Prepping for Finals Workshops This Week

Image show an open notebook and books, pen and paper

We still have a few more workshops available this week!

The end of the semester is quickly approaching and to help you prepare your final assessments for the online environment, we are offering research-based best practices segmented into four workshops. WCU does not have an online proctoring solution and, because of technology challenges and privacy concerns for students, the LMS Governance Committee, whose members include experienced online faculty, have voted not to adopt any online proctoring solution, including not requiring students to use Zoom or Panopto to video themselves while taking an exam (1).  These workshops, which will be recorded, will be accessed from within the Blackboard Learn for Instructors course (2) in which all instructors are already enrolled. No need to sign up, just show up!

Additionally, the Educational Development Team is open for group or individual consultations to partner with you to complete this work.  Go to https://affiliate.wcu.edu/cfc/partners-in-pedagogy/ to schedule with us!

Writing Better Exam Questions

The key to reducing cheating in online exams is to write exam questions that require knowledge application rather than knowledge recall. In this workshop, we will go through the basic steps of taking your existing exam questions and writing better questions.

At the conclusion of this workshop, you will be able to:

  • Identify question stems
  • Use Bloom’s Taxonomy to write higher-order thinking questions
  • Write questions that require application of knowledge instead of recall

Session Schedule:

  • Monday, April 20, 10 am
  • Tuesday, April 21, 2 pm
  • Wednesday, April 23, 1:30 pm
  • Thursday, April 24, 10:00 am

Designing Alternative Assessments

Faculty looking for alternatives to deploying a final Blackboard test will benefit from this interactive workshop. We will explore strategies for connecting prior student work to a final assessment, including the use of reflection-based narratives, photography, infographics, and student presentations. We will examine various technological tools with an eye towards those that are expedient and efficient for faculty use, including considerations for grading and student feedback. Faculty will be asked to share their ideas for their final assessment with peers.

At the conclusion of this workshop, you will be able to:

  • determine an alternative assessment strategy for your final exam
  • select a tool which is expedient and efficient for grading
  • identify various methods for providing student feedback

Session Schedule:

  • Wednesday, April 22, 10 am
  • Thursday, April 23, 1 pm
  • Friday, April 24, 1 pm

 

Creating and Using Rubrics for Faster, More Consistent Grading

Multiple choice tests are popular assessment techniques because they are simple to develop, quick to deploy, and easy to grade. Using alternate assessment techniques are marginally more challenging to develop and deploy but place a considerably greater demand on an instructor’s time to grade. Well-constructed rubrics can save an instructor a significant amount of time and still provide the students with meaningful feedback.

At the end of this workshop you will be able to:

  • Develop rubrics that measure the student learning outcomes of an assessment
  • Associate rubrics to assessments in Blackboard
  • Use rubrics in the Blackboard Grade Center to grade assessments

Sessions:

Friday, April 24, 10 am

 


(1) – LMS Governance Committee decision regarding online proctoring – can be accessed from within the Blackboard Learn for Instructors course.

(2) – Go to wcu.edu > QuickLinks > Blackboard or go directly to https://wcu.blackboard.com/ to log in.

Image – https://collegeinfogeek.com/open-book-exam/

 

Call for Presentations is open for the Summer Institute for Teaching & Learning (SITL)

People meeting and brainstorming

The Coulter Faculty Commons invites all faculty and instructional staff to submit a proposal to present at the Summer Institute of Teaching & Learning, to be held in Hunter Library May 19 – 21, 2020.

 

 

 

Call for Proposals is open February 3 and closes February 28, 2020

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.

Submit Proposal

Call of Proposals is open February 3 and closes February 28, 2020

Ready to take group assignments to the next level?

“Group work!” 

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

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.

 

Why?

  • 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.
  • Dr Phipps is also hosting a regular faculty discussion for WCU faculty on the benefits, challenges, and strategies of group work. Please send him a message for more details.
  • Schedule an appointment with one of our educational developers to see how you can implement this unique learning design.
  • Don’t forget to pick up a copy of “The Group Book: Effective Skills for Cooperative Groups” online or at the Coulter Faculty Commons for Excellence in Teaching and Learning.

Resources