Supporting Learning Outcomes 4-pack
Understand how to support the knowledge and skills determined by your course’s learning outcomes. These programs will help you structure and plan classroom activates to maximize student engagement, increase student participation, and ultimately deepen learning.
Learning outcomes are multifunctional concepts for college and university faculty, serving as goals, benchmarks, standards for accountability, and guides for course design.
That’s why you need multiple methods to support them. Learn a multidimensional approach to utilizing these higher education essentials with the Supporting Learning Outcomes 4-pack, a series of four Magna 20-Minute Mentors.
In less time than you might spend reviewing course policies, each presentation delivers insightful information you can implement immediately.
Higher education experts Maryellen Weimer, Ph.D., Jean Mandernach, Ph.D., Jay Howard, and Christy Price, Ed.D. explore solutions to the following key questions:
- How Can I Use Discussion to Facilitate Learning?
In this program, you will learn how to structure and plan classroom discussions to maximize student engagement, student participation, and learning.
- How Can I Get Students to Take Responsibility for Their Own Learning?
This presentation will show you how clear communication and consistent application of standards can help students become more effective and engaged learners.
- How Can I Enhance the Impact of Feedback in Online Classes?
Discover how dynamic feedback strategies such as feedforward, expanded multimedia use, one-to-many presentation, and peer-to-peer delivery can change student behavior.
- How Can I Make My Exams More about Learning, Less about Grades?
Learn how you can transform exams into enhanced opportunities for student learning with practical solutions to the three core problems with exams today.
Taken altogether, these programs provide you with a comprehensive approach to fulfilling your most important job requirement—helping students learn.
This professional development opportunity will give you tools you can use in a format that suits even the busiest schedules. You’ll learn how:
- To transform exams from testy encounters to educational experiences
- To shift students’ attitudes toward feedback
- Changing classroom routines can increase student participation
- Mixing intrinsic and extrinsic motivators can enhance student responsibility
In the Supporting Learning Outcomes 4-pack you’ll learn tips and techniques grounded in theory and tested in face-to-face and online classrooms. From suggestions for changing your first class procedures to preemptive feedback, all the suggestions you’ll learn are proven and practical.
The programs cover key issues involved with helping students achieve learning outcomes—and give you the specifics you need to make effective change, such as:
- Exams – Learn how changing your exam previews and reviews can put the focus back on learning
- Feedback – Explore four specific practices to get students more involved
- Discussion – Find out how to reinforce the classroom behavior you want to see
- Responsibility – Discover how changing your personal style can make students behave more responsibly
After you view the presentations, you’ll be able to:
- Identify key shortcomings of college and university exams
- Organize course structure to give students the lead on review sessions
- Design exams to achieve pedagogical goals
- Recognize technologies that support online feedback
- Employ multimedia feedback in your online courses
- Formulate one-to-many feedback strategies
- Design feedforward feedback strategies
- Recognize when classroom norms impede student engagement and participation
- Employ new teaching tools to engage students in classroom discussion
- Implement new teaching strategies to increase the quality and focus of classroom discussion
- Identify practices to boost student ownership of their learning
- Revise course structure to increase student responsibility for learning
Have you ever wished students would at least read your feedback before complaining about their grades? Have you ever wondered how to expand classroom discussions beyond the three or four regulars who always talk?
If you have, then the Supporting Learning Outcomes 4-pack is for you. This series of Magna 20-Minute Mentors is perfect for faculty teaching online and offline, at public and private institutions, and at all stages of their careers. It will be particularly helpful for new instructors, providing them with “instant experience.”
Learning outcomes are so central to success in higher education; you need to sustain them in multiple ways. Get the tools you need in the Supporting Learning Outcomes 4-pack.
Product Code: PM00MA
Jay Howard is professor of Sociology and Dean of the College of Liberal Arts and Sciences at Butler University in Indianapolis. Previously, he served as Interim Vice Chancellor and Dean (2007-09), Assistant Dean for Budget and Planning (1999-2002), Head of the Division of Liberal Arts, and Professor of Sociology at Indiana University-Purdue University Columbus.
Dr. Howard’s research interests range from the scholarship of teaching and learning to religion and popular culture. His most recent book, Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online, was published by Jossey-Bass (2015).
Dr. Howard was Deputy Editor of the American Sociological Association journal, Teaching Sociology, from 2003 to 2009. He is a Fellow of the P.A. Mack Center at Indiana University for Inquiry on Teaching and Learning. He was also the 2006-07 president of the North Central Sociological Association and an elected member of the Bartholomew Consolidated School Corporation Board of Trustees. Dr. Howard earned a BA in sociology from Indiana University South Bend and an M.A. and Ph.D. in sociology from the University of Notre Dame.
A professor of psychology at Dalton State College, Christy Price has been teaching at the collegiate level for 20 years. She is a nationally recognized authority on innovative teaching techniques to engage millennial learners and was chosen by the Carnegie Foundation for the Advancement of Teaching as the Outstanding U.S. Professor for 2012 in the Baccalaureate Colleges category.
Dr. Price won the Excellence in Teaching Award at Dalton State in 2007, and the University System of Georgia Teaching Excellence Award in the Two & Four-Year College sector for 2008/2009. She was honored by the National Resource Center for the First-Year Experience and Students in Transition as an Outstanding First-Year Student Advocates for 2009. Christy also won the 2010 U.S. Professor Award for the state of Georgia. Dr. Price’s awards are, in part, a result of her use of innovative strategies in assisting students to achieve learning outcomes.
Her dynamic and interactive style make Dr. Price a favorite as a professor and presenter. She regularly presents as a keynote speaker and has led faculty development workshops and retreats at over seventy institutions across the United States and Canada. As a recipient of an institutional foundation grant award, Dr. Price has studied teaching techniques that influence student motivation. Her most recent research focuses on engaging Millennial learners and preventing incivility in the classroom.
Christy has completed post-doctoral work in educational psychology from Georgia State University. She holds a doctorate in community health from the University of Tennessee, a master’s degree in counseling psychology from the University of Nebraska-Kearney, and a bachelor’s degree in social services from Northern Illinois University.
B. Jean Mandernach's research focuses on enhancing student learning through assessment and innovative online instructional strategies. In addition, she has interests in examining the perception of online degrees, the quality of online course offerings, and the development of effective faculty evaluation models.
Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, an M.S. in experimental psychology from Western Illinois University and Ph.D. in social psychology from the University of Nebraska at Lincoln.
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
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