PREVENTING BULIMIC LEARNING HABITS
We do not see things as they are or hear things as they are said. Instead, we catch bits and pieces, work them over, and reassemble what registers on our senses. To use the metaphors that currently dominate discussion of learning, we process information and construct meaning, and apparently we do so in stages (Erickson, Peters, & Strommer, 2006). We store this information in our short-term memory, which has limited capacity (seven plus or minus two bits of information), and cannot be stored there for long. Which brings us to long-term memory. If the new information is meaningful, it can be transferred to long-term memory, which is like a filing system. So how do we make the new information meaningful so that it will connect to one of the long-term files in our student's brains? There is another factor that comes into play. Students, especially first-year students, use a surface processing approach to learning. Frequently they memorize and then purge once they use it. To discourage this, we need to remind our students why the information is important now and how they will need to use it in the future. The deeper learning that we want is a product of active learning: reading, writing, talking, thinking, and applying the new information.

MAKING LARGE CLASSES ACTIVE
Since I have received a few requests for dealing with larger classes, I wanted to share some new information I found. Of course you can take a look at my previous posts on the subject. Deb Wingert and Tom Molitor with the University of Minnesota feel that "the difficulties of involving students in large classes can be overcome." They suggest a few approaches including interactive lectures, cooperative learning groups, jigsaws, games, constructive controversies, and group tests in their article Actively Engaging Large Classes in the Sciences. Daniel J. Klionsky with the University of California-Davis offers some ideas of his own in the article Tips for using Questioning in Large Classes. He suggests "setting the tone seems to be critical. In a general sense, I find that students will accept almost any rules for how I run a class, as long as I make them clear at the outset and am consistent in their application. This includes how I want the class to interact with me as an instructor. I want the students to be an active part of the class, to be thinking while they are sitting there and not simply writing down every word I say. On the very first day I make it clear that I want them to ask questions and interact with me during lecture.

WORKSHOP PLANNED FOR FEB 5
"Do You Know Who I Am? Creating a Culture of Engagement in Your Classes" is the title of the next professional development workshop to be held on Thursday, February 5 at 1:00 pm. We will discuss why engagement is important for student success. We will also be discussing what engagement looks like, the standard, pedagogies, and tools of engagement, and some of the methods you can use in your classes. This interactive workshop requires that you bring your questions and ideas so that we as a community of scholars can increase the overall level of student-faculty engagement. You can register now. The workshop is sponsored by the Teaching+Learning Center and will be held in 311 Magnolia Building (Mid City Campus). For more information, feel free to contact me (pourciaut@mybrcc.edu).

FACULTY GATHER FOR CIVIL DISCOURSE
The first Mid-Day Musings attracted a nice group and the conversation was rich and filled with great ideas. The question of the day was "What Should We Be Telling Our Students At Orientation?" The focus was on having consistency between what the students hear in the orientation sessions and what they are hearing, seeing and experiencing in their classes. Part of the conversation was about how we present ourselves as an institution. "It is important that we share the benefits of attending a community college as opposed to entering a 4-year school right out of high school. We need to compliment our students on making a good choice. Share the data that shows them that students who start here do very well when they transfer," said one participant. Most of the participants agreed that orientation would be very impactful if it was presented by our students. "Having student testimonials would be powerful. Having a student talk about the top ten insider tips of how to succeed at BRCC would be great as well," said another participant. We also spent some time talking about how we can attract more students who have spent some time working or raising a family and now want to return to college. "What they care about is very different from what a typical 18 year old cares about. Catering to this group of students could prove beneficial as I have found them to be very motivated and focused and their presence can help some of the younger students in the class," said another participant. We will gather again on September 24 at noon in the Bienvenue faculty dining room. Please plan to join us then and watch your email for the next topic.

DAILY EXPERT STRATEGY FOR LARGE CLASSES
Dr. Angi Thompson has written an interesting article on how you can encourage student participation in large classes. She writes, "If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you. What are daily experts? I list five or six students’ names on a PowerPoint slide at the beginning of my classes (which are typically 65-150 students). These individuals, assuming they are in class that day, then become my daily experts—the first ones I ask questions to or opinions of before opening discussion to the whole class. The approach provides for one-on-one dialogue in the midst of a larger class creating an environment that encourages interaction." She goes on to explain the benefits of using this active learning method for the students, faculty and the rest of the class.

THE ARTS OF LIBERTY
Did you know that liberal arts is the single most popular major at community colleges in the United States? Take a look at Dr. Matt Reeds blog post about this fascinating fact. He notes, "I mention this because it’s almost entirely absent from national discussions of higher education. In the popular press, 'liberal arts' are assumed to be the exclusive province of the affluent, particularly at older small colleges that are full of people who use words like 'problematize.' (I attended one myself, so I know whereof I write.)  When higher ed policy types talk about liberal arts, they usually have in mind literature majors at places like Sarah Lawrence. Which is fine, as far as it goes, but it’s only a part of the picture." It is also the largest major at BRCC but some of that is because of things that Reed writes about in his blog. With the recent completion of "Concentration Week" it will be interesting to see if things have changed for us.

LARGER CLASSES CREATE OPPORTUNITIES
Many of us have more students in our classes this semester. That provides us with a great opportunity to try some different active learning methods that we might not have been able to use with smaller groups. One method, team-based learning (TBL), is a natural for larger classes because it breaks students down into small groups for learning. The key components for TBL include permanent teams, readiness assurance, application activities, and peer evaluation. The University of Texas faculty development center has a great video explaining the concepts although you need to remember that a large class for them is a lot bigger than us and usually starts at 150 students. TBL teachers report high levels of student attendance, preparation, participation and critical thinking. TBL students report being more motivated and enjoying class more, even when the subject is not in their major. Please visit the online resource library posted in the Blackboard Teaching and Learning Faculty Development community for more resources about active learning and managing large classes. You can also make suggestions to help your colleagues on the community discussion board. As always, let us know how the Teaching+Learning Center can help.

WHAT DO YOU THINK
Based on suggestions from you, we are offering a new faculty development opportunity. It is called Mid-Day Musings and will meet on the second and fourth Wednesday of each month at noon. We plan to gather in the faculty dining room of the Bienvenue Building, which allows you to grab lunch and bring it with you. The Monday before the gathering, we will send an email announcing the topic for the week. Again, we are looking to you for ideas so if you have something that you think will generate an inspiring discussion, please send it to pourciaut@mybrcc.edu. Registration is now open. We hope to see you this coming Wednesday for the first Mid-Day Musings gathering.

INTEGRATING WRITING INTO YOUR COURSE
The next faculty development workshop will be held on September 25 and the topic is Writing Across the Curriculum. Writing Specialist Natalie Smith, who directs the Academic Learning Center's student support services for writing, will deliver a powerful, informative workshop building on her teaser presentation at the Faculty Development Kickoff last month. She will cover a number of topics including how you can integrate writing into your classes and the different types of writing used in our courses. Since she is also an adjunct faculty member who teaches English, she will offer valuable insights about the BRCC student profile. Be one of the first to register for this workshop and look for more details as the date approaches.