Whether you’re teaching an Honors Section of a course, working with an Honors Student one-on-one through an Honors Contract, or just thinking about how to keep your Honors Students motivated in a regular class, studio, or lab, there are a variety of resources available with ideas for faculty on boosting learning outcomes for Honors Students.
This short article from the University Honors Program at Kansas University describes moving learning outcomes up to the highest level of Bloom’s Taxonomy in which learning goals are aimed at synthesis, evaluation, integration, and creation. These higher levels of critical thinking are key to inspiring Honors Students in their studies. They create modes of learning that challenge motivated students in creative ways that go beyond just doing more.
This paper (access provided through Hunter Library), written by faculty in The Netherlands, looks at instructional factors and how those strategies challenged their high-ability students. In their conclusions, they affirm that the combination of student autonomy, complexity, and teacher expectations come together to be effective in keeping these students motivated and challenged and ultimately improving outcomes. These factors further underscore the value of establishing learning outcomes for Honors Students that are at the highest levels of critical thinking in terms of course learning goals.
The Center for Teaching at Vanderbilt has a useful summary of Bloom’s Taxonomy on their website. This is a quick resource that summarizes the action verbs that are aligned with the different processes of learning, e.g. planning, producing, generating, checking, critiquing, attributing, organizing, and differentiating, corresponding to critical thinking at the highest levels of Analysis, Evaluation, and Creation.
The theme of this year’s event is Student Engagement with three sub-themes (tracks); Inclusive Pedagogy, Engaging the Online Learner, and Active Engagement in the Classroom.
Inclusive Pedagogy will include a nationally known keynote speaker and workshop facilitator, as well as possible opportunities for 75 minute sessions or 2.5 hour sessions.
Engaging the Online Learner will be a 1.5 day workshop (May 20 – 21) led by Dr. Eli Collins-Brown, director of the CFC. We have opportunities for a panel of experienced online faculty (including adjuncts) to share best practices the afternoon of May 20.
Active Engagement in the Classroom is open to all faculty and instructional staff to submit proposals for 75 minute and 2.5 hour workshops.
We have room for 2 – 3 spaces for each session time frame. There are three formats:
2.5 hour workshop
75 minute presentation/workshop
A panel of Expert Online Instructors (part of the Engaging the Online Learner track)
This is a great opportunity to share the excellent work you have been doing in the ‘classroom’. Questions? Contact Dr. Eli Collins-Brown.
The mere phrase elicits dread in the heart of almost high performing college student and many time spells frustration for the faculty who know its potential benefits but wonder why it is so hard to get this important teaching tool to work right.
Dr. Maurice Phipps
Professor Emeritus, Parks and Recreation Management
Dr. Maurice Phipps, faculty emeritus for Western Carolina University has developed a guidebook for teachers and students to rediscover the value and the joy of cooperative learning.
“Cooperative Learning is a highly effective method of instruction and students trained in effective group skills are valued in the workplace but groups can be dreaded without some assurance that group skills and group processing are properly taught and applied.” – Maurice Phipps
He has simplified the challenge of group work by using the five elements of Cooperative Learning, which he says must all be present in order for students to form a high performing cooperative learning community. He breaks down group work into concepts, skills and roles, and tactics and strategies.
What does cooperative learning look like?
Positive interdependence (ways to ensure students work together)
Individual accountability (making sure all students are learning)
Face-to-face interaction (many ways to interact)
Interpersonal and small-group skills (to enable effective group functioning)
The Group Book
Dr. Phipps cowrote and published The Group Book: Effective Skills for Cooperative Groups as a reference manual for teachers and students to use in bringing together the necessary pieces.
Faculty can use it as a workbook for students (e.g. study p.5-10 and come into class prepared to practice the skill).
Or they can review it themselves and deploy the strategies as needed.
Some teachers give it to students to help them take ownership of their group learning and solve the kinds of 21st century problems they will encounter throughout the rest of their life.
Faculty who want to use this, do it because they want their students to learn soft skills (that combine with technical skills) for student success.
Compared with other dynamic group learning methods (e.g. team-based learning), cooperative learning is flexible and adaptable to any learning environment.
The only way to enable high-functioning student groups in your classroom is to equip students with group processing and group skills while setting a context for them to succeed.
Want to learn more?
Read more about Cooperative Learning using the resources below.
Keep an eye out for upcoming events hosted by the CFC for Excellence in Teaching and Learning that may include a workshop hosted by Dr. Phipps on the art of facilitating group work.
The Hunter Library VR room serves as a place for you and your students to explore virtual reality. Before making an assignment, lab exercise, or project that requires students to use the library’s VR room, it will be helpful to know the following:
1) Contact the VR coordinator (Jill Ellern) for a tour and training.
Arrange for an appointment of at least 1-hour for your own VR experience in this space. This session will include how to use the system and what VR options are available for your students. You might need several sessions to completely explore and understand some of the more complex software titles.
2) There is a limited number of systems in the library.
There are 2 Oculus Rift stations and 2 HTC Vive stations. There is also a PlayStation VR system. There are also two Oculus Rift headsets, 2 Ricoh Theta 360 cameras and a GoPro available for 7-day checkout.
Points to keep in mind about this limitation:
Not all software runs on both systems.This can further limit the number of stations available for an activity.
Only one student can wear the system at a time. Large screen monitors allow others in the room to see what the headset wearer “sees,” but it is not the same experience as having the headset on.
Anyone can book time in the VR room.Class assignments do have priority over other activities in scheduling, but your students will compete for time with other VR room scheduling requests. The room is available to reserve anytime the library is open.
Consider using Google Cardboard as an option. While not as robust an option for a VR experience, it is a viable option for getting a 3D view. The equipment affordable for every student (under $20) and most students have a smartphone that is used to run the system. 360 videos and still images are openly available on the web or you can create these yourself using the library’s cameras, or your/your students’ smartphones. We currently have 7 available for checkout at the Circulation Desk.
Other ideas that might help with this limitation:
Reserve Time: It is possible to reserve time at particular stations for a class and then “sublet” these times to a specific class roster. Talk to your library liaison or the VR coordinator (Jill Ellern) about how this works and about setting up this option for your class lab.
Limitations:There are limitations to the amount of people that can be in the VR room at any one time. Consider creating small groups as viewing teams for VR assignments.
Max Number: It is recommended that no more than 2-5 per station and no more than 15 students total in the VR room at one time.
Groups: Students can then help each other with this technology as a group activity.
Departmental Lab Assistant: A student assistant from your department can be useful for a large enrollment course with a VR assignment.
3)A small percentage of the population will have issues viewing/using this technology.
Some people will get dizzy, nauseated, or claustrophobic using this equipment. Consider having an alternative assignment for these students.
4) There is a learning curve for VR equipment.
While the library can provide some one-on-one or class training sessions, the room itself is not staffed. Most students will need help the first time they use the equipment. You will need to plan an introductory session or consider working with your department to provide a lab assistant to help.
5) The library is piloting a purchasing process for VR software.
Currently, the only titles available in the room are those free items that came with the technology. We are working on the process of faculty requests for specific VR titles. If you are interested in exploring additional software that will support your teaching and learning, Jill Ellern, VR Coordinator or your library liaison.
If you would like to learn more about the VR Room at Hunter Library, contact Jill Ellern, VR Coordinator. Students, faculty, and staff may reserve a VR station online.
A summer 2018 volume of New Directions for Teaching and Learning focuses on student engagement. Ten chapters worth!
One interesting chapter, Students Engaged in Learning, is worth a close read. (the link to the full article can be found at the bottom of this post). The authors, Emad Ismail and James Groccia, provide a compelling structure for the chapter.
The article is presented in this fashion—research findings related to engagement in the cognitive domain, followed by research on engagement in the psychomotor domain, and finally, of research literature pertaining to engagement in the affective domain. Several meta-analyses are cited. Rather than delve deeply into any single research article, I thought it might be more interesting to talk about the research he cites as part of each section (after all, you can read the full article yourself). The remainder of this post presents a short summary of the research he cites related to cognitive engagement:
Discipline: Biology Title:Teaching More by Lecturing Less Findings Snippet: “The results we present here indicate that even a moderate shift toward more interactive and cooperative learning in class can result in significantly higher student learning gains than achieved using a standard lecture format.” Authors: Knight and Wood Year: 2005
Findings Snippet: Teaching assistants underwent a 2-day training workshop to implement cooperative learning and active learning techniques for Biology courses, and the results were very positive. Responses from instructors indicate “an increase in the cognitive level of the material communicated, learned, and assessed”, in addition to “an increase in their [students’] ability to devise and practice scientific experimentation.”| Authors: Penwell, Elsawa, and Pitzer Year: 2004
Discipline: Physics Title: Can Students Learn from Lecture Demonstrations? Findings Snippet: “Students who had a chance to predict an outcome of a demonstration prior to seeing the demonstration achieved a significantly higher success rate of 25% to 35%.” Authors: Milner-Bolton, Kotlicki, Rieger Year: 2007
Findings Snippet: “Students in a treatment group [taught using a continuum-based, actdive-learning model] acquired significantly more content knowledge and were significantly more efficacious than students in the control groups [taught using traditional didactic lecture methods].” Author: Wilke Year: 2003
William Buskist, a co-editor in this volume, presents in a most familiar way the issue of student engagement that many of us are struggling with:
Are there universal principles of instilling student engagement that apply across students, disciplines, and institutional settings, and if so, what are they? Do these principles similarly or differentially affect the domains of doing, feeling, and thinking? Once students become engaged, what are the most effective methods of keeping them engaged throughout the remainder of their college careers in terms of doing, feeling, and thinking?
Thankfully, the research provided in this chapter illustrates that yes, universal principles do exist.
67 students participated in the research study, and students were asked to use their typical note-taking method (laptop or longhand) while watching a video. Although students who typed their notes on the computer were able to recall facts equally well (no statistical difference found), their performance on conceptual-application questions was significantly worse (M = -0.156).
A 2012 study by Aguilar-Roca, Williams, and O’Dowd of 400 students found a correlation between exam performance and note taking preference—those who took notes by paper scored significantly higher than those who took notes on a laptop (p < 0.01, paired t-test). And Kraushaar and Novak, in 2010, discovered that students with laptops engaged in substantial multitasking behavior about 42% of the time (defined as surfing, entertainment, email, instant messaging, and updating computer software).
So what does this mean for us as faculty? Does this suggest we ban laptops overnight in our classes? Not necessarily.
Teasing out these questions (and potential solutions) is best addressed in the department meeting, committee, or faculty task force. But in the meantime, there are steps you can take to begin shaping the conversation with your own students.
Explain to your students, in the context of empathy and care, that you want to see them succeed in every way, and that these studies have you thinking differently. Tell them that isn’t that you want to take their laptop away; it’s that others who have taken this subject seriously enough to study it, have determined that it has a real impact. They are here to learn, after all.
Still, if you’re unsure how they will respond to a sudden change in classroom policy, poll them anonymously. Gauge their reluctance, and tell them you’re thinking about a change (sleep on it).
If and when you are ready to be more intentional about your students taking notes by hand, consider modeling the way. It is entirely possible that your students have never taken notes by hand, or received any feedback whatsoever about the quality of the notes they write. Show them an example of what good notes and poor notes look like
Or you might simply try it with them in a low stakes manner —lecture about a topic for 5 minutes, then ask them to share out loud what they wrote. If they are reluctant, take them up, then read a random few. Have a conversation (non-judgmental, of course) about the differences in how people process what they hear. Ask them whether you talk too fast or too slow. The conversation could be quite fruitful.
If you are in the planning phases for next term’s courses, consider using a syllabus statement, a short paragraph that explains the importance of note-taking. Given that most faculty go over their syllabus that first week, this is a logical place to include it. We’ve created an example of one below, and it’s plug-in ready (just copy and paste).
Indent the text below 1 inch and include a cursor pointer directly to the left of it.
Example of Syllabus Statement (feel free to copy or modify):
Recommendations for Note-Taking:
Those who study how people learn recently discovered something very interesting. Students who take notes by hand perform better on exams than students who take notes on their laptop (on concept-based questions). Students who use laptops to write down exactly what they hear or see can find themselves unprepared for an exam. Why? Because at the time the material was shared, their brains were not processing and storing what they learned. They merely copied what they heard. So try these things:
Close your laptop during lecture or any other material that is going to be on your exam. Write down, on paper, what is being said.
During class, as I’m speaking, write down, in your own words, what I’m saying. Sometimes this will be easy; sometimes this will be hard. When it’s hard, write down the words I’m using and as soon as class is over (or within an hour or two), rewrite it in your own words.
If I give you a PowerPoint handout, with the slides on it and areas in the margins to write, write something in the margins as I go. Elaborate in your own words, if you can. You might also ask questions you can later return to. Elaborating really does help you store (and later retrieve) the material.
Let me know if you’d like me to slow down.
Aguilar-Roca, N. M., Williams, A. E., & O’Dowd, D. K. (2012). The impact of laptop-free zones on student performance and attitudes in large lectures. Computers & Education, 59(4), 1300-1308.
Kraushaar, J. M., & Novak, D. C. (2010). Examining the affects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168.