Each session provides a space for attendees to ask specific questions about their courses and interact with members of the CFC. Find out about Assessment, Discussion boards, using Collaborate, Zoom or other synchronus tools to interact with your students, as well as how to approach teaching online and flexible face-to-face changes. Review the video Playlist before attending a session.
As educators across the country and at all levels rush to shift their teaching to a virtual environment, their first focus is content and delivery—rightly so. Faculty also need to know how to identify online at-risk student behaviors that, if mitigated, can lead to better course outcomes and satisfaction for faculty and students, alike.Thissessionwill help you identify ways to proactively keep your students engaged in an online environment (course) and understand what data you can use to help mitigate attrition.
Student needs are changing during this move to offering alternative modes of instruction. Faculty who want to find out what challenges students are facing can utilize a new web form created in Office365.
The form can be modified by faculty prior to sending out. The survey should take students 5 minutes to complete, and asks for the following types of information:
whether students expect to have reliable Internet access
times of day students expect to do online work
preferences for asynchronous or synchronous activity
accessibility requests (content in different formats, for example)
basic psychological and physiological needs
The survey form is available below. Note the options for modifying the survey questions, collecting data, and sending out the link (the Settings icon can be found top-right of your screen, to the right of the Share button).
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.
Thinking about new ways of engaging students in Honors Contract projects this semester? Listen in on a panel discussion in which faculty members from a variety of different departments and disciplines talk with Honors students about what makes a great honors project. Students and faculty members share ideas about what works and doesn’t work, and they discuss ideas for projects and directions that motivate students. The students and faculty also discuss aims, objectives, and expectations for Honors projects in lower level as compared to higher level courses. Practical aspects of initiating and developing the project are also discussed in terms of best practices. Faculty and students discuss their ideas of what an ideal honors project looks like and what the key elements and outcomes of that project involve. The panel wraps up as students and faculty give examples and talk about the mentoring that happens throughout the semester in guiding an honors project to success.
We hope that you will enjoy this student-faculty conversation and get some good ideas and inspiration as we start the semester. Many thanks to our student and faculty participants! Special thanks to Colin Townsend from The Honors College for moderating the panel.
Amethyst Hall, senior, majoring in Computer Information Systems
Rylan Paye, junior, majoring in Mechanical Engineering
Anna Haggy, senior, majoring in Environmental Health and Political Science
Eli Hatley, senior, majoring in Emergency Medical Care
Robert Adams, School of Engineering and Technology
Kelly Tracy, School of Teaching and Learning
Jeanne Dulworth, Department of Social Work
Rob Ferguson, Department of History
Colin Wasamund, Stage and Screen
Lori Oxford, Department of Modern Languages
Reminder that Honors Contracts are due no later than the fourth Friday of the semester. This semester that will be Friday, February 7. Remember to access Honors Contracts in MyWCU. (see image)
Need help with Honors Contracts? Contact us at firstname.lastname@example.org or 227-7383.
Overview of contemplative pedagogy and practices including embodied learning and slow pedagogy.
Explore how standard university courses and K12 classrooms can be enhanced by contemplative practices.
Methods for integrating contemplative practices into classroom settings including mindfulness meditation and arts-based approaches.
Jane Dalton is an Associate Professor of Art Education at the University of North Carolina in Charlotte. She earned her Ph.D. in Expressive Arts in Education, and an M.F.A in Textile Design and Weaving. Her research interests include teacher renewal, contemplative pedagogy, and transformative learning in classrooms using the arts.