change is gonna do me good (especially when it’s based on good practice)
DESCRIPTION
Keynote address at George Fox University Faculty Conference.TRANSCRIPT
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“Change is gonna do me good” (Especially when it’s based on good prac:ce)
David Wicks Associate Professor
SeaDle Pacific University [email protected]
TwiDer: drdavidwicks Google+: hDps://plus.google.com/+DavidWicks1
hDps://itunes.apple.com/us/album/a-‐change-‐is-‐gonna-‐do-‐me-‐good/id255365734?i=255367023
Keynote presenta:on George Fox University Faculty Conference
January 10, 2014
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Why make changes when…?
… my classes are full? … course evalua:ons are good?
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“It s:ll takes one professor to teach one class”
hDp://www.newsweek.com/megan-‐mcardle-‐coming-‐burst-‐college-‐bubble-‐64671
Richard Vedder, Ohio University economics professor Center for College Affordability and Produc:vity
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Or does it?
hDp://en.wikipedia.org/wiki/File:France_in_XXI_Century._School.jpg
hDp://www.scien:ficamerican.com/ar:cle.cfm?id=how-‐big-‐data-‐taking-‐teachers-‐out-‐lecturing-‐business
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Can you be scared into making changes to your instruc:on?
hDp://i.dailymail.co.uk/i/pix/2012/03/08/ar:cle-‐2111901-‐12138F69000005DC-‐682_634x403.jpg
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Pew Study: The Future of Higher Educa:on
Findings: • Higher educa:on will be significantly influenced by a changeover to new methods driven by opportunity, cost, and student and parent demands.
• Economic reali:es will drive technological innova:on forward by 2020. Yet, that might create a class structure where the rich get an immersive in-‐person experience, while others get inferior online offerings.
hDp://pewinternet.org/Reports/2012/Future-‐of-‐Higher-‐Educa:on/Overview/Introduc:on-‐and-‐overview-‐of-‐responses.aspx
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Newsweek 2012
• Promo:onal literature for colleges speaks of student loan debt as an “investment in yourself.”
• More than half of all recent graduates are unemployed or in jobs that do not require a degree
• The amount of student-‐loan debt carried has more than quintupled since 1999.
hDp://www.newsweek.com/megan-‐mcardle-‐coming-‐burst-‐college-‐bubble-‐64671
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Newsweek 1976
• “[Middle-‐class parents] are concerned about soaring costs which put enormous strain on all but the faDest family budgets... They also worry whether their children will find themselves well prepared for the world of work arer gradua:on.”
• “The sta:s:cs that depict the recent drop in the monetary value of a tradi:onal college educa:on are compelling... By all es:mates, the rising costs of college have been paced by diminished economic returns on the college investment.”
hDp://www.huffingtonpost.com/rob-‐asghar/college-‐degree-‐worth_b_1913309.html
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“Going back to who I was”
Scare tac:cs don’t work. Help professors “discover” helpful tools that solve problems as they implement change.
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Make changes that improve instruc:on, assessment, or professional produc:vity
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Seven Principles for Good Prac:ce in Undergraduate Educa:on
1. Encourage contact between students and faculty
2. Develop reciprocity and coopera:on among students
3. Encourage ac:ve learning, 4. Give prompt feedback, 5. Emphasize :me on task 6. Communicate high expecta:ons 7. Respect diverse talents and ways of learning
Chickering, A. W., and Gamson, Z. F. (1987). Seven principles for good prac:ce in undergraduate educa:on. March 1987 AAHE Bulle2n.
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Implemen:ng the Seven Principles: Technology as Lever
Chickering and Ehrmann
Chickering, A. and Ehrmann, S. (1996) Implemen:ng the Seven Principles: Technology as Lever. AAHE Bulle:n, October, pp. 3-‐6.
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Implemen:ng the Seven Principles
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1. Encourages contact between students and faculty
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Daniela Geleva, Ph.D. Associate Professor, Nutri:on
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Example “The anima:on was very helpful and clear. Personally, diagrams, videos and drawings are tools that help me to learn best… and this anima:on was a good example of that.” -‐ Student “I liked the video very much. It was clear, did not go too fast, and the labels helped me iden:fy what I was looking at. The drawings were colorful so it was easy to see where everything was going and what the lipoproteins, enzymes, etc. were doing. Thanks.” -‐ Student The anima:on was well received and by making it available to students on Bb, I feel more confident that students have the tools they need to comprehend this por:on of the material.
-‐ Daniela Geleva, Ph.D. 15
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2. Develops reciprocity & coopera:on among students
Wicks, D., Ellis, A., & Lumpe, A. (2013). The Use of Collabora:ve Tools and Student Percep:on of Social Presence. Will present at the EdMedia 2013: World Conference on Educa:onal Media and Technology, Victoria, BC, Canada.
Arthur Ellis, Ph.D. Professor, Educa:on
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Example • “Well, we were down to the wire, but our team was able to band together and complete a well-‐wriDen, thought provoking essay for the fourth phase. Although (Student 1), in all her travels, had difficulty accessing a computer, (Student 2) and I were able to prepare the structure of the outline and rough essay. Then, (Student 1) was able to weave in her ideas and edits when she was able. Overall, I feel we work very well as a team. Communica:on is key; I appreciate that (Student 1) was able to give us a heads-‐up on her travel plans/requirements, so that (Student 2) and I could move forward knowing (Student 1) would jump in when she was able.” – Student 3
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3. Encourages ac:ve learning
Nyaradzo Mvududu, Ph.D. Professor, Educa:on
Kim Sawers, Ph.D. Associate Professor, Accoun:ng Sawers, K., Copeland, R., Mvududu, N., Seeley, L., and Wicks, D. (2013) The effects of ac:ve learning spaces on professors’ instruc:onal prac:ces. 6th Annual Interna2onal Symposium for Emerging Technologies for Online Learning. Las Vegas, NV.
hDp://www.youtube.com/watch?v=szGCwwcDc-‐g
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4. Gives prompt feedback
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Geri Mason, Ph.D. Assistant Professor, Economics
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Cell phone
20 hDp://www.youtube.com/watch?v=HxEqUl6ceHc
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5. Emphasizing Time on Task
David Denton, Ed.D. Assistant Professor, Educa:on
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6. Communicates high expecta:ons
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Kimberly Segall, Ph.D. Associate Professor, English
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blog
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the literaliza:on of our reconcilia:on mission
[It is] the literaliza:on of our reconcilia:on mission, that it is not over but you keep on working towards it. And the blog becomes this collec:ve memory that inspires students to break through the aliena:on and remember together, not individually. It does social work. It is itself an agent of reconcilia:on. – Kimberly Segall, Ph.D.
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7. Respects diverse talents and ways of learning
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Melani PleD, Ph.D. Associate Professor Electrical Engineering
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Teaching using Connect
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How can you get started?
• Know that you don’t have address all seven principles
• Iden:fy a problem you want to solve with your teaching
• Consult with colleagues and instruc:onal technology staff about possible solu:ons
• Start small
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“Changes” to a new program I am proposing 1. Each course is team-‐taught by a full-‐
:me SPU professor and an experienced prac::oner in the field.
2. The program uses a cohort model with a fall quarter start.
3. The program has 45 credits. The seven required courses are five credit courses. All elec:ves (6) are one credit courses. The program begins with a one-‐credit orienta:on and ends with a three-‐credit prac:cum.
4. The six elec:ve courses are delivered through the Center for Professional Educa:on. This is done for three reasons: 1) Maximizes topic and :me flexibility; 2) Provides an alterna:ve program entryway; 3) Reduces the overall cost of the program for students.
5. Open access and free tools are used where possible in the program
6. The courses should be taken sequen:ally as listed. This 45 credit program can be completed in eight quarters.
7. The courses are delivered asynchronously using a project-‐based learning model with weekly synchronous interac:ons between instructors and students.
8. A strong emphasis is placed on using only open educa:onal resources (OERs) for course content.
9. A prac:cum where students get prac:cal, on-‐the-‐job experience, applying what they have learned in the program with real teachers, learners and administrators.
10. This is a digital program. The use of paper should be kept to a minimum.
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Comments or Ques:ons?
David Wicks, EdD Associate Professor School of Educa:on
SeaDle Pacific University [email protected] hDp://spu.edu/soe hDp://davidwicks.org
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