JOIN US AT THE BRCC-ACADIAN
If you missed the recent faculty development workshop on Supporting the Mental Health Needs of Community College Students, you are in luck. We will have a repeat performance on October 21 from 2:00 - 3:30 PM in room 210 at the Acadian Campus. Attendees will learn about common warning signs of mental health problems in this
population. Session facilitators Dr. Bridget Sonnier-Hillis and Wendy Devall will
provide information about how to respond to students who are experiencing significant
stressors or who have suspected mental health issues. This will include information
about on-campus and community resources to which faculty may refer these students.
Attendees also will learn basic, practical skills for dealing with behaviorally challenging
students. Register
TEACHING VERSUS COVERING THE MATERIAL
Nicki Monahan writes, "With access to a world of information as close as our phones, it’s
easy to feel overwhelmed by all there is to teach. New material
continues to emerge in every academic discipline, and teachers feel a
tremendous responsibility not only to stay current themselves, but to
ensure that their learners are up to date on the most recent findings.
Add to this information explosion the passionate desire by faculty
members to share their particular areas of expertise and it’s easy to
see why content continues to grow like the mythical Hydra of Greek
legend. And like Hercules, who with each effort to cut off one of
Hydra’s nine heads only to have two more grow in its place, faculty
struggle to tame their content monsters.
The two most common strategies for managing course content rarely
yield positive results. Cutting back or trimming content leads to
agonizing decisions but does not produce substantive changes." Continue reading here.
USING GRADES TO MOTIVATE
Barry Schwartz and Ken Sharpe ask the question "Do giving grades work as incentives?" In response they offer the following, "There is no question that we can use grades to get students to change their behavior, but are we getting them to learn more? One danger is
that grade-focused teaching corrodes the very meaning of learning. The
purpose of learning becomes merely the achievement of grades. Not the
mastery of the material. Not finding innovative and imaginative
solutions to tough problems. Not joining with fellow students to run
with an idea and see how much each can learn from the others. It
becomes instead what former Harvard dean Harry Lewis calls "an empty
game of score maximization." It makes the work seem pointless." Continue reading here.
Showing posts with label mental health. Show all posts
Showing posts with label mental health. Show all posts
Wednesday, September 30, 2015
FACULTY DEVELOPMENT OPPORTUNITIES
The Teaching+Learning Center (T+LC) will be offering a workshop focused on mental health for the first time tomorrow at 1:00 PM. Dr. Bridget Sonnier-Hillis, a psychology instructor, and Wendy Devall, director of disability services for BRCC, will co-present on this important topic. There is still time to register. Then on October 6 from 1:00 to 2:30 PM, T+LC will be presenting a workshop about the millennial learner in response to your ranked requests at the fall faculty development kickoff. We will spend some time looking at the characteristics of this group of student and how we can tailor our teaching to their specific needs. The session will conclude with an open discussion session and registration is now open.
REPLACE POLICIES WITH DEMONSTRATION
Dr. Lolita Paff believes that that policies we put in place in our classes may not be garnering the response we hoped for. She writes, "Policies are necessary. They serve as a warning to students: this is what will happen if you are absent, miss an exam, turn work in late, text or surf the Web during class, and the like. Policies don’t teach students why these behaviors hurt their effort to learn. Despite extensive evidence to the contrary, many students believe their learning is unaffected by technology distractions. 'No screens' policies are aimed, at least in part, to minimize distractions that hurt learning (their own and peers’). But policies aren’t nearly as powerful as an activity that demonstrates the effects of distraction." Keep reading...
STUDENT RETENTION IMPROVES WITH ONLINE CLASSES
Does online learning impede degree completion? That is the problem that Drs. Peter Shea and Temi Bidjerano sought to resolve in their research. What they found is just the opposite. They report, "Contrary to expectations, the study found that controlling for relevant background characteristics; students who take some of their early courses online or at a distance have a significantly better chance of attaining a community college credential than do their classroom only counterparts. These results imply that a new model of student retention in the age of the Internet, one that assumes transactional adaptation, may be warranted. Keep reading.
The Teaching+Learning Center (T+LC) will be offering a workshop focused on mental health for the first time tomorrow at 1:00 PM. Dr. Bridget Sonnier-Hillis, a psychology instructor, and Wendy Devall, director of disability services for BRCC, will co-present on this important topic. There is still time to register. Then on October 6 from 1:00 to 2:30 PM, T+LC will be presenting a workshop about the millennial learner in response to your ranked requests at the fall faculty development kickoff. We will spend some time looking at the characteristics of this group of student and how we can tailor our teaching to their specific needs. The session will conclude with an open discussion session and registration is now open.
REPLACE POLICIES WITH DEMONSTRATION
Dr. Lolita Paff believes that that policies we put in place in our classes may not be garnering the response we hoped for. She writes, "Policies are necessary. They serve as a warning to students: this is what will happen if you are absent, miss an exam, turn work in late, text or surf the Web during class, and the like. Policies don’t teach students why these behaviors hurt their effort to learn. Despite extensive evidence to the contrary, many students believe their learning is unaffected by technology distractions. 'No screens' policies are aimed, at least in part, to minimize distractions that hurt learning (their own and peers’). But policies aren’t nearly as powerful as an activity that demonstrates the effects of distraction." Keep reading...
STUDENT RETENTION IMPROVES WITH ONLINE CLASSES
Does online learning impede degree completion? That is the problem that Drs. Peter Shea and Temi Bidjerano sought to resolve in their research. What they found is just the opposite. They report, "Contrary to expectations, the study found that controlling for relevant background characteristics; students who take some of their early courses online or at a distance have a significantly better chance of attaining a community college credential than do their classroom only counterparts. These results imply that a new model of student retention in the age of the Internet, one that assumes transactional adaptation, may be warranted. Keep reading.
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