Since we have learning objectives for each class we teach that correspond to broader course objectives, it is important to do a self check from time to time to make sure we are staying on track with both. Continuing to explore this topic, I have become more aware of alignment between the two in relation to my teaching. One of my course objectives is to help student to become better at critical thinking. Posing problems for them to solve and engaging them in group discussion while allowing for reflection time has created a truly active learning experience in my classroom. Lisa Nielsen's recent post about George Couros' book The Innovator’s Mindset provides a really clear visual for this process. Couros says that if we want innovative students, we must become innovative teachers. He goes on to list eight elements that he has noticed innovative teachers use to create this active learning environment that allows students to unleash their creativity. Continue reading here.

Beginning another semester always draws our focus to the tools of teaching. Things like the syllabus, the text, our learning experiences, and the course learning objectives. Good learning outcomes are a helpful reminder for us and our students. I challenge students to use the daily learning objectives as a tool to measure their learning. Using Linda Nilson's suggestions in her book Creating Self-Regulated Learners (BRCC Library LB1060 .N55 2013) helps us to understand how we can facilitate life-long learning habits in our students. Inside Higher Ed has a good article today written by Cathy Davidson about learning outcomes and the path that a senior faculty members takes as she tries to understand (in her own words) "what we require, how we organize knowledge, how we facilitate learning and what we hope our students will gain from what they learn." It is a terrific starting point to help us decide what it is we will truly focus on during that precious class time (or synchronous instruction time in our elearning courses). As our students move through the material we teach, how will they themselves know when they have truly learned something? Ms. Davidson concludes the article with samples of what she has come to determine to be good learning objectives. One of her aspirational learning objectives is, "Form an appreciation of the importance of critical and creative thinking and problem-solving and use these to guide my future life and work." A good standard for all of us to use I think.

STUDENT RATING WORKSHOP
What role does faculty organization play in student ratings? How can you better illustrate concern for your student's success in your courses? How many ways can you state the course objectives? Can you increase rigor without hurting your student rating scores? These are some of the questions we will discuss at the upcoming professional development session, Interpreting Your Student Ratings and Using Them for Professional Development, on Thursday, February 26. The session begins at 1:00 pm in 311 Magnolia Building. If you have specific issues that have cropped up in your student rating feedback, now if a great time to send me an email (pourciaut@mybrcc.edu). I will include it in the anonymous list and provide suggestions for improvement at the workshop. You can register now for this event being sponsored by the Teaching+Learning Center.

INCREASING OFFICE VISITS
One of the more common complaints we hear is that students rarely take advantage of our office hours. Having a student visit you is not only a proven method to improve student success but provides us with a wonderful opportunity to provide some career advice for our students. So how do we get them to make a purposeful trip to our offices? The latest blog from Faculty Focus offers several suggestions. One of the more straight-forward is requiring your students to visit. It is suggested that you require this visit to occur early in the semester. The post suggests, "If the visit is to discuss some course issue, say possible term paper topics, that conversation can show students the value of meeting with the prof. They get good feedback on the topic they’re considering, get ideas about other options, and can ask questions about assignment details." The post also suggests using course centers which consist of scheduled one- or two-hour time blocks in unoccupied classrooms.

IMPROVING COURSE RIGOR
Most of us have heard of (and hopefully are using) Bloom's Taxonomy to increase rigor in our classrooms. The Teaching+Learning Center has been distributing a Quick Flip Question booklet for the past several years. If you have not received one of these handy resources, contact me and we will get one to you. Another good resource to help you increase rigor in your classes is Webb's Depth of Knowledge (DoK) Levels.  Many instructors are using the DoK scale to improve instruction leading to better learning by their students. Take a look at this site which provides an overview and some videos to help you understand how to use DoK properly.