Friday, October 1st, 10 - 11 AM on ZOOM. Meeting link shared on mailing list.
Both of the articles cited below present evidence in favor of creating homework assignments that contain topics from multiple sections of the course. Carmack summarizes the cognitive science that supports this idea. Beagley and Capaldi show evidence of improved student performance linked to assignments of this type. We will discuss both the evidence in these two papers as well as the pragmatics of implementing these types of assignments in our courses.
Lori Carmack (2021) Incorporating Lessons from Cognitive Science: Spacing and Mixing in Mathematics Homework Assignment Design, PRIMUS, DOI: 10.1080/10511970.2021.1945718
Jonathan Beagley & Mindy Capaldi (2020) Using Cumulative Homework in Calculus Classes, PRIMUS, 30:3, 335-348, DOI: 10.1080/10511970.2019.1588814
Friday, November 5th, 10 - 11 AM on ZOOM. Meeting link shared on mailing list.
There is a lot of evidence supporting the effectiveness of active learning teaching techniques, but students are sometimes resistant to these methods. One reason for this may be the disconnect document by Deslauriers et al between students perceptions of their learning and their actual level of understanding. Borrego et al provide practical strategies for reducing student resistance to active learning. We will discuss our own experiences of student resistance to active learning techniques and what we can do to encourage are students to buy-in to these teaching methods.
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, Greg Kestin
Proceedings of the National Academy of Sciences Sep 2019, 116 (39) 19251-19257; DOI: 10.1073/pnas.1821936116
Tharayil, S., Borrego, M., Prince, M. et al. Strategies to mitigate student resistance to active learning. IJ STEM Ed 5, 7 (2018). https://doi.org/10.1186/s40594-018-0102-y
Friday, December 3rd, 10 - 11 AM on ZOOM. Meeting link shared on mailing list.
Trauma-informed teaching begins with the awareness that students experienced trauma both before and during their time at university and that those experiences effect their behavior and learning. The goal is then to use our understanding of the physiological and psychological effects of trauma to create a learning environment where these students are more likely to succeed. Davidson's guide defines trauma and describes how it effects students (pg. 4- 13). The guide also includes specific suggestions for classroom instructions (pg. 17- 19). Carello is writing a book on trauma-informed teaching practices in college instruction which you can learn more about on her blog. She gives an overview of the topic in the presentation linked below.
Carello, Janice 2020. "Trauma-Informed Teaching & Learning in Times of Crisis" YouTube video, https://youtu.be/AuRxxPK9Hyc (Slides: https://traumainformedteachingblog.files.wordpress.com/2020/04/titl-in-times-of-crisis-slides.pdf)
Davidson, Shannon. 2017. "Trauma-informed practices for postsecondary education: A Guide" Education Northwest. https://educationnorthwest.org/resources/trauma-informed-practices-postsecondary-education-guide
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1. If you are having trouble accessing the readings, contact Corrin Clarkson for assistance.