course concepts
B
est Practices
Create blog(s) and invite students to managed, private setting

Publish grading rubric

Code of conduct
L
imitations
O
pportunities
G
rowth
Technology hurdles

Time investment for grading

Student anxiety about publishing
In survey responses, students reported...
greater sense of familiarity and interaction with peers
enhanced confidence in creating blogs
expanded ability to understand alternative points-of-view



The process of the intervention was a four pronged approach:
Student Metacognition with S.R.E.T. Rubric;
Entry activity at least once a week;
A reflective guided journal within 12 hours of the course;
A post course questionnaire about S.R.E.T. and the intervention process.
Process
These are a few findings that we understood from the intervention data:
It was not the S.R.E.T. tool that made the intervention work, but the design of the process;
Students bought in after the first test and grades increased a letter grade after test 2 through test 4;
While focusing on readiness and engagement, trust and community developed hand in hand and became the catalyst for real academic achievement.
Findings
"Students Have A Choice to Know"
Julian Nixon
Bio S.H.A.C.K.
The goal of this project was to help students succeed in the classroom through a metacognitive redefinition of class readiness and engagement.
Professional Development

Better Discussion through
Small Team-Blogging
Thursday, Sept. 19th, 2:30-3:30pm
The process of the intervention was a four pronged approach:
Student Metacognition with S.R.E.T. Rubric;
Entry activity at least once a week;
A reflective guided journal within 12 hours of the course;
A post course questionnaire about S.R.E.T. and the intervention process.
These are a few findings that we understood from the intervention data:
It was not the S.R.E.T. tool that made the intervention work, but the design of the process;
Students bought in after the first test and grades increased a letter grade after test 2 through test 4;
While focusing on readiness and engagement, trust and community developed hand in hand and became the catalyst for real academic achievement.
Findings
Process
1

2

2

3

3
1
1
Created an active learning and tutoring environment that students could engage outside of regular class hours
Students used open tutoring sessions led by faculty with select models and technology
Utilized Google Plus Hangouts for out-of-class discussions
Students watched YouTube videos of lecture and lab topics
Students downloaded sessions onto mobile devices to use in class during BIO S.h.a.c.k. sessions and at home
n=13
Accounting Cycle
Project
This project focused on determining the most effective mechanism comparing online software with paper ledger strategies to help students master the following compentencies:
1. Identify financial accounting terminology
2. Demonstrate the application of the accounting cycle using practice sets;
3. Communicate the analysis of financial information;
4. Complete the Accounting Cycle steps.
Kim Silver
3

4
7 iPADs purchased as class-group set - One iPAD for each lab group (3-4 students) to use during labs
Apps (free & low cost), interactive websites, documents and presentation creation - used to introduce simple uses of computing, collaboration and visualization tools in a biology lab setting.
Joanne Messman & Mimi Schlein
Heather Forrester
iSTEP to Success
See additional project information and findings in Grove 2 SRET Circle
Desired outcome: Introduce a tool that allowed students to interact with curriculum increasing student engagement and ultimately comprehension/retention of material.
Roadblocks and Discoveries
Technology delays
Student learning curve
Time management
Student insights, engagement, excitement
Future plans
Continue to extend and explore uses and select apps that fit needs
Collect quantifiable data
Findings:
Engagement increased significantly (nearly 25%) with higher attendance/participation/completion of the paper-based project.
The scores on the Accounting Cycle Project were higher for students using the paper-based approach than those for the students using the MyAccounting Lab LMS.
Final Exam Score were comparable across tested sections - no significant difference between approaches was evident.
Measures
1. Engagement
Attendance Records
2. Success/Competence -
Accounting Cycle Project Scores
Final Exam Scores
Four traditional Principles of Accounting 101 sections were included in the comparison and participated in differing approaches to the Accounting Cycle Project:
Three sections completing the project by means of a learning management system - MyAccountingLab
One section completing the project by means of general ledger paper
The Accounting Cycle is a process of recording and processing the accounting business events of a company. There are a series of steps that begin when the business transaction occurs and ends with its inclusion in the financial statements.
Methods
Advantages -identified during the technology search process
Better, more thoughtful peer reviews of classmates' work
Stronger, more thorough revisions
End result: Solid skill development and greater confidence for emerging writers
Disadvantages - identified after a one-semester pilot in four sections of ENG 101)
Peer reviews of classmates' work did not improve as much as we had hoped.
Most students did not complete the hard work of making meaningful revisions to their writing.
End result: Skill development was no greater than in classes using face-to-face peer review.
Eli Review wasn't the best choice for our students.
High-tech doesn't always translate into a better learning experience for our students.
This semester, we're using a low-tech tool that keeps students engaged: personal-sized whiteboards.
Findings & Next Steps
Advantages/DisAdvantages
Criteria
Accessibility
Academic Applications
Student Engagement
Timely Information and Instruction
n=8
will be available from presenters by end of September
Using:
Active Learning Experiences
Large Individual Whiteboards & Markers
Blackboard Chapter Quiz/Checks ... & more
A project aimed at transforming ART 101 from a passive lecture-oriented course that takes place in darkened classroom into an active, engaged learning experience, targeted at building student skills in application of terminology, associations of imagery to particular cultures and periods, as
well as recognition of specific visual characteristics associated with various artistic styles.
Integrating My Math Lab online software to increase student practice, engagement and success in MAT 109.
40 students in 2 sections of MAT 109
Included exercises and weekly online quizzes
Also Blackboard Collaborate used to develop, record & post:
Instructions on how to use a graphing calculator.
Full transcript