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‘Hands-on’ Seminar Summary: Facilitating Collaboration On
Research Topics Of Mutual Interest
The topics of interest expressed by participants in the seminar are listed
below. If you see among them topics close to your own interest and would
like to collaborate with colleagues, please reply
with the numbers of topics that interest you and we’ll put you in
touch with colleagues who share your interests.
- How do I know that my students are learning in my class? How shall
I study the learning process? What data is sufficient? How is it collected?
How do I find out if course objectives have been met? Does my teaching
lead to the learning objectives I expect?
- Effectiveness of active learning methods
- Relationship of teaching method and assessments to student learning
- Skills developed by students as a consequence of different instructional
methods.
- How do students form a perception of themselves as quantitatively
capable (or not) and what are the consequences for the teaching/learning
process? What are the most effective pedagogical techniques for teaching
warranted reasoning skills? For teaching and learning science?
- Are good computer assisted learning techniques better for producing
abstract reasoning & learning than good traditional learning approaches.
- Assessing use of technology and group work.
- What is the value of the internet in teaching/learning? Are tutorials
needed in addition to lectures? Do students in 250 Logic who tutor students
in 150 Logic perform better on final exams than students who do not
tutor? Do students in 150 who are tutored by students in 250 perform
better on the final exam than un-tutored students.
- Effective pedagogy for fostering critical thinking.
- Mindful teaching
- Will the initiation and growth of the Latino Studies Program have
a direct impact on the recruitment, retention, and graduation of Latino
Students at IU?
- Maximizing the success of minority students. I wish to quantify how
many minority students are needed in a discussion section of a large
class to maximize GPA of all the students in the discussion section
and to decrease the alienation felt by the minority students. I think
that the critical mass of minority studentsneeded is about 30% (or ten
same race minority students in a class of 30). I believe that by decreasing
alienation the minority students will have better grades than students
that are alone in a class full of white students resulting in improved
retention and persistence. Additionally, I also feel that the white
students will benefit from the diversity in the classroom and will also
have better grades than white students with no diversity in their classroom.
- Student beliefs and changing them.
- Curriculum development that focuses on student empowerment issues.
Researching student and faculty perceptions of their own empowerment.
- What is the effect on student learning of student evaluation of class
activities administered at various times in the course? Are end-of-semester
student evaluations of the instructor “valid”? Is it possible
to evaluate what student evaluations actually tell the teacher?
- Do students’ “claimed” class plans (measured as time
allocation) match what they actually do when in their own class? Organizational
development in libraries and higher education in support of teaching
and learning
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