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Best Practices for Face-to-Face and Online Learning: Promoting Active Learning and Student Engagement
Thursday, November 8, 2007
8:45 - 2:30 p.m.
UWF Conference Center, Room C
The mini-conference included:
- Presentations by UWF faculty on their “best practices” for promoting active learning and student engagement in their face-to-face and online courses.
- A keynote talk by Richard K. Delano, Co-Founder of LifeCourse Associates and President of Social Marketing Services, on Understanding and Engaging the Millennial Generation.
The mini-conference was organized and sponsored by the Quality Enhancement Plan, the Center for University Teaching, Learning, and Assessment, and Academic Affairs. Richard Delano’s presentation was sponsored by Academic Affairs, the Academic Technology Center (ATC), the Center for University Teaching, Learning, and Assessment (CUTLA), and Student Affairs.
Keynote Speaker
Understanding and Engaging the Millennial Generation
Mr. Richard K. Delano
Co-Founder of LifeCourse Associates and President of Social
Marketing Services
Richard Delano will speak about the “millennials,” our newest workers, voters, military and younger parents. He is marketing director and senior associate of LifeCourse Associates, a company he helped establish in 1997 with best-selling authors William Strauss and Neil Howe. LifeCourse Associates is a consulting and publishing firm built around the generational theories developed by the authors over the last decade, which helps its clients understand the unique personalities of each American generation to improve marketing, HR, and policy practices. Richard is also president of Social Marketing Services. Past clients have included state health departments, the Census Bureau, National Highway Transportation Administration, and the CDC. His current activities focus on high school redesign to improve high school graduation and college completion rates. He served on the board of the National Career Academy Coalition for 10 years and was recently elected to the board of the National Career Technical Education Foundation.
View slide presentation (PDF)
Faculty Presentations
Internship Pensacola Professional Development Course
Mrs. Eileen Perrigo
Department of Communication Arts
and
Mr. Nathan Ford
Career Services
If you have ever thought about team teaching with faculty from different departments, this session is for you. During the 2007 summer semester, a campus-wide Professional Development Seminar was taught by faculty from CAS, COB, COPS, and Student Affairs. The 3 credit course was offered in conjunction with Internship Pensacola, a joint effort by the Pensacola Young Professionals, the Pensacola Bay Area Chamber of Commerce, and UWF. Internship Pensacola is designed to provide students a paid internship in Pensacola during the summer semester. The purpose of the program is to retain talent in the Pensacola workforce and enhance local internship opportunities. Students enroll in a 3 credit internship experience plus a 3 credit Professional Development Seminar which includes topics such as career assessment, leadership development, interview techniques, Quarterlife Crisis, and “hot topics.” Local guest speakers and external networking activities were also part of the course. Students were engaged in an interactive classroom environment discussing work issues and how to solve problems as they occurred in their internship.
View slide presentation (PDF)
The Company File:
An Interesting Way for Students to Help
Cover Management and
Business Topics
Dr. Martin Hornyak
Department of Management and MIS
Teaching a basic management or a business topic again? What can help provide an effective way to make this happen? For years, many instructors ask this question as they prepare to teach another semester course that includes covering management principles or business topics. The Company File is a semester-long integrative project that has been suggested for use in Introduction to Management courses (Kirby & Kirby, 1996). However, its basic plan can be adapted to help integrate management or business topics into a variety of courses. In a management fundamentals course, this exercise was integrated and expanded to include basic planning techniques like PERT charts and designing/administering performance evaluations to achieve a greater understanding of the management functions (Hornyak, 2002). In a Human Resources Management course, the plan was expanded to focus on the critical Human Resource areas of planning for, acquiring, and maintaining the organization’s human resources. Students were asked to report three items at the end-of-semester: 1) which management function was most critical to completing this semester long company file project? 2) what would you change for future projects? and 3) what did you learn from the experience? Their conclusions yield positive thoughts and ideas why educators should consider using a company file to improve their course’s management and business topic coverage.
View slide presentation (PDF)
An “After-Action” Review of a Fully Online Concepts in
Chemistry Lecture
Dr. Pamela Tanner
Department of Chemistry
During the fall 2006 semester, a small cohort of UWF faculty completed a StudioE course in which they designed fully online lectures. Concepts in Chemistry (CHM 1020) was designed during this course. It was taught for the first time in summer 2007. This presentation is a perspective on the pleasant successes that resulted from the active learning and student engagement in threaded discussions and the course icebreaker. This engagement is essential if we are to retain students in the online course format. When students are engaged, they don’t feel as isolated. Students were enrolled from as far away as Iceland and New York City. When they were engaged they not only learned chemistry, they connected with their peers. Along with the successes, there are areas where improvements are currently being implemented for the second course offering in the fall 2007 semester.
View slide presentation (PDF)
Setting the Stage and Closing the Curtain
Dr. Karen Rasmussen
Department of Engineering and Computer Technology
How we set the stage to our learning environments is just as important as how we position our students to go to the next lesson. Icebreakers, introductory orientations, and overview strategies can be used to set the stage for meaningful learning. To summarize and move to the next level, transfer and retention strategies provide ways for students to prepare for the next act in the play.
View slide presentation (PDF)
"Relax and Come with Me”
Creativity, Engagement, and Identification in the Teaching Process
Dr. Hedi Salanki-Rubardt
Department of Music
The central topics of this presentation are creativity, engagement, and identification. I will lead participants in a series of musical exercises that will demonstrate the importance of these concepts to the teaching process.
Updated 04/22/13 lrg