Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.

Teaching for Student Success

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Beyond Basketball: Championship Lessons for Success, with Tyler Summitt (Leadership, Sports, Personal Development, Business) 28:47

לפני 8 ימים28:47

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Tyler Summitt, son of legendary coach Pat Summitt, as well as the Co-Founder of Pat Summitt Leadership Group , shares the group’s mission, the story of Pat’s humble beginnings, the art of mastering full executive decision making in 90 second or less, the "secret sauce" to Pat’s leadership, what she definitely didn’t understand about, but learned from, a 5-year-old’s soccer game, how to visualize winning in a (very, very) highly detailed way, the key component that gets you to over a 90% success rate, and the answer to the mystery of just who is “Trish”? Mentioned in this episode: This episode is brought to you by Pat Summitt Leadership Group. Pat Summitt Leadership Group…

לפני 3 שנים 27:56

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If you are interested in using group work in your courses but might be a bit intimidated, if you are using group work but are frustrated by it, if you have used group work but have sworn it off, I encourage any and all to listen to this two part series on the problems of group work and possible solutions.

In this episode I have a conversation with Dr. Peggy Brickman of the University of Georgia about group work but from an unusual perspective. Instead of discussing the evidence demonstrating the positive impacts of well-designed group work on student success, we discuss the problems of group work. These discussions may provide the encouragement you need to finally implement group, or may provide a solution to reduce your frustration with group work, or may convince you that group work is worth another try.

Listen and see.

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#Podcasting Education #Steven Robinow #Higher Education #Teaching #Students #Student Success #Equity #Inclusion #About Evidencebased Teaching #Faculty

Teaching for Student Success

Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.

Teaching for Student Success

12 subscribers

published לפני 3 שנים

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MP3•בית הפרקים

Listen and see.

33 פרקים

#Podcasting Education #Steven Robinow #Higher Education #Teaching #Students #Student Success #Equity #Inclusion #About Evidencebased Teaching #Faculty

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Teaching for Student Success

1
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לפני 1 year1:11:08

1:11:08

Grades demotivate student learning. That is a problem. Faculty also often spend significant amounts of time grading. Another problem. So, if we know grading demotivates learning and we are spending lots of our time grading, are we working against ourselves? Are we working against the goals of our courses? Isn’t our goal to motivate students to learn, and then provide them with the resources they need to move from novice towards expert? In this episode Dr. Jesse Stommel talks about the problems with and possible solutions for the traditional grading system in which most of us participate.…

Teaching for Student Success

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1:14:53

Content isn’t enough! The classroom environment that you create can foster learning or impede learning. If you really are here for all of your students, and I think you are, then it is critical to ensure that the environment you provide is one the fosters learning for all students. In this episode Dr. Oscar Fernandez discusses Inclusive Excellence at Wellesley College, an effort to create a community of faculty, students, and staff working to ensure that all students feel a sense of belonging in their higher education community and that all students are supported in their efforts to excel.…

Teaching for Student Success

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A huge amount of information must be provided to students at the outset of every course. Enter the SYLLABUS! A universal one-way communication tool that can set the tone for your course and for your relationship with your students. It defines the rules of engagement - the struggle for power between student and faculty. In this episode we talk about the syllabus; how it is used, how it can be used and how it can be abused with Dr. Matthew Cheney who has written extensively about the cruelty-free syllabus.…

Teaching for Student Success

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Alternative Grading: Working With Students, Not Against Them with David Clark and Robert Talbert 1:16:00

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Teaching for Student Success

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Peer Mentoring’s Long Term Impact: Time for National Implementation? 1:16:21

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1:16:21

For decades, the United States has been trying to increase the number of STEM professionals from underrepresented groups - with limited success. Retention and persistence at the undergraduate level, and advancement to graduate degrees continue to be problematic areas. In this episode we talk with Dr. Nilanjana Dasgupta about her fascinating long-term study on the impact of peer mentors on the persistence, retention, and advancement to graduate degrees of female engineering students. This is an amazing study following 150 students through their entire undergraduate academic career and one year beyond! The simplicity and success of this intervention is surprising. There are lessons here for all disciplines that experience equity and inclusivity issues.…

Teaching for Student Success

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לפני 2 years57:55

57:55

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Teaching for Student Success

1
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50:39

OLD NEWS: A 2014 meta-analysis by Scott Freeman and colleagues of 225 peer-reviewed studies concluded that students taught in an active learning environment significantly outperform peers taught using more traditional formats. CURRENT STATUS: Most colleges and universities are still a long way from full adoption of these practices. The reasons are complex. Resistance comes from institutions and often from faculty, but also from students. We have trained our students to think that traditional lecturing is THE way to learn, in spite of mountains of evidence to the contrary. In this episode, we discuss an elegant, controlled classroom study by Louis Deslauriers and colleagues that again tests the value of active learning, but importantly then pays attention to the student perspective and provides suggestions about getting students on board the active-learning band-wagon. This is a beautiful and important study. Enjoy!…

Teaching for Student Success

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1:12:49

In higher education our introductory classes are more diverse than ever. That’s great! Our graduating classes? Less diverse. That’s bad! Faculty play a critical role in this loss of diversity and therefore have a responsibility to address the issue. In this episode, Dr. Viji Sathy and Dr. Kelly Hogan, authors of “Inclusive Teaching: Strategies for Promoting Equity in the College Classroom” (2022) discuss a wide range of evidence-based practices that can help our most challenged, our most diverse students succeed, improving classroom equity. Please listen, then take action!…

Teaching for Student Success

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Higher education is recognizing the importance and value of diversity and inclusivity in our institutions, our classes, our majors, and in the workforce. Along with this recognition are efforts to increase the success and graduation rates of all students with particular attention to our historically excluded, minoritized, marginalized, and first generation students. Many approach this work from a perspective of deficits: students aren’t succeeding because of what they are missing. An alternative perspective is anti-deficit: recognizing what students are doing to succeed. For example: Instead of the deficit perspective: “Why don’t certain groups of students persist?” One might reframe the question and ask “How do certain groups of students manage to persist and earn degrees despite any number of negative forces that are working against them?“. Dr. Julie Stanton, Associate Professor in the Department of Cell Biology at University of Georgia in Athens Georgia talks about her Participatory Action Research project that informs us about strategies that black students use to succeed at a primarily white institution. Please listen for an engaging and fascinating discussion of community cultural wealth.…

Teaching for Student Success

1
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לפני 2 years1:01:54

1:01:54

As researchers study the success of students in active classrooms, they expose new questions to ask, they generate new data to analyze. These data put classrooms implementing active learning practices under the microscope. In looking closely at the details of implementation, researchers are now uncovering evidence of practices resulting in inequities, in some and perhaps most active learning environments. In this episode, we talk with Dr. Daniel Reinholz about his classroom observational analytical tool, EQUIP, and discuss how Daniel and his co-authors have used this tool to identify inequities in classrooms, inequities that may underlie differences in student performance. Fixing these inequities may not be hard, but one has to identify the problem first. EQUIP may be one tool we all need.…

Teaching for Student Success

1
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In this episode we parse the massive Active Learning Umbrella and discuss a particular type of active learning classroom, the generative classroom in which students generate their knowledge. Dr. Tessa Andrews (University of Georgia) discusses her research investigating how expert instructors think about, prepare and implement active learning in their generative classrooms versus how novices think about, prepare and implement active learning. The results are fascinating and instructive. Please listen, learn, and share.…

Teaching for Student Success

1
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לפני 2 years59:09

59:09

Who were your role models growing up? In particular, who were your role models that led you to your career in academia? I’m going to guess that most of your academic role models were teachers who look like you or might have similar backgrounds to you. Think about the power of that - seeing an inspirational teacher/educator/thinker/academic that has a similar background to you. If this happened to you, try to remember how inspirational that was. It might have been a parent, a family member, a teacher, a professor…. Now imagine a post-secondary academic environment in which you didn’t look or sound like your professors. Imagine you had no cultural connection to the faculty you saw on campus or online every day. Imagine the unspoken message this might send. Imagine feeling like a stranger in a strange land. Now, think about the students in your classes. How many of them look or sound like you? How many share your cultural identity? Can you be their role model? Can you help your students see themselves as colleagues in your world? In this episode, I have a conversation with Jeff Schinske, Professor of Biology of Foothill College, part of the California Community College system about the impacts of the NIH-funded Scientist Spotlights Initiative. The Scientist Spotlights Initiative (SSI) empowers middle/high school, college, and university science educators to implement inclusive curricula that help ALL students see themselves in science. The SSI provides access to easy-to-implement assignments/activities that link course content to the stories of counter-stereotypical scientists.…

Teaching for Student Success

1
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לפני 3 years56:05

56:05

In daily life, we seem inundated by negative talk and negative messaging. Open the newspaper, listen to talk radio, don’t even start me on social media! But our classrooms, our classrooms should be a sanctuaries, safe places to have civil, open discourse on contentious and non-contentious issues. Whew! That sounds like a slice of heaven, doesn’t it? Peace. Even in these ideally safe places, we need to be aware of inappropriate aggressive language that can creep in, that can negatively impact the security of this safe zone, that can negatively impact the performance of students. The aggressive language can be so subtle in some ways, that they have been termed “microaggressions”. These microaggressions that we will talk about may come from anyone in our classrooms, students, the jokester in the back, or faculty. But these microaggressions, these words can influence the experiences, persistence, and performance of students in our courses, particularly our underrepresented, marginalized and historically excluded students. So, if we are concerned about ensuring that all students feel that they belong in our classrooms, if we are concerned about the success of each and every student, then we need to think about this issue of small aggressions and we must confront them. In this episode, I welcome Dr. Colin Harrison to talk about his 2018 CBE Life Sciences publication “Language Matters: Considering Microaggressions in Science” co-authored with Dr. Kimberly Tanner.…

Teaching for Student Success

1
Instructor Talk Continues: Students Hear What You Say…. And They Remember! 51:37

לפני 3 years51:37

51:37

In Episode 2 Dr. Kimberly Tanner introduced us to Instructor Talk, the non-content language used by instructors. In this episode, listen to a fascinating discussion with Drs. Ovid and Rice about the student perspective of instructor talk. How do students view instructor talk? What do students hear? What do students think? And interestingly, what do students remember? It may, and probably should, give you reason to pause and think before you speak in your next class.…

Teaching for Student Success

1
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לפני 3 years43:33

43:33

How can you best help ALL of your students learn when they are all different? They each have their own complex lives and life histories. Listen to Kirsten Behling and Thomas Tobin talk about bringing the principles of Universal Design for Architecture to the learning environment to help manage this seemingly intractable problem. Universal Design for Learning promises to reduce more barriers for more of your students providing opportunities for more of your students to succeed. When adopting the principles of Universal Design for Learning (UDL), Behling and Tobin encourage faculty and staff to make one change at a time. Plus One Thinking. To start, use UDL principles to change just one aspect of your course or your learning environment at a time. Don’t try to overhaul the entire course at once. The result is almost certain to be failure and frustration for you and your students. Everyone will be unhappy, you will abandon UDL, and you will go back to your old ways reassured that everything was fine before. Except of course that you were failing too many of your students. Plus One Thinking reminds me of a good friend that plays the guitar. How many guitars does he need? Just One More! Maybe that is the attitude to successful implementation of UDL principles. Incremental. Begin with just one change……….…

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Teaching for Student Success « » Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.

Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.

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Group Work: What Could Go Wrong? with Peggy Brickman. Part 1.