Missouri S&T – Teaching Partners

Missouri University of Science and Technology

Source: certi.mst.edu

Over the past year CERTI and EdTech, in partnership with faculty, have worked to create the Teaching Partners program.  This program is designed to be a confidential voluntary professional development service coordinated through EdTech and CERTI and trained faculty mentors using collgial peer coaching to improve or expand approaches to teaching through classroom observation and discussion.  This is a completely voluntary program that is about instructors coming together and discussing best practices in teaching and learning.

Benefits, Impact and Process of Early Course Evaluations | Center for Teaching Excellence | Duquesne University

Source: www.duq.edu

Feedback has an impact but it’s how you interpret that feedback that can be the most beneficial.  This website gives five tips on how you should interpret feedback.  It is based on an article written by Connie Buskist and Jan Hogan. 


One of the best pieces of advice was shared at the latest Curator’s Teaching Summit. Read the feedback that you’ve received and then put it in your desk and walk away. Don’t look at it for a week and when you come back to look at again the feedback will appear more constructive and not as first appeared.

SoTL Applied: Evidence-based Strategies for Better Classroom Discussions

Written by Jennifer Friberg, SoTL Scholar-Mentor at Illinois State University Over the last few years, my colleague, Kathleen McKinney, has been adding to a document titled A Sampling of What We Kn…

Source: illinoisstateuniversitysotl.wordpress.com

Active learning can be a large activity that your class is involved in or it can be as simple as incorporating discussions in your class.  Start out small and have students discuss solutions with the person sitting next to them.  Have them come to a consensus on the answer.  Then have them discuss their answer with another pair close to them. Can they come to consensus as well?  It can take as little as five minutes of class time but it can have great rewards for your overall class.  What you are actually doing is having the students process information before they leave the classroom. This can help them remember this information when preparing for exams.

DELTA – Congratulations to Shayna Burchett & Klaus Woelk

Congratulations to Shayna Burchett and Klaus Woelk.  Both have been participating in the DELTA (Delivering Experiential Labs to All) project.  They have been working on a blended Chemistry redesign for Chemistry 1319 (or the old Chem 2).  There efforts were recently recognized by the American Chemical Society.  On March 24th, Shayna and Klaus were asked to present a talk about their efforts at the 249th ACS National Meeting & Exposition.  They have been working hard to transform this course and will be in full production in the fall.  This will allow them to offer this course to all students who are eligible in the fall (and taking Chemistry 1310).  The blended format allows them to have more students enrolled.  This will keep students on a better schedule in their coursework.  They have also worked to redesign each lab to provide the correct lab experiences students need and are rigorous to push students to work harder.  If you want more information on the DELTA project contact Amy Skyles (skylesa@mst.edu) in Educational Technology.

Congratulations Amy Skyles!

Congratulations to Amy Skyles! She has worked hard on the DELTA Lab initiative and just recently won the OLC Effective Practice Award. Check out the information on the award here http://olc.onlinelearningconsortium.org/effective_practices/delivering-experiential-labs-all.

Metacognition And Learning: Strategies For Instructional Design

“Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.”

Source: theelearningcoach.com

This article provides ten strategies for incorporating metacognitive strategies into teaching and learning.

  1. Ask Questions
  2. Foster Self Reflection
  3. Encourage Self Questioning
  4. Teach Strategies Directly
  5. Promote Autonomous Learning
  6. Provide Access to Mentors
  7. Solve Problems with a Team
  8. Think Aloud
  9. Self-Explanation
  10. Provide Opportunities for Making Errors

One simple thing you can do is have the students write two or three points that they felt were important during class that day.  Once they have had a chance to write, you as the instructor can give your two or three points that you thought were important and model how students can begin to understand what is important in your course.

“Thinking About One’s Thinking” Metacognition | Center for Teaching | Vanderbilt University

Vanderbilt University

Source: cft.vanderbilt.edu

This link has two articles in it. It defines what Metacognition is and gives some practical ways to implement it in learning.  How often do you stop during a lecture (or other activity) and give students a chance to process what you have been saying or doing?  Sometimes, we get so caught up in fitting everything in an 50 minute slot that we forget processing time. Those are the days that students leave dazed, with notes but maybe not a clear understanding of what the lesson was actually about.  Taking time to pause and reflect is one way to help students connect with content and with their own learning strategies.

10 Online Learning Trends to Watch in 2015 [#Infographic]

The future’s biggest online movements in education are taking shape today.

Source: www.edtechmagazine.com

This infographic looks at 10 trends to watch in online learning.  It is interesting to note that most of them are things that we are looking into/actively working on at Missouri S&T.

Learning By Doing

Source: www4.ncsu.edu

Dr.s Felder and Brent (both have been keynotes at our conference) point out a very important fact in this article.  The only way for students to develop a skill is to have them practice that skill. If you require them to do something on a test or even in class it is important that you give students the opportunity to practice that skill where they can receive quality feedback from you as their instructor.

Active Learning Strategies in Face-to-Face Courses

Source: ideaedu.org

This is a great article that brings together various research studies on active learning in STEM fields.  The research shows that students learn more when active group-work methods are used.  This article also gives examples of these different methods.