University of Kansas
"What Does a C Mean?"
In discussions of the meaning of a college education, some critics fault grade inflation and others note the low success rates of the people who need education the most. A critical concern is how we identify when students are ready to proceed to a more challenging level of study, and a related question is how we identify when a student has reached a sufficiently deep level of understanding to merit a degree. In this session, we will consider three functions of grading that combine to drive much of our work as teachers: certification of achievement, differentiation of learners, and motivation of performance. Our goal is to unpack how selection of a grading system interacts with teaching methods and influences educational success.
|Dan Bernstein is a Professor of Psychology at the University of Kansas. He was at the University of Nebraska - Lincoln from 1973 until 2002, when he became Director of the Center for Teaching Excellence at KU. His recent writing has focused on electronic course portfolios centered on student learning, and he works with colleagues from many fields of study to showcase the quality of their student work and the practices that have helped that work emerge. A recent grant from the Teagle and Spencer Foundations enhanced writing and library skills through team-designed assignments and scaffolding, and a current Spencer Foundation grant supports research on the use of assessment data in course and curriculum change. Currently he explores and evaluates various uses of technology to promote student understanding, and his ongoing courses are a laboratory for evaluating the impact of out of class web-based activities on deep understanding of conceptual material. He was a Charter Member of the University of Nebraska Academy of Distinguished Teachers, and he was a Carnegie Scholar in 1998. Recently he received the J. Michael Young Academic Advising Award at KU and the Fred S. Keller Behavioral Education Award from Div. 25 of the American Psychological Association. He is currently the Past-President of the International Society for the Scholarship of Teaching and Learning.|
"Envisioning the Possibilities: Scholarly Teaching, the Scholarship of Teaching and Learning, and You?"
With so many competing demands on our time and attention, why would faculty seriously consider doing something as ambitious as the scholarship of teaching and learning? In this interactive session, we will explore how and why you might take a scholarly approach to your teaching and your students’ learning.
|Peter Felten is assistant provost, executive director of the Center for the Advancement of Teaching and Learning and of the Center for Engaged Learning, and associate professor of history at Elon University. He has published widely on teaching and learning in higher education, including most recently Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education (Jossey-Bass, 2013). In spring 2014 he will publish two co-authored books: Engaging Students as Partners in Learning and Teaching (Jossey-Bass) and Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press).|