Session Descriptions for 2011 Symposium
INVITATIONS to Learn: Using the Arts to Foster Divergent and Critical Thinking
Beth Berghoff, School of Education, IUPUI
Cindy Borgmann, Herron School of Art and Design, IUPUI
INVITATIONS are arts-based learning modules designed to engage small groups of students in divergent mini-inquiries related to a complex issue. Participants will learn how the arts inform the development of “invitations,” work with small groups to try out actual “invitations” about the topic of immigration, and discuss the merit and applicability of the strategy to their own teaching.
Keywords: arts-based learning; collaborative learning; critical thinking (PUL 2); divergent thinking; interdisciplinary education.
iPULs: Using iPads to Promote the Principles of Undergraduate Learning (PULs)
Jake Streepey, School of Physical Education and Tourism Management, IUPUI
Amanda Cecil, School of Physical Education and Tourism Management, IUPUI
Willie Miller, University Library, IUPUI
Jonathan Rossing, School of Liberal Arts, IUPUI
Suzan Stamper, School of Liberal Arts, IUPUI
The IUPUI iPad Faculty Learning Community (FLC) is a multidisciplinary team researching how iPad technology can move students toward mastery of selected PULs. In this hands-on session with iPads, audience members will experience classroom uses and sample applications as FLC participants share their course activities and findings to date.
Keywords: active learning; collaborative learning; competency-based education; information technology
Downloads: Presentation
The Professional Interview: Intentional Learning in an Introductory Course
Larita Killian, Division of Business, IUPU Columbus
Christopher Brandon, Division of Business, IUPU Columbus
An introductory course should engender respect for the discipline and knowledge of its contributions to society while improving learning skills to help students succeed in future courses and careers. In this workshop, discover how we use a Professional Interview exercise, based on the Intentional Learning Model, to achieve these goals.
Keywords: active learning; guided reflection; integration and application of knowledge (PUL 3); intentional learning; learning-to-learn
Transforming Bioethics Education with Team-Based Learning
Susan Hickman, School of Nursing, IUPUI
Lucia Wocial, School of Nursing, IUPUI
This interactive workshop will focus on the use of the innovative team-based learning (TBL) model to engage students in applying abstract bioethics concepts, principles and theories to challenging ethical dilemmas in the clinical setting. Attendees will review the principles of TBL and participate in resolving an ethical dilemma using the TBL approach.
Keywords: integration and application of learning (PUL 3); team-based learning; values and ethics (PUL 6)
Downloads: Presentation
Project-Enhanced Learning in STEM (Science, Technology, Engineering and Mathematics) Education
Razi Nalim, School of Engineering & Technology, IUPUI
Sameera Wijeyakulasuriya, School of Engineering and Technology, IUPUI
Project-Enhanced Learning (PEL) is an active learning strategy that integrates abstract concepts and quantitative analysis with a concrete and meaningful project experience intended to motivate and anchor student learning and provide low-load feedback and assessment to the instructor. In this session, participants will review the strategies of PEL, brainstorm for project ideas for their course, and develop a task outline and assessment approach for the project.
Keywords: Active learning; Integration and application of knowledge (PUL 3); Introductory/gateway courses; project-based learning; quantitative skills (PUL 1)
Downloads: Presentation, Handout
The Intentional Use of Videos and Interactions as Teaching Tools
Paulo Tan, School of Education, IUPUI
Samantha Mockler, School of Education, IUPUI
Erik Tillema, School of Education, IUPUI
In our teacher preparation course, we use videos of elementary-age students and targeted types of interactions to help pre-service teachers develop first and second order knowledge in mathematics. Participants in this session will learn how videos and interactions are used to develop each type of knowledge with teachers, why each type of knowledge is important to the teaching profession, how the use of videos and interactions could be used to develop each type of knowledge in other disciplines, and how each type of knowledge is assessed in the teacher preparation course.
Keywords: active learning; instructional technology, integration and application of knowledge (PUL 3), teacher education
Downloads: Presentation, Handout
Preparing Students for Successful Transition to Practice
Angela McNelis, School of Nursing, IUPUI
Patricia Ebright, School of Nursing, IUPUI
Tracey Fonacier, Community Health Network & School of Nursing, IUPUI
Pamela Ironside, School of Nursing, IUPUI
Cognitive task analysis (CTA) can be used as a teaching/learning strategy by faculty to elicit detailed information from students surrounding their own performance by describing and representing the cognitive elements that underlie goal generation, decision making, and judgments in clinical settings. In this session, participants will learn the basics of cognitive task analysis as a teaching strategy, practice using CTA with a partner around a selected situation, appraise the utility of CTA in a teaching/learning encounter, and formulate use of CTA in their own teaching environment.
Keywords: active learning; clinical education; critical thinking (PUL 2); integration and application of knowledge (PUL 3)
Downloads: Presentation, Handout
Team Based Critical Analysis: A New Look at Evidence Based Argument
Linda Ficht, School of Business, IU Kokomo
Mary Pat Acord, School of Business, IU Kokomo
Adam Cloud, School of Business, IU Kokomo
Sarah McClurg, School of Business, IU Kokomo
Sabrina Sheehan, School of Business, IU Kokomo
Team Based Critical Analysis (TBCA) is a teaching method which combines Team Based Learning with Issue, Rule, Analysis, Conclusion (IRAC) to create a dynamic new way to teach critical thinking. In this session, participants will learn the basics of Team Based Critical Analysis and will hear from former students about how the method has impacted their individual learning.
Keywords: evidence based argument; IRAC; team-based learning; business law
The Wisdom of Heroes: Partnering with Community Veterans to Engage Students in Basic Research
Christina A. Downey, School of Arts and Sciences, IU Kokomo
The IU Kokomo Partnership Project brings introductory psychology students in dialogue with local war veterans, to teach ethical scientific inquiry, qualitative data collection, appropriate aggregating and interpretation of data, and civic values. Session participants will learn about the development and implementation of this project, participate in selected project activities, and hear preliminary empirical findings resulting from this project.
Keywords: experiential learning; introductory/gateway courses; research learning; service learning; psychology
Downloads: Presentation
Moving Past "What He Said": Coupling Visual Metaphor with Discussion Forums to Enhance Reflection and Inquiry
Fredricka Joyner, School of Business and Economics, IU East
This presentation explores a teaching intervention that couples a technology application (Wordle™) with the Discussion Forum format to stimulate higher levels of both individual and collective reflection and inquiry. Participants will have the opportunity to participate in a compressed version of the teaching intervention and discuss with colleagues how they might meaningfully apply a similar approach in their unique context.
Keywords: critical thinking (PUL 2); instructional technology; online teaching/learning
Downloads: Presentation
Social Work in Other Fields of Work: The Need for Interdisciplinary Education
Stephanie Boys, School of Social Work, IUPUI
Carrie Hagan, IU School of Law - Indianapolis
Valerie Voland, School of Social Work, IUPUI
Researchers will report on an assessment of law students’ preparation to counsel clients with findings indicating students’ need for interviewing skills rooted in social work. In this session, participants will learn to evaluate how other disciplines could benefit from social work skills through the use of role plays.
Keywords: interdisciplinary education; professional competencies
Downloads: Presentation
Using Team-Based Learning to Teach Peer Feedback Techniques in the IUSM Competency Curriculum
Edward McKee, IU School of Medicine - South Bend
Stacey Jackson, IU School of Medicine - South Bend
A powerful component of peer evaluation is written feedback. However, learners often lack the confidence and ability to provide quality feedback. In this interactive session we will describe the training methods we have employed and in a Team-Based Learning format teams will participate in a training exercise to write and critique feedback.
Keywords: active learning; competency-based education; experiential learning; team-based learning
Downloads: Presentation
