High-quality instruction is often exemplified by the use of innovative classroom teaching practices, allowing for both instructor-directed and self-regulated learning. Results of studies examining pedagogical innovation support the establishment of good balance among the three dimensions of classroom teaching practices: (a) enhanced activities including challenging tasks and content, (b) student- oriented, supportive practices and (c) teacher-directed practices that provide structure and clarity. Multiple innovative practices have been introduced over recent years (Vieluf, Kaplan, Klieme & Bayer, 2012).
Evidence suggests that innovative pedagogy delivered through integrative learning models is a highly effective approach used across general education, majors, and the co-curriculum, as well as prior professional, academic, and life experiences inside and outside the classroom. Integrative models allow students to apply the knowledge and skills they are learning in real-world contexts as they collaborate to develop solutions to complex and urgent problems encountered in globalized workplaces and civic life (AAC&U, 2016).
Opportunities for faculty development in Pedagogical Innovation are included here:
Building Digital Foundations at Liberal Arts Colleges
September 17-18, 2016
We would like to invite all interested faculty, students, and staff to register for the ACS workshop, “Building Digital Foundations at Liberal Arts Colleges,” hosted by Centre College.
The 1.5-day workshop will take place on September 17-18, 2016, and is open to anyone interested in Digital Humanities project development at ACS member institutions.
Our keynote speaker on Saturday morning will be Mark Olson, Laverack Family Assistant Professor of Visual & Media Studies at Duke University, who will present "Circuits, Clouds, and Code: Scaffolding DH." On Saturday afternoon, Janet Simons, Co-Director of the Digital Humanities Initiative at Hamilton College, will present "Digital Initiatives: Embracing process and collaboration."
Sunday morning will be spent collaborating on individual projects, with the aim of developing a six-month plan for each project or institution. If you have a digital initiative at any stage of development, or are interested in potential collaborations with colleagues at other institutions, we urge you to join us.
Assessing Student Readiness for Online Learning
LIVE WEBCAST on October 28, 2016
Learn what questions you should be asking, what competencies you should be assessing for, and how you should administer your assessment.
Evaluate the preparedness of your incoming online students in a more meaningful way. This webcast will teach you how to implement proven assessment strategies and improve upon the assessments that you already have in place. You will leave better prepared to answer questions such as:
- How can I best evaluate the writing, reading, and critical thinking skills of my incoming online students?
- Can I administer my assessments without creating barriers in the application process?
- Should I outsource my assessments or build my tools in-house?
- How do competency-based assessment and prior learning relate to intake assessment?