Summary of Spring 2005 Teas with the TLC

Thursday, January 27^th:The Good, The Bad, and The Ugly:  Connecting Students with Information
Gold Room, Chapman Center, 3:45--5:00 pm

Have you ever wondered why your understanding of an assignment and the way students carry it out don’t always mesh?  Researching a topic and finding information resources are basic to many college classes, yet the process and the results are sometimes frustrating to both faculty and students. 

At the first TLC Tea for 2005, Library faculty will demonstrate information gathering from their observations of students.  This will be followed by a panel of faculty discussing their experiences with research assignments and the outcomes--both good and bad.  Panelists will include Dr. Sammye Johnson (Communication), Dr. Carey Latimore (History), Dr. Laura Agoston (Art and Art History), and Dr. Paul Giolma (Engineering Science).  As always, there will be opportunities for questions and discussion throughout the Tea.   

Please join us--we’ll start with crispy crumpets and conversation, followed by a little levity and more serious suggestions from our panelists.

Summary of Fall 2004 Teas with the TLC

Thursday, November 4th: What You Need to Know about Team Teaching
Gold Room, Chapman Center, 4:00pm-5:00pm

Have you ever thought of working with another professor or expert to teach a class? Learn about the basics of team teaching at this fall's first Tea with the TLC. A panel of six professors will present their experiences with team teaching from various disciplines and formats (HUMA 1600, 1 credit classes, 3 credit classes). They will discuss what they see as the pluses and minuses of this teaching format. Panelists include Michael Soto (English), Meredith McGuire (Sociology & Anthropology), Nina Ekstein (Modern Languages & Literatures), David Ribble (Biology), James Worman (Music), and Linda Salvucci (History). Put Thursday, November 4th on your calendar, 4-5:00 p.m. in the Gold Room.

A question and answer period will follow and those famous culinary crumpets will be served.

Thursday, December 2nd: Blackboard: Boon or Bane?
Room 040, Northrup Hall, 4:00-5:00 p.m.

So you have your syllabus up on Blackboard now; maybe even your PowerPoint lecture slides. Of course you use it to email your students; it's so easy! Then again, maybe you don't. You could be wondering if Blackboard is merely a delivery mechanism for what is sometimes derisively referred to as shovelware. You ask if there's a pedagogical benefit to the distribution of course resources through a computer instead of on paper. Can it be leveraged to attain pedagogical benefits that go beyond enhanced distribution and communication?

Find out when a panel of professors voice their experiences on using Blackboard's testing tools, posting grades online, and disseminating media resources through Blackboard. Student representatives on the panel will present their perspective as well. Faculty panelists include Dr. Kimberlyn Montford (Music), Dr. Thomas Sebastian (German), Dr. Richard Reed (Sociology & Anthropology), Dr. Diane Saphire (Math), Dr. Matt Stroud (Modern Languages and Literatures), and Pat Semmes (Computer Science).

Opportunities to discuss and debate will follow the panel session. As always, there will be FREE tea and crumpets--and this time they really will be crumpets, not delicacies otherwise known as scones. Please join us.

Summary of Spring 2004 Teas with the TLC

Thursday, January 29:  Classroom Satisfaction?--A Student/Faculty Dialogue
Murchison Lounge, 3:30-5:00 p.m.

The Teaching and Learning Committee recognizes that both faculty and students sometimes have less than satisfying experiences in the classroom. We can all improve our success in the classroom by sharing our experiences and examining what stimulates learning. For example: How do you engage students in the classroom and motivate them to keep up with assignments?  What curricular and grading techniques have you found to be successful or unsuccessful in getting students to do what you want them to do?  A panel moderated by Dr. Chris Pearson guided  the discussion and included the following faculty and students: Dr. Claudia Stokes, Dr. Jorge Gonzales, Dr. Scott Chapman, Dr. David Rinear, and students Dan Galindo, Stephanie Gates and Heather Detherage.

Summary:  A group of c30 people gathered in a warm Murchison Lounge to talk about classroom satisfaction.  The following major points were made.

        From the students:

• The most important ingredient for classroom success is that the professor is passionate about his/her subject.
• Memorable experiences in classrooms have included good discussions in first year seminars, small classes with an opportunity to talk and ask questions, clear, focused lectures, excited faculty, and lectures that went beyond the textbook.  Approachable professors are very desirable.  A class must be entertaining (as in engaging, not necessarily producing laughter).  Unmemorable experiences include heavy use of power point and monotonic lectures.  "Treat us like adults."
• Reactions to group projects:  They can be difficult if one student ends up carrying the load, or if one person doesn't contribute.  Having peer evaluations of the group is helpful.  Allowing groups to "fire" someone if he/she doesn't participate is appreciated.  If the project involves writing a paper, that's a problem; someone always gets a heavier load.  It's better to have groups rather than pairs when evaluating student writing. 

        From the faculty:

• Views varied on the question of how to make a class memorable for students.  Convince students that it's an important class; share your enthusiasm for and knowledge of the subject.  Start out by asking them why they are taking the class; gauge their expectations and interests.  Gear your class for the best students.  Dedicate your classes to the D students, who can be the most frustrating and the most time-consuming but shouldn't be left behind.  "I pay attention to the students who pay attention."  Students have different learning styles; try to reach all of them using a variety of techniques and technologies.  We expect our students to look responsive, but they don't necessarily do that, even though they are interested.
• What does it take to get students to work for your class, and what do you do if they aren't performing well?  Convince them that the class is so important that they will want to work hard for it.  "I expect students to value knowledge; they are in the class for its own sake."  If students don't do the reading, that's their decision; they will experience the consequences.  Students who do poorly on exams are encouraged to come and talk to the professor.  Some faculty contact the student's advisor and, if applicable, his/her coach.  If students are having problems, work harder with them. 
• On a philosophical note:  "Poor grades are given by the professor; good grades are made by the student."

Thursday, March 4:  Plagiarism:  Will It Stop When the Honor Code Begins?
Gold Room, Chapman Center,  3:30-5:00 p.m.

The Teaching and Learning Committee and the Honor Council co-sponsored the second tea. Our discussion focused on faculty frustration with increasing instances of plagiarism and student recognition that the new Honor Code will significantly impact this activity.  We examined such issues as the lack of understanding of first years about what plagiarism really is, TurnItIn.com, and techniques for teaching that minimize the opportunity for plagiarism. We also looked at the current academic disciplinary procedure and changes that the Honor Code will bring. A panel moderated by Barbara MacAlpine guided the discussion and included the following faculty and students: Dr. Nina Ekstein, Dr. Carl Leafstedt, and students Rachel Balthrop, Ragan Updegraff, and Brad Sides representing the Honor Council.

Summary:  More than 45 people squeezed into the Gold Room for a great discussion.  Students from a number of First Year Seminars heavily populated the group.  They asked probing questions and made significant comments about prior experiences with plagiarism and cheating. 

Thursday, March 25:  Using Informative Feedback to Strengthen Teaching
Room 218, Northrup Hall, 3:30-5:00 p.m.

Carolyn Becker and Diane Persellin will present a session on how to create a safe environment for giving feedback when observing colleagues. This model is based on the microteaching process used at the ACS Teaching and Learning Summer Workshop held at Rollins College each summer where Carolyn and Diane serve as facilitators. Alumni from this workshop, Mackenzie Brown, Harry Haines, and Dan Walz, will talk about the impact that the workshop and the processes learned there have had on their teaching. Guidelines will be presented to help make the observation process a constructive experience for faculty here at Trinity.

Wednesday, April 14:  PowerPoint: Classroom Tool or Toy?
Room 170, Marrs McLean, 3:30-5:00 p.m.

Many faculty incorporate PowerPoint (PPT) presentations into their lectures. But is there any pedagogical value in doing so?  Do students find a PPT presentation stimulating or a bore?   What features of PPT truly facilitate the teaching and learning process? Or is PPT simply an electronic replacement of the overhead/slide projector and blackboard? A faculty panel will discuss the successes, as well as pitfalls, in utilizing PPT in Trinity courses; an open discussion among all Tea participants will facilitate the exchange of ideas regarding the use of PPT in the classroom, and whether it is an effective tool or frivolous toy.  Panelists include the following faculty and staff: Dr. Diane Smith, Dr. Aaron Delwiche, Ms. Vidya Ananthanarayanan, Dr. Michael Kearl, and Dr. Robert Blystone.