Author: hammonsa

Missouri S&T – Teaching Partners

Posted by on October 14, 2015

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 […]

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

Posted by on October 14, 2015

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 […]

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SoTL Applied: Evidence-based Strategies for Better Classroom Discussions

Posted by on July 28, 2015

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 […]

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DELTA – Congratulations to Shayna Burchett & Klaus Woelk

Posted by on March 31, 2015

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 […]

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Congratulations Amy Skyles!

Posted by on March 20, 2015

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.

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Metacognition And Learning: Strategies For Instructional Design

Posted by on February 6, 2015

“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. Ask Questions Foster Self Reflection Encourage Self Questioning Teach Strategies […]

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

Posted by on February 6, 2015

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 […]

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

Posted by on January 21, 2015

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.

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Learning By Doing

Posted by on January 20, 2015

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 […]

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Active Learning Strategies in Face-to-Face Courses

Posted by on January 20, 2015

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.

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