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01: High-impact educational practices / Monday, May 13, 2013, 09:00am-12:00pm
Transcript of 01: High-impact educational practices / Monday, May 13, 2013, 09:00am-12:00pm
Facilitated by Phillip Edwards <firstname.lastname@example.org> High-impact educational practices 2013 CTE Summer Institute on Teaching and Learning (May 13-17, 2013) First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects What might contribute to making these practices meaningful for students? Good practice in undergraduate education: (Kuh, 2008) Encourages contacts between students and faculty Develops reciprocity and cooperation among students Uses active learning techniques Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning (Chickering & Gamson, 1987) What might contribute to making these practices meaningful for students?
(redux) What do the best teachers know and understand? How do they prepare to teach? What do they expect of their students? What do they do when they teach? How do they treat their students? How do they check their progress and evaluate their efforts? So... (Bain, 2004) What questions are we interested in pursuing together? Which aspects of your teaching are you willing to (re)consider this week? And: how well do those characteristics align with your goals for teaching? Cluster I: Higher-Order Thinking Skills
Cluster II: Basic Academic Success Skills
Cluster III: Discipline-Specific Knowledge and Skills
Cluster IV: Liberal Arts and Academic Values
Cluster V: Work and Career Preparation
Cluster VI: Personal Development Aggregate Teaching Goals Inventories
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3.33 / 5
3.63 / 5
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3.75 / 5 'Essential' goals (median) Average ratings (median) 4.0 / 8
4.0 / 8 4.25 / 5