The ETLC Responds to President Davies' Priorities:
Rigor, Relevance, and Excellence
10th Annual ETLC Winter Conference
Rigor, Relevance, and Excellence: Opening Remarks by
President Robert O. Davies and Provost Mary Schutten
Morning Sessions - RIGOR
- "How I got an A in This Course: Cultivating Student Agency and Self-Regulation"
Laurel Zwissler, Department of Philosophy and Religion, Central Michigan University
- “Rigor without Rigor Mortis: Challenging Students to Bring History to Life”
Lane Demas, Department of History, Central Michigan University
Afternoon Sessions - RELEVANCE
- "Communicating Science to Change Minds"
Sarah Domoff, Department of Psychology, Central Michigan University
- “Tackling Wicked (and Relevant) Problems in the Classroom”
Christi Brookes, Department of World Languages and Cultures, Central Michigan University
Afternoon Panel Discussion - EXCELLENCE
“Perspectives on Excellence: A Panel Discussion”
- Earle Crosswait, Academic Specialist – Mathematics, Saginaw Chippewa Tribal College
- Marita Hattem-Schiffman, CPMSM, FACHE, MBA, RYT, President MidMichigan Health – Central Region
- Sarah Learman, Teaching and Learning Consultant, Office of Curriculum and Instructional Support, Central Michigan University
- Debra Poole, Department of Psychology, Central Michigan University
Past Events Related to this Conference
Active Learning in CLASS: The Potential of Hybrid Courses
Facilitated by Amy Carpenter Ford (ENG) and Merlyn
Mowrey (retired from REL)
Friday, November 15
In keeping with President Davies’s call for rigor, relevance and excellence in our academic programs--and in response to CLASS’s strategic initiative to “transform programs to increase our reach to students and to prepare them for meaningful lives and fulfilling careers” through engaged, high-impact practices--the CLASS Excellence in Teaching and Learning Committee
is offering an interactive workshop on creating active learning through hybrid offerings.
Within CLASS, we see a need to develop more hybrid and alternative modes of high-quality delivery for our courses to remain competitive, to respond to students’ changing needs, and to increase our ability to flexibly schedule courses. This interactive workshop will feature two examples of the possibilities offered by hybrid course structures. Deb Poole will demonstrate what she does with an online modular component to transform her PSY 100 (a large, introductory lecture course). Amy Ford and Kristin Sovis will demonstrate how they use video as part of hybrid courses that employ practice-based activities to prepare pre-service teachers for community-engaged clinical work. In both cases, instructors use digital tools within Bb to maximize learning, engagement, and efficiency without increasing workload or overly relying on automation.
We welcome those who are curious about, contemplating, trying out, or experienced with active learning, flipped or hybrid formats, community engagement, and practice-based approaches to clinical work, especially if you are interested in applying for CLASS funding to support your innovations.
Using Wikipedia in the Age of Alternative Facts: Creating Student Expertise
Facilitated by Rachael Barron-Duncan (ART)
Friday, October 18
This year, the CLASS Excellence in Teaching and Learning Committee
is considering the president’s call to programs that display “rigor, relevance, and excellence,” particularly in light of our Critical Engagement’s theme of “Fake News: What Do We Know and How Do We Know It?”
Our first workshop describes an assignment in Dr. Barron-Duncan’s current African Art course which tackles the common internet conundrum: the most “relevant” and popular sources often lack rigor and excellence. Looking at the misinformation or complete dearth of information on English-language Wikipedia regarding African visual culture, Dr. Barron-Duncan’s students have set about to supply the expertise needed to curate those pages in an academically responsible way.
Sponsored by the Excellence in Teaching and Learning Committee (ETLC) and the College of Liberal Arts and Social Sciences Critical Engagements initiative.