Ben Wieder reports that the U.S. Department of Education released a new guide to laws and rules colleges must follow to ensure e-reading devices and other emerging technologies are accessible to all students. It focuses on students with vision problems, a group whose access issues have triggered official complaints against colleges. If colleges use e-readers, or other emerging technologies, blind students “must be afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as sighted students,” according to the department. The department doesn’t discourage the use of emerging technologies but indicates that colleges should assess whether a new technology is accessible, or could be modified to be accessible, before using it. Colleges can offer alternative versions of a text or technology to students with disabilities, as long as the alternative is “equally effective and equally integrated.” This means that offering an e-text on a tablet device, such as the iPad, that has more options for the visually impaired, could be an effective alternative to an e-reader version. If you have questions, contact Callie Trahan in the Office of Services for Students with Disabilities. William R. Wilson, in his classic article Students Rating Teachers, makes the following statements about evaluations. "It is possible to secure from college students detailed and analytical judgements of their courses and instructors. They can be used in making comparisons on each of the points appraised. While the reliability and validity of these judgements are not known, the information is at least in a form that makes their study possible. Sampling is perfect since every member of every class requires a judgement. The number of ratings is large, reducing whatever unreliability results from scanty sampling. The information is from the student's point of view. It can be collected as often as is desirable with a minimum of interference with classes, and requires no visiting of classes." One of the most interesting aspects of his comments are that they describe a study conducted at the University of Washington in 1930. The issue of how to best use student evaluations has been around a long time. Best practices suggest that the evaluation process go on throughout the entire semester. In that way, instructors are not surprised by low scores or outrageous comments when it is too late to make changes or have a conversation about the issue.

David Livingstone and Kenneth Lynch debunk the myths surrounding group project work and active learning in this insightful article. They note that "when the concept of the group project is introduced to the students the response is generally unenthusiastic. Afterwards, the response of the students to the group work is usually much more positive. Perhaps surprisingly, there is little explicit mention made of any perceived inequalities surrounding group selection or allocation of marks; nor do any students dwell on their loss of control over responsibility for their final mark, rather they concentrate on how working in a group enhanced their learning experience." Jeffrey S. Rosenthal claims that the use of active learning methods in advanced mathematics classes is greatly beneficial. In his article, he says that "it is generally recognized that there are a number of shortcomings in the traditional lecture approach to the teaching of mathematics (and similarly other theoretical sciences such as statistics, physics, computer science and engineering). Most mathematicians agree that the best way to learn mathematics is by actively doing mathematics; by discussing it with others; and by synthesizing major ideas. However, in typical university mathematics classes in the USA, students passively watch a professor lecture at a blackboard. They seldom speak in class; often do not get to know a single fellow student; do not synthesize or expand upon the material; and are relegated to solving narrow, computational problems, working individually. What knowledge they do acquire is often learned by 'rote' and does not reflect deep understanding. The students may attend a 'recitation session' of some sort to discuss solutions to homework problems, but such sessions are typically of limited success and are often considered secondary. It is understandable, then, that students often do not see mathematics as the dynamic, exciting, creative discipline that it is." We wanted to take a moment to acknowledge the accomplishments of Dr. Stephenie Yearwood, who recently retired from her position as Executive Director of Planning and Assessment. She was instrumental in the establishment of the Center for Teaching+Learning Enhancement and the adoption of the current Quality Enhancement Plan. She will be dearly missed and we thank her for her efforts. We are happy to welcome Dr. Vicky Farrow, who assumes Dr. Yearwood's duties beginning August 1. As we conclude May Mini session and prepare for Summer sessions 1 and 3, please know that your Center is open for business and ready to help you with all of your professional development needs. We have recently completed an inventory of the books owned by the Center. If you are interested in borrowing something on a particular topic, contact any member of the Center's staff.

Representatives of faculty organizations and groups devoted to promoting college access announced plans to develop a new policy-oriented "virtual" think tank as part of a national campaign to defend government higher-education spending from what they characterize as a long-term political assault. More broadly, their "Campaign for the Future of Higher Education"—first organized at a meeting held in California in January and officially kicked off at a news conference at the National Press Club—seeks to have higher-education organizations work together to promote the idea that the nation's future depends on making an affordable college education available to all segments of American society. Steve Kolowich notes that for years, researchers have conducted studies in hopes of answering whether having laptops in class undermines student learning. In the avalanche of literature, one can find data pointing each way. A 2006 study of 83 undergraduate psychology students suggested that having laptops in class distracts both the students who use them and their classmates. Several law professors have written triumphal papers documenting their own experiments banning laptops, which one of them complained had transformed his students from thoughtful, selective note-takers into “court reporters” reduced to mindlessly transcribing his lectures. And yet other papers have argued that laptop bans are reductive exercises that ignore the possibility that some students — maybe even a majority — might in fact benefit from being able to use computers in class if only professors would provide a modicum of discipline and direction. What do you think? Have you tried using laptops as a tool in your classroom? If you were unsatisfied with your student's evaluation of your teaching this semester, now is the time to contact the CT+LE staff for help. Let's get together and design a plan to improve your teaching and in turn, enhance the learning of your students.

The first save the date for Fall is August 16. That is the day we will hold the Faculty Development Semester Blastoff from 8:00 a.m. until 12:00 noon. If all goes well, we should be moved in to the newly renovated space on the 6th floor of Gray Library and the event will be held there. Follow the blog for updates. If you are teaching during the Summer, I encourage you to contact the CT+LE for any number of resources. You might want us to come and do a classroom observation or conduct a focus group to help you grow as a teacher. In addition, we will be adding some podcasts very soon to the CT+LE website so stay tuned. Rezvan Khoslessan, CT+LE graduate student, provides the following recommendation. Those who are interested in collaborative learning and would like to apply its techniques in class should definitely take a look at the book Collaborative Learning Techniques by Elizabeth F. Barkley, K. Patricia Cross, and Claire H. Major. The authors inform instructors how to cope with problems arising from applying collaborative learning methods in class. Thirty collaborative learning techniques are introduced, each for a certain class environment and there are even some techniques that can be applied in online courses. Dr. Jennifer Moon has testified to the ongoing importance of independent journalling in her own development as a teacher. Do you take time to do self reflection throughout the semester? If not, you should commit yourself to a schedule as the process can be very rewarding. Look for a session on this topic in the near future.

The response to the call for applications for cohort 3 of the ACES Fellows program has been remarkable. It is exciting to see that there are so many LU faculty teaching core and developmental courses who are committed to continuously improving their effectiveness and realize that today's students are different types of learners than previous generations. The Active and Collaborative Engagement for Students (ACES) program is the main outreach instrument of the Quality Enhancement Plan adopted by LU in 2009. Research proves that learning is maximized when students mentally engage with each other and with course concepts, subjecting them to application, analysis, synthesis, and evaluation through such activities as writing, discussion, and problem-solving and that was the impetus to create ACES. The deadline to submit your application is May 13. Sara Goldrick-Rab in her article Challenges and Opportunities for Improving Community College Student Success notes that higher education is a labor-intensive industry, and investments in instruction are particularly expensive. Although the reliance on part-time faculty is unlikely to subside in coming years, more evidence is needed on what kinds of professional development and support translate into more effective teaching practices. CT+LE is particularly interested in hearing from our part-time faculty. What are your needs and how can we best satisfy them? Mihaly Csikszentmihalyi, Distinguished Professor of Psychology and Management at Claremont Graduate University, thinks that Howard Gardner's theory of Multiple Intelligences (MI) has liberated educators from what many consider to be a rather constricted and abstract way of imparting knowledge. He thinks that the old way of teaching is not allowing us to reach students all the way and that we are merely skimming the surface of their abilities and interests. He concludes that MI has empowered teachers in a new way and offers a good alternative from the abstract form of education that we've been used to. You can read more about this and other views of MI in Branton Shearer's book MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning (Gray Library LB 1062 M497).

Jeff Grabill of Michigan State University recently conducted a survey that sought to discover the amount of writing performed by today's college students. He and his colleagues found that the types of writing that participants report most frequently are text messages and emails, along with some forms of academic writing. Texting was particularly important, as participants reported doing it frequently and valuing it highly. You might be interested to know that cell phones have become a writing technology. Students use phones for texting along with a range of other writing practices, even occasionally for academic genres including notes and academic papers. Please save the date of Tuesday, August 16 for the CT+LE annual faculty development day. The event will begin at 8:00 a.m. and conclude no later than noon. Look for more specific information to be released soon on the CT+LE webpage and this blog. Last year's event attracted over 70 faculty but we are looking to shatter that record with an exciting program that will feature varied sessions. As the semester draws to a close, are you taking time to do some self-reflection? Now is a great time to evaluate your progress as a teacher. Have you incorporated teaching and learning strategies that will create a classroom of excellence? Have you moved your students from merely remembering to the ultimate level of creating? Mapping your activities throughout the semester is a great way to realize your successes and where you need to make adjustments. You can find information about the revised Bloom's Taxonomy and more in Lorin W. Anderson's book A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives which is available from the Gray Library (LB17 .T29).

Congratulations to Dr. James Westgate, Lamar University professor of geology, who received the 2011 Piper Professor for superior teaching award. Dr. Westgate credits his success to using active learning methods in his classrooms. He said, "I think one of the most significant aspects of being given the award is that it acknowledges my philosophy about the importance of students learning through doing, whether that means excavating 40 million-year-old fossils in the Utah desert, or canoeing through Neches River cypress swamps." The Piper Professor Program recognizes the best college teachers in Texas. Participation is by invitation only and nominations are made by the president of each college in Texas. The selection criteria focuses on nominees who have demonstrated an unusual dedication to the profession of teaching and for those that inspire respect and admiration in their colleagues. LU is very proud of Dr. Westgate for being recognized as one of the best college teachers for 2011. There are just 10 days left to prepare an application for the cohort 3 class of ACES Fellows. If you were unable to attend an information session but would like to learn more about the evaluation process, please contact the CT+LE immediately. With all of the recent advances in cognitive and neural sciences, you would think that we would be redesigning education using this new information. Most experts, like Marc Hauser, think that the gap between what we know about the mind/brain and teaching and design of education has not narrowed and he places most of the blame on the way scientists package their results. In addition it may be a problem of focus. Most of the work in the mind/brain field has been on discovering universal truths rather than about individual differences that could unlock the cognitive puzzle. Branton Shearer's book MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning includes a discussion on this and many other interesting topics and is available from the Gray Library (LB 1062 M497).