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Classroom Assessment Techniques Dialogue Day
February 20, 2004
about
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For residential faculty, this event has been pre-approved for 6.0 clock hours of Faculty Professional Growth (FPG) non-academic advancement.
Using Classroom Assessment Techniques to Promote Student Learning Dialogue Day
February 20, 2004
District Office
Governing Board Room
8:00 a.m. - 4:00 p.m.
Registration begins at 8:00 a.m.
Continental breakfast and lunch will be provided.
featuring
Dr. Barbara J. Millis
Director for Faculty Development
US Air Force Academy
An old proverb reminds us, "If you don't know where you are going, then any directions will do." Such aimlessness obviously sabotages student learning and motivation. Both scientists and teachers have been increasingly aware of the research related to the biological basis of learning and its impact on teaching and learning in higher education. Bransford, Brown, and Cocking, for example, note that "There is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instructions proceed." [1]
Teachers aware of these precepts need to be able to employ embedded assessment to discover if their student are learning what they think they are teaching - and if not, why not. J. Patricia Cross and Tom Angelo's Classroom Assessment Techniques (CATs) provide a good starting point, but savvy teachers will draw eclectically from a variety of teaching and learning approaches. This highly interactive workshop will not only model some of these approaches, but will build in time for individual applications with faculty working in similar discipline areas. It will also introduce some ideas related to the Scholarship of Teaching and Learning (SoTL).
Goals
Participants will:
- Identify with some key research related to teaching and learning;
- Recognize how classroom assessment approaches support the research on teaching and learning;
- Reflect on the nature of their own approaches to teaching and learning and possible extended projects;
- Interact with like-minded colleagues and faculty working in similar discipline areas to apply classroom assessment approaches.
About the speaker...
Barbara J. Millis, Director for Faculty Development at the US Air Force Academy, received her Ph.D. in English literature from Florida State University. The former Assistant Dean Faculty Development at the University of Maryland University College, she frequently offers workshops at professional conferences (AAHE, Association of American Colleges and Universities (AAC&U), Lilly Teacher Conference, etc.) and for various colleges and universities. She publishes articles on topics such as cooperative learning; classroom observations (she was a FIPSE Project Director on that topic); the teaching portfolio; microteaching; syllabus construction; program , course, and classroom assessment/research; peer review; focus groups; how people learn; and academic games. ACE/Oryx Press published in 1998 a book, co-authored with Philip Cottell, Cooperative Learning for Higher Education Faculty. In 2002 Stylus published Using Simulations to Promote Learning in Higher Education, co-authored with John Hertel. In 1998, she received the US Air Force Academy's prestigious McDermott Award for Research Excellence in the Humanities and Social Sciences and the Outstanding Educators Award. After the AAC&U selected the Air Force Academy as a Leadership Institution, she began serving in 2001 as the liaison to the AAC&U's Greater Expectations Consortium on Quality Education.
Faculty Professional Growth
This Dialogue Day has been pre-approved for 6.0 clock hours of Faculty Professional Growth non-academic advancement.
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