ࡱ> >@= 3bjbj[[ 0&993l*r   ))))))),,/n*     *Y&*YYY )Y )YY'(Yq:')<*0l*'/Y/,(Y((   **Y   l*/          :   University Council on Teaching Meeting on 11/14/12 Waul House Presentation Room 12-1:30pm MINUTES Present: Sarah Beckjord, CHAIR, Sue Barrett, Julian Bourg, Jeffrey Cohen, Dominic Doyle, Jane Flanagan, Michael Martin, Martin Summers Guests: Rita Owens, Patricia DeLeeuw and Don Hafner, Office of the Provost The minutes from the October meeting were approved. In response to a request from Provost Bert Garza for input on new academic technologies to foster student-faculty interaction, Rita Owens, Executive Director for Academic Technology, presented her survey of technologies, practices, and models of interest at other institutions. She grouped her research into three types of innovation: course redesign, collaborative learning, and feedback and analytics. She gave examples of each (see attachment) and discussed how they are being used at 㽶, as well as possible future uses. Course redesign focuses on structured course goals and outcomes, blended/flipped courses, simulations and outside-class engagement. Flipped courses are a very promising technique where much course material, such as lecture, is presented outside of class, reserving class time for discussions, working on problems and other interactive teaching approaches. Simulations are currently used by the Connell School of Nursing, particularly the virtual forensics class, where students can study simulated crime scenes and by the Walking Ulysses project, also developed at 㽶, which allows students to follow the novels characters through Dublin. Outside-of-class experiences can be structured by software such as SCVNGR, which tracks visits to museums or historic sites, for example. Promising uses for these innovations at 㽶 include large and core courses, advanced math and science courses, particularly engaging lecturers and niche areas of expertise, such as Church in the 21st Century. Collaborative learning technology allows students to do digital curation and engage in peer instruction. Mediakron, another 㽶 product, lets students add materials to a particular site. For example, the 15 stories in Dubliners are being curated by students who discuss the story and bring in materials they find relevant. Students also use collaborative applications to work together on class projects, find answers to teacher-posed questions, vote on which questions they would like the teacher to address. Digital curation would be a valuable tool in advanced humanities classes and any class could take advantage of collaborative tools. Tools for feedback and analytics can increase the quality and quantity of faculty- student interactions. They are instantaneous, multi-modal and personalized. iclickers, for example, allow faculty to see immediately how well students have understood their lecture and to pinpoint anything that needs further explanation. Learning management systems can now track students responses and analyze their understanding. It is possible to record student presentations and gather and report ongoing audience ratings, allowing the student to see where the presentation was successful and where it needs more work. At 㽶, these technologies could enhance large and core courses, help develop competencies in professional schools and be used to assess incoming students. Following her presentation, Rita led a discussion of possible uses for these new tools at 㽶. Ideas included using simulations to help graduate students practice teaching skills, as well as to help nursing students practice new procedures. An advising suggestion was that faculty videos about their teaching could help students decide what classes to take. Questions were posed as to how faculty can be sure students have followed through on the out-of-class expectations in flipped classes and as to the time commitment needed for faculty to integrate these new technologies. We also discussed the suggestion that the UCT coordinate with ATAB for one or two years to prioritize grant proposals that center on using these new technologies. The UCT would earmark half of its $150,000 TAM grant fund for such projects, assuming that enough appropriate proposals are received, adding to available ATIG funds. The goal is to support projects that have a wider scope rather than those that affect only one or two courses. For example, there could be thematic clusters, such as Boston in the classroom, that could provide tools for history, English, sociology, etc. To further explore this collaboration, the UCT will meet with ATAB in January. The next UCT meeting is scheduled for December 5th, topic to be determined. 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