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COURSE DESCRIPTIONS
Teaching with Technology
Sam DiGangi, Laura Bush. Angel Jannasch-Pennell, Ruvi Wijesuriya
Computer-based technology and related video and telecommunications applications are changing the ways that educators construct and deliver instruction. These developments offer the promise of both enhancing student performance in the classroom and preparing them to use current and emerging technologies throughout life. In this course, technology is approached as a vehicle for students to construct knowledge and search, retrieve, and disseminate information on a local and global scale. We will explore current uses of instructional technology in the classroom--critically examining what is being done today and the impact that it is having on teaching and learning. Emphasis will be placed on real-world application of instructional technology. Participants will gain expertise in current and emerging technologies in education, including network communications, integrated and multimedia applications and authoring programs.
For more information, please click here for the course syllabus-May or course syllabus-June now available.
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Diversity in the Classroom
Jesus Trevino,Kris Ewing, Monika Gosin
This module is designed to bring faculty together to examine the prospects and challenges of diversity in the classroom. The objectives of the workshop are to create dialogue around ways to use diversity in the classroom to achieve educational outcomes, and to look at practical strategies for dealing with diversity-related classroom issues and conflicts. Sessions will consist of small group discussions, short presentations, and practice. Topics include Perspectives on the Student/Faculty Class Experience, the Dynamics of Dialogue in the Diverse Classroom, and Free Speech and Student Conduct in the Classroom.
For more information, please click here for the course syllabus now available.
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Teaching with Writing
Sandra Griffiths Nagy, Duane Roen
Using John Bean's Engaging Ideas as our text, we will explore strategies for using writing to engage students in course material. Participants will develop both informal and formal writing activities and assignments for their own courses. While some strategies ask students to use writing as a tool solely for disciplinary learning, others help students become more proficient writers in their chosen fields.
For more information, please click here for the course syllabus now available.
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Improving Teaching Through Assessment
Patricia Green, Duane Roen
Although we can't work with all fifty classroom assessment techniques in Thomas Angelo and Patricia Cross's Classroom Assessment Techniques: A Handbook for College Teachers, workshop participants will practice using many of them. By the end of the week, members of the group will possess a growing repertoire of strategies for assessing the effectiveness of teaching and the level of students' learning. We will also talk about planning your course and identifying the skills and knowledge you want students to display at the end of your course.
For more information, please click here for the course syllabus now available.
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Strategies for Promoting Active Learning
Susan Ledlow, Duane Roen
The term "active learning" means that students are engaged in reading, writing, discussing, and solving problems--both individually and in small groups, both in and out of class. Strategies that promote active engagement include cooperative learning, case teaching, writing to learn, and classroom assessment techniques. This seminar gets faculty actively engaged in exploring these strategies and in reflecting upon how they might be adapted for use in their own classrooms.
For more information, please click here for the course syllabus now available.
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Strategies for Effective Lecturing
David Berliner,Susan Ledlow
For hundreds of years the lecture has survived, despite repeated attempts to modify or replace it as a teaching method. The strengths of the lecture method will be examined, as will many empirically validated methods to improve students retention and attitudes toward lectures.
INSTRUCTOR BIOGRAPHIES
Samuel A. DiGangi, Ph.D., is an Associate Professor of Education, specializing in technology integration with effective instruction. He presently heads ASU's Information Technology Instruction Support Group.
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Laura L. Bush has taught in higher education settings for fourteen years, including five years as a full-time faculty member at Ricks College. At ASU she has facilitated workshops to train teachers in the use of technology.
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Angel Jannasch-Pennell, Ph.D., is a Research Specialist with the Information Technology Instruction Support Group specializing in technology integration with education. Angel directs several sponsored projects, which focus on employing innovative means of assessment and evaluation with emerging technology in education.
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Ruvi Wijesuriya, M.Ed., is an instructional technologist at Arizona State University specializing in web-based multimedia development, interface design, and online courseware development.
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Jesús Treviño, Ph.D., is the Director of the Intergroup Relations Center, Office of the Provost and Sr VP at ASU. He has both a Bachelor's and Master's degree from Eastern Michigan University. In 1992, Jesús received his doctoral degree from UCLA in the area of higher education. He has been with Arizona State University since 1993.
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Kris Ewing, Ed.D., is the Assistant Director of the Intergroup Relations Center, Office of the Provost and Sr VP at ASU. Her teaching and research interests focus on intergroup relations and communication in higher education.
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Monika Gosin is a Program Coordinator for the Intergroup Relations Center, Office of the Provost and Sr VP at ASU. She has a B.A. in Social Science, and a B.A. in Spanish Literature from the University of California, Irvine, and a M.A. in Sociology from ASU.
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Duane Roen, Ph.D., is the Interim Director for the Center for Learning and Teaching Excellence and a Professor of English. His main interest is in how teachers can help students learn, read, write, and think more effectively.
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Sandra Griffiths Nagy, Ph.D., has been a music, elementary, high school, community college, university, ESL, agribusiness, and writing across the curriculum teacher. She received her Ph.D. in linguistics/rhetoric and composition.
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Patricia Green, Ph.D., is the Director of the Office of University Evaluation and Testing and has been involved in research in higher education for over 15 years. Green received her Ph.D. in Sociology from the University of Michigan.
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Susan Ledlow is an Instructional Specialist for the Center for Learning and Teaching Excellence. She teaches workshops on cooperative learning, case teaching, and syllabus/course design. She also directs the Instructional Innovation Network, a web-based grant about cooperative learning and case teaching. She has an M.A. and is enrolled in the social-psych doctoral program.
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David C. Berliner, Ph.D., is Regents' Professor and Dean of the College of Education. He has studied teaching methods and teachers throughout his career. He has authored or co-authored over 100 journal articles, chapters, and books.
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