Here are just a few notes about upcoming events and projects at DCAL and other items of interest to teachers. Navigate the site's resources at the left and above. For more news, see DCAL News.
Teachers usually learn the most in the classroom because they are most often doing the most. Research is showing that when we can get students to teach each other and others out of class, they tend to learn more, be more creative, and enjoy their classes more. The main innovation is for teachers to regularly assign the task to students to teach others the learning material, in and out of the classroom. When students know they are going to use the material out of class to teach others, and that is the homework each day, they listen and learn with more intent-participation (Rogoff, 2003). I support this with the results of 181 students over a five-year period who taught English affirmations songs to people in their social networks in Japan and how they reported teaching rushes and better learning in their published case studies when doing so.
This session will be facilitated by Tim Murphey, Professor of English at Kanda University of International Studies (Japan). Professor Murphy is a widely-published and much acclaimed theoretician and practitioner of foreign language teaching and learning. His particular interests include the design of learning communities as well as scaffolding and the use of music in the foreign language classroom.
This event is co-sponsored by the Department of Asian and Middle Eastern Languages and Literatures, the Dartmouth Center for the Advancement of Learning (DCAL), and the Guarini Institute for International Education at Dartmouth.
The first DartmouthX MOOC, Introduction to Environmental Science, is currently underway with 10,000 students enrolled. Join faculty member Andy Friedland and Instructional Designer Mike Goudzwaard for a brief presentation about designing and running this course. Followed by Q and A.
We will cover questions including:
This discussion will take place in Fairchild 101.
The Provost's Office, in collaboration with the Dartmouth Center for the Advancement of Learning (DCAL) and Academic Computing, is excited to offer a new opportunity to support the redesign of certain courses.
Called the Gateway Initiative, this effort is aimed at enhancing learning and classroom pedagogy in 'gateway' courses, i. e. courses that are required for entry into the discipline and have large enrollments by necessity, but not by design. In such classes, course content is very often delivered in a traditional lecture format. Yet a growing body of research over the past decade (see link below), in particular from the fields of cognitive psychology and education, has shown that other pedagogical approaches, sometimes in combination with technological innovations, can be significantly more effective than the traditional lecture format, evidenced by improved learning outcomes, retention, and student satisfaction.
Proposals are being accepted for 2015-2016 Gateway course redesign, for information about the application process and deadlines, please go to the Gateway Initiative page.
We have a diversely talented teaching faculty at Dartmouth and we can learn a great deal from each other. DCAL will get this informal network started by setting up a system for visiting colleagues' classes, not for evaluation purposes, but for sharing and learning from each other. We'd like to open windows into our courses and classrooms by making visiting simple and inspiring.
DCAL will support class visits by
We want this process to be simple, unencumbered by elaborate evaluation schemes and rubrics, but we have supplied some recommendations and documents on our website that might help you make the most of your visit.
Please note that you need not schedule two visits, one for each participant's course, to qualify for the luncheon reimbursement. Each class visit qualifies both participants for a lunch on DCAL. Librarians, educational technologists and other staff who support learning at Dartmouth are also eligible as visitors, but you must arrange the visit with the course instructor.
For detailed information and procedures, please see http://www.dartmouth.edu/~dcal/workshops/classroom.html
Each academic year the DCF chooses a theme upon which to base its programming. The 2014-2015 Dartmouth Centers Forum theme is Pop Culture: What puts the 'pop' in popular culture?
Popular culture: the phenomenon when an idea, an image, an attitude goes mainstream. Communal recognition gives pop culture power, but what does pop culture say about the society in which it circulates? Critics deride pop culture as a 'dumbing-down' of concepts, reducing them to their lowest common denominators, while others claim pop culture sublimely reflects collective social consciousness that underpins human civilization. Mass media was essential to the development of pop culture, and has been skillfully deployed by social movements ever since—from newspapers and magazines to blogs, Facebook, Twitter and Tumblr. Our digital age offers potentially vast opportunities to spread ideas, yet personal experiences are frequently fragmented. Can one find meaning in the mainstream? Is the power of popular culture over?
How 'Flipping' the Classroom Can Improve the Traditional Lecture. It may not have the gee-whiz factor of high-tech innovation, but changing expectations for what happens in class may prove to be a bigger advance in teaching. Read more at The Chronicle of Higher Education website.
From American RadioWorks: "Don't Lecture Me" featuring Eric Mazur (Physics, Harvard) and Joe Redish (Physics, U Maryland) by Emily Hanford. We have known for years how ineffective even the best and most entertaining lectures are for student learning. Now you can hear that again right from the mouths of some of the best lecturers ever. Follow this link for detailed information, an mp3 link and a transcript.
From Faculty Focus (10-19-2011): "Grading Practices: Liabilities of the Points System," By Maryellen Weimer, PhD. Does grading really motivate learning or something else? Try this link.
DCAL makes grants of up to $1000 to support attendance at conferences and programs devoted to the applicant’s professional development as a teacher. Please review the DCAL Mission statement before applying; these principles will guide the application approval process. Successful applicants will be asked to contribute to a DCAL professional development event in the year following the grant. First-time applicants are especially encouraged to apply for this opportunity to attend programs and conferences.
These funds are for travel, lodging, registration and other costs of participation. A faculty member in good standing may apply for one grant per fiscal year. To apply for a DCAL mini grant, please contact firstname.lastname@example.org to request an application. The application must be completed and returned to DCAL for approval before the event. If you are approved for the grant, you will be required to submit original itemized receipts for reimbursement after the event has taken place.
Applications for events held during Dartmouth’s fall and winter terms should be received no later than November 1st; those for events held during spring and summer terms no later than March 16th.
A syllabus template is now available on the DCAL website. We hope that this template will give you some ideas and make developing a syllabus for your course a bit easier. Please modify the template as needed to make your own personal syllabus and let us know if you have comments/additions.
Reducingstereotypethreat.org was created by two social psychologists and professors who sought to offer a resource for faculty, staff, and students regarding stereotype threat. This website offers summaries of research on this topic and discusses unresolved issues and controversies in the research literature on the phenomenon. Included are some research-based suggestions for ameliorating negative consequences of stereotyping, particularly in academic settings.
An excerpt from "Using the 'Beauties of Physics' to Conquer Science Illiteracy": A Conversation with Professor Eric Mazur of Harvard University (New York Times July 17).
Q. When you teach Physics 1b, do you give "fantastic performances?"
A. You know I've come to think of professional charisma as dangerous. I used to get fantastic evaluations because of charisma, not understanding. I'd have students give me high marks, but then say, "physics sucks." Today, by having the students work out the physics problems with each other, the learning gets done. I've moved from being "the sage on the stage" to "the guide on the side."
Last Updated: 2/27/15