Fall 2015 ATL Conversations
Presenters: Tammy Leso (Career & Experiential Education), Diana Marshall (Career & Experiential Education), Adam Roth (Harrington School), Blaire Gagnon (Textiles, Fashion Merchandising & Design)
Well-designed experiential learning experiences have been shown to have significant and lasting impacts on students. Bringing experiential learning into your course or program can seem daunting, but the Center for Career and Experiential Learning has important resources to support you through this process. Blaire Gagnon (Textiles, Fashion Merchandising and Design) will describe an annual 2-day visit to NYC where her students network with employers and alumni, while Adam Roth (Harrington School) will present some exciting examples of project-based learning on campus and off. Then experiential education coordinators Tammy Leso and Diana Marshall will describe the logistical support they offer for a range of projects. Time will be reserved for brainstorming and discussing ideas on how to incorporate experiential learning into your own courses.
Presenters: Shabnam Lateef (Kinesiology), Christine Zozula (Sociology & Anthropology)
Do your students struggle to recognize academic research as an ongoing intellectual conversation? Do your students struggle to see scholarship as more than a collection of isolated facts? Shabnam Lateef (Kinesiology) and Christine Zozula (Sociology/Anthropology) will lead a conversation discussing problems they identified in their students ability to engage the research literature and will discuss some small changes to assignments they have developed to help students learn how to engage with academic research more deeply.
November 18 & 19
Presenter: David Liptrot (Top Hat)
In our recent survey of faculty who teach large classes, 35% of respondents wanted a university-wide solution to student response systems. One key question is whether cell phones and other devices students possess offer an alternative to stand-alone clickers. Top Hat is one of several apps for phones, tablets, and other devices that can be used as a student response system. Lara Bean from Top Hat will offer two sessions for faculty to ask questions and explain their own needs and desires for interactive technology in the classroom.
Presenter: Nedra Reynolds (Writing & Rhetoric)
Feedback on student writing is an important tool to help students improve as writers. How can faculty provide feedback that is effective and at the same time not be overwhelmed by the workload? Nedra Reynolds (Writing & Rhetoric) will address common myths about writing feedback and discuss the difference between feedback and grading. We will examine how to use feedback to improve students’ writing process and motivate revision with a mix of directive and facilitative commentary.
October 28 & 29
Presenters: Eric Kaldor (ATL), Joshua Caulkins (ATL), Elaine Finan (ATL)
Many faculty members have spoken to us with concerns about large classes. This conversation is organized around the question: How can we redesign the student experience in large classes to enhance learning and student motivation? ATL staff will present data on the distribution of large courses at URI and evidence of their impact on student learning from the National Survey of Student Engagement (NSSE). The main goal of this session is to have a lively conversation around faculty concerns, suggestions, and interest going forward.
Presenters: Joanna Norris (Biological Sciences), Roy Bergstrom (Instructional Technology & Media Services), Stephen Norris (Graduate Student in Computer Engineering), Matthew Bessette (Computer Science Student), Jeremy Vessella (Computer Science Student)
With interactive apps, URI students are testing their knowledge, running simulations, and gathering data from beyond campus. In this conversation, we'll explore a simulation game developed for Cell Biology and the platform for interactive apps supported by URI's expert team in Instructional Technology and Media Services. Significant time will be devoted to discussion of how this technology could be implemented in your courses.
Presenter: Joshua Caulkins (ATL)
Well-designed questions can make a big difference in student learning. Faculty use questions in many different ways: to start classroom discussions, as multiple choice items, or summative essay exam questions. Simple changes to the structure of questions can promote Higher-Order Thinking (HOT). With the addition of careful scaffolding, instructors can help students begin to tackle more challenging questions.
Presenter: Eric Kaldor (ATL)
What do we mean by integrative learning? What are some teaching approaches that help students develop this ability? Join this conversation to learn about different approaches to integrative learning, to raise questions, and to share your experience and expertise.