Scholarship of Teaching & Learning (SoTL) and Process Education

Dr. Tris Utschig

During this workshop participants will first share where we are in our own teaching and learning journey. As he shares details of his own journey, Dr. Utschig will also highlight key aspects of carrying out various types of SoTL work (from the very small and personal to the very large and collaborative) along with tying SoTL work to process education. Throughout, we will work together in groups to support each other as we generate personal plans for moving forward in our teaching and learning journeys. These plans will incorporate elements of process education and SoTL that will help us investigate the impact of our pedagogical practices on teaching and learning.

Cultural Analysis of the Transformation of Education

Ayana Conway, Wade Ellis, Daniel Apple & Steve Beyerlein

This session builds off scholarship in the current issue of the International Journal of Education around risk-factors for collegiate academic success. During the workshop, these risk factors will be connected with collegiate success factors using a profile of a Quality Collegiate Learner and Aspects in the Transformation of Education.  Workshop participants will work in small teams to investigate (within one aspect in the Transformation of Education) the relationship between faculty mindsets and risk factor mindsets espoused by students in the traditional classroom. These will be connected by commonly accepted classroom practices. Findings will be reported publicly.  Participants will then explore alternative faculty mindsets and corresponding student mindsets that align better with collegiate success factors identified in the educational literature. This workshop will deploy principles and methods articulated in the kick-off workshop on teaching/learning and will suggest opportunities for future collaboration in process-oriented educational research.

Educational Applications for Habits of Mind: Teaching the Processes that Help Students to Be Successful Lifelong Learners

Dr. Todd Zakrajsek  (Mentor: Tris Utschig)

What habits are present for an effective/efficient thinker? Habits of mind look at the attributes that are present when one thinks in an intelligent manner. In this session, we will investigate how these habits can be included and promoted in the educational process. Students themselves often do not fully understand their own cognitive processes, typically relying on implicit assumptions and trial-and-error to learn new material. The good news is that research provides clear evidence pertaining to what works best in the classroom with respect to human motivation and learning. This session is designed to demonstrate the importance of teaching in a way that instills habits of mind to promote life-long learning.

Session

Location

L2L: A View from the Top of the Tower

Lisa Davis & Joyce Adams (Mentor: Tris Utschig)

Probing Academia Barriers to Accommodation

Betty Surbeck (Mentor: Peter Smith)

Self-Efficacy, Implicit Theory of Intelligence, Goal Orientation & the Ninth-grade Experience

Claire McWilliams (Mentor: Steve Beyerlein)

Service Learning Spotlight

Location

Ms. Talitha Hampton-Mayo: Vice President of NoBCChE – National Organization of Black Chemists and Chemical Engineers, sponsored by the American Chemical Society (Mentor: Colleen Taylor)

Session

Location

Service-Learning Syllabus Workshop

Anne-Marie Turnage (Mentor: Colleen Taylor)

A Comparative Assessment of Collaborative vs. Individual Learning

Chaya Jain & Tristan Utschig

Session

Location

Analyzing Academic Recovery Camp Success Factors and Forecasting Future Academic Success

Dan Apple & Robert Stevenson

Redesigning the Classroom Setting to Engage Students and Faculty in a Positive Learning Experience

Jeffery Hanes (Mentor: Joyce Adams)

Teaching So Everyone Learns: Strategies for Student Success from the Psychology of Learning

Dr. Todd Zakrajsek (Mentor: Tris Utschig)

Many educators continue to struggle with how best to proceed from delivering lectures to creating truly effective learning environments for students. In addition, students struggle to understand the best way to learn in our classrooms. The result can be class sessions that are difficult and frustrating to teach with students who appear apathetic and indifferent toward learning. In this session, through active learning, we will discover how effective evidence-based teaching practices can be aligned with effective evidence-based learning strategies to create classrooms where students enthusiastically participate, are interested in course content, and effectively contribute to their own learning.

Session

Location

Process Standards for Mathematics Applied to Other Disciplines in Academia

Cheryl Adeyemi (Mentor: Wade Ellis)

The Concept of Self-Growth for a Life-long Learner

Chaya Jain (Mentor: Dan Apple)

Active Learning and Memory: Fostering Deep, Sustained and Flexible Learning

Dr. Peter Doolittle (Mentor: Chaya Jain)

There is currently a lot of jargon in higher education. What do we mean by active learning, engaged learning, or hands-on/minds-on learning? What makes for deep, flexible, and sustained learning? How do we wrap learning in a motivating environment? This session will address the relationship between teaching, learning, memory, and motivation with the purpose of students developing knowledge and skills that are meaningful and useful across the span of one’s entire life. In pursuit of this integrated learning, immediately useful principles of learning, memory, and motivation will be addressed to clarify the complexity that is human life.

Session

Location

Activity Design as an Application of the Learning Process Methodology

Matthew Watts (Mentor: Dan Cordon)

Critical Barriers in Implementing Learning to Learn Experiences

Philliph Mutisya, Joyce Adams & Robert Stevenson

Virginia State University Innovation Panel

Dr. Bob Weiman  (Mentor: Steve Beyerlein)

Diann Baecker (English)
Renia Brown-Cobb (Psychology)
Ngowari Jaja (Cooperative Extension)
Colleen Taylor (Chemistry)
Bob Wieman (Mathematics)