"Engage the Learner" Faculty Development Program
Student engagement in learning is also strongly correlated to increased student retention (Tinto 1997). When actively involved in learning, students engage in higher-order thinking skills (analysis, synthesis, and evaluation) and hands-on-activities (manipulating, discussing, experimenting, writing, etc.) to construct their own meaning of material being presented (Bonwell & Eison 1991, Dolence & Norris 1995). Research demonstrates that this is superior to traditional passive learning in motivating students, increasing retention of information, and increasing depth of understanding (Mazur 1997, Slavin 1995). In a signature study, the incorporation of simple active learning techniques into lectures (the instructor paused for two minutes on three occasions to have students work in pairs to discuss their notes) dramatically increased student achievement (Ruhl & Schloss 1987). Collaborative learning is an active learning approach in which students work together in small groups to solve a problem, complete a project, or achieve a common goal (NCREL 2004). Collaborative learning helps students become critical thinkers by engaging in discussion and taking responsibility for their own learning (Totten, Sills, Digby & Russ 1991). There is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work individually (Johnson & Johnson 1986). Self-paced learning can be another effective active learning technique, especially for students whose learning style is more well-suited for self-paced instruction (Diaz & Cartnal 1999). Technology-enhanced learning can also be a powerful teaching tool when used effectively (Gooden & Silverman 1997, TELS Research Consortium 2004). Research has demonstrated that technology can significantly increase the potential for learning, especially when it is used to support collaboration, information access, and the expression and representation of students' thoughts and ideas (Fischer, Dywer & Yocam 1996). Research also supports using learning communities to increase student retention and achievement, and also to encourage faculty to use teaching strategies that actively involve students in their learning (Levine & Degnan 2000, Tinto 1993, Zhao & Kuh 2004). A learning community typically places the same group of students into two or more courses together, and the courses are typically tied together conceptually by common assignments or team teaching. The purpose is to foster a sense of belonging, enhance social integration, and build a deeper understanding of the material (Walleri et. al. 1998). The "Engage the Learner" program will provide a series of workshops presented by experts in the instructional methods explained above. The program will also provide faculty mini-grants for the development of instruction/curricula that increases student engagement in learning. Individual faculty or faculty groups (preferred) can submit proposals for funding. Proposal claims must be supported by documented educational research. Successful proposals will receive an average of $1500 that must cover all training, development and implementation costs. In addition, a faculty member will receive release time to coordinate the program. This will involve working with the Learning Services Council to: 1) select and retain the appropriate workshop presenters, 2) schedule the workshops (on mandatory faculty professional days), and 3) evaluate mini-grant proposals to make funding decisions. When the project is done, each funded faculty member must submit a summary report to the Learning Services Council. Any project with strategies linked to increasing student engagement will be considered, but projects based on the targeted strategies above will be encouraged. Proposals to improve remedial education will also be encouraged. | |||
Implementation Strategy and Timetable Outside experts present at Engage the Learner mandatory professional day workshops. Coordinator Stanton Gartin, EL Coordinator, and Learning Services Council research outside experts and select best fit. EL Coordinator schedules workshops. Faculty trained to use methods that increase student retention. Faculty receive mini-grants to implement Engage the Learner projects. Faculty submit proposals. Coordinator Stanton Gartin, EL Coordinator, and Learning Services Council make funding decisions. Instruction to increase student engagement developed/ implemented. YEAR TWO (10/1/05—9/30/06) Faculty receive mini-grants to implement Engage the learner projects. Twenty-eight mini-grants have been approved and projects are underway or finished. Mini-grants are available to faculty who develop projects that will assist the Title III Engage the Learner goals to increase student engagement in the learning process, growing student success and improving retention rates. Student evaluations of the activities funded under each mini-grant have been conducted and faculty submits these evaluations with their final reports. Reaction has been very positive. Thirty percent of mini-grants reserved for projects that improve the science/health instruction. Of the mini-grants approved and underway, 53% full-time faculty have been trained in and implementing new curricula projects that increase student engagement by the end of year two. YEAR THREE (10/1/06—9/30/07) Scheduled motivational speakers: Celeste Delgado-Pelton, March 27 & 28, 2007, Combined with Faculty-2-Faculty
Rich Allen for August 15, 2007, In-Service Some examples of engaging options below: Are you tired of lecturing the same way but running out of ideas of how to engage your students? Or, are you tired of the heads bobbing, eyes closed, glazed looks, or no response? Do you want to learn how puzzles, question cubes, bingo, or round robin can be used to engage students? Rachelle Maker will demonstrate how you can incorporate these activities into the classroom and find your students excited about learning. Brenda Zink’s--The Microbiology Patient Student quotes from survey: YEAR FOUR (10/1/07—9/30/08) November 6th Faculty Panel, which was attended by more than 20 faculty and administrators. Faculty shared by demonstration what they do that works and how it can be modified for use by others. The demonstrations were very well-received.
Allan Johnson, internationally recognized motivational speaker, spoke at our January 21, 2008, In-service. Johnson presented an action packed session sharing practical, research-based tips for creating a climate of mutual respect, positive modeling and a social climate that ignites amazing teamwork. Scheduled motivational speakers: Allan Johnson for January 21, 2008, In-Service January 19, 2009—Dr. Cristal McGill presents the latest in brain research. | |||
