Congratulations to all of the new LU graduates. The holiday season is quickly approaching and as your mind works overtime to come up with that perfect gift, we want to encourage you to find some time to rest during the break. One way to do that productively is to take a look at your teaching philosophy. It might be time to update it especially if you were able to critically self-reflect about your work during this past semester. The journaling community at LU continues to grow and we want you to be a part of it. Look for the announcement of self-reflection sessions in the spring semester. University of Iowa professor Stephen Bloom created quite a stir with his op-ed piece in The Atlantic. Nate Kreuter's response in Inside Higher Ed provides a nice counterbalance. His thoughts validate the efforts we have pursued by creating the Faculty Learning Communities program at LU. The four current FLC have flourished and continue to work hard. Remember that we will be asking for suggestions for FLC for the 2012-13 academic year. Think about what you are missing most in your academic career and suggest that as a FLC. The Texas Higher Education Coordinating Board is moving forward with the new Core Curriculum requirements that will take effect in 2014. Your LU Core Committee, chaired by Rebecca Boone, has completed the first phase of the review of the current core at LU and will begin to meet again in 2012 to look at modifying the new core curriculum under the revised guidelines. The main change is that the component requirement has been limited to 42 hours which is a reduction of six hours from the previous limit. That means that the core curriculum will look different at LU come 2014. Dr. Patricia Alexander will be visiting LU to present an interactive workshop on February 6, 2012. The session will be held in 702 MJGL from 1:00 until 2:00 PM. Look for more information to come in January. Happy holidays!

Have you seen the Moneyball movie? If so, you might understand what is happening in some classrooms around the country. Data is being mined to help the teacher provide the best learning experience. Marc Parry wrote a very interesting article about this technique. "Today, half of students quit college before earning a credential. Proponents feel that making better use of data to inform decisions, known as 'analytics,' can help solve that problem while also improving teaching." Quantitative literacy (QL), also known as numeracy or quantitative reasoning (QR), is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate). The preceding definition comes from the Association of American Colleges and Universities (AAC&U) of which Lamar University is a member. You can find all sorts of useful information on the AAC&U website including rubrics that can be used to measure learning outcomes. If you still haven't reached your QL quotient, take a look at this terrific article by Rose Marie Ward, Monica Schneider, and James Kiper titled Development of an Assessment of Quantitative Literacy for Miami University. As advocates for enhancing the QL abilities of all students, they write, "assessing the QL of a university's students can help inform the development of QL initiatives; these initiatives can also push students one step closer to being quantitative literate adults. While one would presumably never be proud to say that they cannot read, there is a wide social acceptability of dismissing quantitative concepts by saying, 'I am not good with numbers." We hope you have had a wonderful semester. Hopefully at this point you are seeing the fruits of your labor. By that we mean that your students have met all of the learning outcomes you set for your class. If they have not, perhaps it is time to ask for help. The CT+LE is here for you. We encourage you to take a look at the services we offer and do not hesitate to contact us to set up a consultation. If you are looking for a good book to read over the holiday break, we recommend Ken Bain's What the Best College Teachers Do. The MJGL has a copy and so does the CT+LE.

Some new evidence in the continuing debate over the impact of large classes on teaching and learning: The Higher Education Quality Council of Ontario has just released a report that notes a lack of consensus on whether class size alone is a key factor in learning. However, the report concludes that "if size matters ... teaching methods and course design probably matter more." Dr. Alice Cassidy offers this teaching methods that promotes active learning especially when you ask your students to read material to prepare for class. Have your students read a newspaper article about Killer Whales and Polychlorinated biphenyls (PCBs) to prepare students (most logically for biology non-majors) to conduct scholarly research in the discipline. Along with this assigned pre-reading, give each student a colored slip of paper (1 of 3 colors). Each color is a different question, such as ‘What words in the article would you use to find out more about the subject in a web search?’; ‘What would you do first to find a peer-reviewed journal article that relates to this article?’ Tell them to come to class with their answer. You can then pass the tickets along to a reference librarian in MJGL and ask them to lead a computer session for the students to teach them about databases, Google scholar, etc. The student answers on the tickets end up guiding the computer lab, showing the students that we are helping them by using their feedback, hence it is highly relevant to them. This teaching method provides relevant skills that can be used in any situation. A good way to align this learning experience with your learning outcomes is to assign them a research essay. The 15th annual Wakonse South Conference on College Teaching will take place March 30 through April 1, 2012. The conference will be held at Canyon of the Eagles Resort in the Texas Hill Country. The conference features engaging conversations about learning and teaching among college faculty, many stimulating presentations by conference participants, and beautiful surroundings all combined to create a renewing, refreshing, and wonderful conference. Past participants have reported that they were re-energized and enjoyed learning, teaching, socializing, and relaxing. The cost for the entire conference, including all meals and two nights of accommodation for a Non-TAMU faculty member is $395.00. For a single occupancy, add $140 (subject to availability). Please note that registration is first come, first serve.

There is good news on the student success front at LU as the course proposal was approved by the curriculum committee. That means that University Success Seminar LMAR 1101 will be offered in the Fall semester of 2012. We will be in need of a number of student-centered, empathetic and passionate faculty to teach this very valuable course. The syllabus has a heavy emphasis on both hard (critical thinking, quantitative literacy) and soft (study skills, time management) skills. The text being used for the first round will be On Course: Strategies for Creating Success in College and in Life by Skip Downing who believes that students should accept personal responsibility, discover self-motivation, master self-management, and employ interdependence in order to be successful. Look for more information about this exciting development very soon. The Active Research and the Scholarship of Teaching and Learning Faculty Learning Community (FLC) met again recently to continue their discussion on this very topic of student success. As active practitioners, they have identified several challenges to teaching and are developing strategies to address each impediment. Their ultimate goal is to develop new scholarship that can benefit all of us. If you are curious about the latest developments, we encourage you to dialog with current members including: Chiung-Fang Chang, JJ Chen, Jessica Dandona, Debra Greschner, Ashwini Kucknoor, Charlotte Mizener, Randy Smith, Vanessa Villate, or Christine Wilbur. The Midwest Conference on the Scholarship of Teaching and Learning is currently accepting proposals for their annual conference to be held on April 20 in South Bend, Indiana.This year’s theme is “At Home and Abroad: Teaching and Learning Without Borders,” and the submission deadline is set for 11:00 AM Tuesday, January 17, 2012. Acceptance notification for proposals will be sent out Wednesday, February 15, 2012. CT+LE has donated the most recent edition of Diane Halpern's book Thought and Knowledge: An Introduction to Critical Thinking to the Mary and John Gray Library (MJGL). You can find it on the faculty development recommended reading bookshelves on the sixth floor of MJGL just outside the CT+LE suite.

During the last eighteen months that the CT+LE has been operating, we have had the joyous occasion to engage in many stimulating conversations about teaching and learning. When the conversation turns to the use of teaching methods that promote active learning, we receive a variety of opinions. Very frequently we hear the oft repeated excuse that there is no way we can use those methods in our (insert discipline) class because we are required to teach large amounts of information. The use of team-based, problem-based, or collaborative methods (to name a very small few) is bemoaned because it takes longer to get students organized in class. We also hear that the faculty feel a lot of pressure to get through a very specific amount of topics before the end of the semester. What is lost in all of this talk is the idea of learning. At the end of the semester, we might be quiet proud that we were able to get through all of the material, but what did our students really learn? If we presented the material to them, does that presuppose that they learned it? Of course we know from experience that this is not true. In fact, research proves that this type of teaching is not effective for the long term and usually promotes memorization for recall on tests rather than deep learning. If we are helping students to be critical thinkers, then the focus needs to be on what they are learning not how much. Now we know that this breadth versus depth argument is complex. But let's take a step back and think about it for a moment. When you are creating your course and you write down the outcomes, what you are truly expecting your students to be able to do when they finish your class, aren't you expecting them to learn? So what is really important is that they fully grasp the concepts that you are teaching and be able to apply them to different situations. In most instances, you are beginning the class with the most basic and usually the most important concepts. Once you have them understanding those concepts, you are scaffolding newer more difficult material on top of that. The entire concept is based on establishing an anchor of information that they can then attach new material to. The long term memory is what is really important. Especially if these students are your majors but even if they are not. Isn't it important for them to know the concepts of your discipline for their general everyday lives? If not, why are we teaching them things that really don't matter? Further, don't we want to move them up the hierarchy of Bloom's Taxonomy? Moving your students from remembering information to application and then to synthesis and judgement is the ultimate goal of teaching. Mary E. Berg, who edits The Teaching Professor writes, "During [a recent faculty development] discussion, many of my colleagues commented that using engaged learning techniques in the classroom took too much time. They weren’t able to teach all the material and ended the term with way more content than they could possibly cover. I’ve sat in enough lecture halls to know that neither I, nor my fellow students, have necessarily learned all that professors attempt to “cover” in a course. Yes, the professors lectured. Yes, I took notes, read the textbooks, memorized the materials, and took the tests. But at the end of the term, at the end of my degree, and 10 to 20 years later, what courses and what materials do I remember?" It is something to think about. We will be providing some foundational research articles over the next posts that will be interesting to anyone who is struggling with this dilemma.

As we enter the home stretch of the Fall 2011 semester at Lamar University, we want to remind you that the Center for Teaching+Learning Enhancement is here for you. Take a look at the services we offer and let us know if there is something else we can do to help you improve as a teacher. In addition, remember that the Quality Enhancement Plan indicates that LU will increase the use of teaching methods that promote active learning in all of our classes but especially in the core courses. You can download a copy of the QEP now. If you are looking for some teaching techniques specific to your discipline, contact us for some individualized attention. As you begin to think about your courses for next semester, we wanted to suggest you take a look at a terrific article by Suzanne Weinstein and Shao-Wei Wu entitled Readiness Assessment Tests vs. Frequent Quizzes: Student Preferences. They write, "If an instructor’s objective is for students to do the readings prior to class and be prepared to participate fully in class discussions, she should consider using Readiness Assessment Tests to provide some external motivation. However, if an instructor’s objective is for students to learn the material in any way possible, and/or there isn’t time enough to score student responses every class period, he might consider weekly quizzes as an alternative." The call for proposals has been issued for the 2012 Southwest Teaching & Learning Conference to be held March 30 and 31, 2012 in San Antonio. They are looking for proposals from any field including but not limited to: business, education, arts and sciences, as well as technical and vocational programs. While the primary emphasis is on college and university teaching and learning, they welcome proposals from all scholars. The conference aims to facilitate a discussion of the particular issues associated with educating traditionally under-served student populations. This year’s focus is on technology in the classroom to enhance the teaching and learning process.

Just finished reading a really interesting article by Chip Heath and Dan Heath entitled "Teaching that Sticks." It is based on their book Made to Stick: Why Some Ideas Survive and Others Die. The Heath brothers have identified the six traits that they feel make an idea sticky and they include: simple, unexpected, concrete, credible, emotional, and story. The Heath's say, "As a teacher, you are on the front lines of stickiness. Every single day, you've got to wake up in the morning and go make ideas stick. And let's face it, this is no easy mission. Few students burst into the classroom, giddy with anticipation, ready for the latest lesson on punctuation, polynomials, or pilgrims." The National Institute for Learning Outcomes Assessment (NILOA) has just released a full report called "Making Student Learning Evidence Transparent: The State of the Art." The report focuses on identifying best practices when it comes to institutions reporting their assessment data. Case Western Reserve University lists a fact of the day drawn from their institutional assessment data. One of the findings of NILOA is that institutions post assessment information more frequently than many would likely have guessed but the information is often hidden or not presented effectively. The Sustainability Across the Curriculum Faculty Learning Community (FLC) met on Monday to set their academic year outcome goals. Look for a survey in your email box soon as this FLC is very interested in learning what is currently occurring in the sustainability arena at LU. If you would like to get involved with this FLC contact facilitator Tony Pereira or co-facilitator Matt Hoch. "We do think we and the institutions have a public responsibility to stand behind the quality of education we provide our graduates, beyond just 120 credit hours and a 3.0 [grade point average]," said Ralph S. Wolff. "The big thing here we're trying to shift is from just ensuring that institutions are engaging in the process of assessment, to being about what the results are and what they mean. And are they good enough for us?" Wolff's comments came in a story about the Western Association of Colleges and Schools attempt to ratchet up their accreditation requirements. This fall Stanford University took a step forward in the open-education movement by offering three free online courses, following in the footsteps of several other elite colleges like Yale University and the Massachusetts Institute of Technology. The three classes being offered—”Machine Learning,” “Introduction to Artificial Intelligence,” and “Introduction to Databases“—are among some of the university’s most popular computer-science courses. Enrollment figures for the courses seemingly back up this claim: Andrew Ng, the professor for the machine-learning course, has approximately 94,000 students enrolled in his class alone. Students in the class includes high schoolers, grandmothers, and soldiers fighting in Afghanistan. “Teaching tens of thousands of students at a time is a very gratifying experience,” he said.