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Second Annual Rensselaer Colloquium
on Teaching & Learning
May 13 - 14, 2002
Agenda
The Provost's Office sponsored the second annual colloquium on teaching and learning May 13-14, 2002. This year's colloquium connected the latest research on assessing student learning with classroom practice. Through a combination of talks and workshops, faculty received up-to-date summaries of research on assessment, practical experience integrating assessment with instruction, and examples of best practices among RPI faculty.Day 1
May 13
Welcome & Introduction 4050 CII
Gary Gabriele, Vice Provost & Dean of Undergraduate Education, Rensselaer Polytechnic Institute
Brad Lister, Director, Anderson Center for Innovation in Undergraduate Education, Rensselaer Polytechnic Institute
8:45 - 9:45
Morning Keynotes (ID# M1)
Dr. Peggy Maki
Director of Assessment,
American Association of Higher Education
"Assessing for Deep Learning"
Recent research on assessment provides compelling evidence for the benefits of developing a richer set of assessment practices that capture the complexity of learning. After reviewing this research and some resultant innovations in assessment methods, a distinction will be made between surface and deep learning (learning for transfer). The presentation will then focus on the how deep learning can be assessed.
Dr. James W. Pellegrino
Distinguished College Professor
in Psychology and Education, UIC
"To Test or Not to Test - That is Not the Question"
This talk will focus on how advances in the cognitive sciences, together with advances in measurement theory and information technologies, make possible a much improved approach to the assessment of student knowledge. Such an approach also offers the possibility that assessment information can be used to support many of the goals for student learning espoused in contemporary science and math standards at the K-12 level and in higher education. The argument is based on the scientific rationale and principles and practices of educational assessment developed in a recent National Academy of Sciences/National Research Council report entitled Knowing What Students Know: The Science and Design of Educational Assessment. Multiple examples drawn from cognitive and educational research will be used to illustrate the argument and show just what is possible right now for classroom and large-scale assessment contexts.Break
Dr. Thomas A. Angelo
Associate Provost for Teaching, Learning & Faculty Development, U. of Akron
"Doing Assessment As If Learning Matters Most:
Seven Transformative Guidelines from Research and Best Practice"
The main purpose of assessment should be to improve student learning. Despite some notable successes, however, most assessment efforts to date have failed to produce demonstrably better learning. These disappointing results are due primarily to inadequate conceptual models and approaches to assessment specifically, and to change more generally. This session offers an assessment model built on seven key ideas -- a synthesis of theories, research findings, and strategies from a variety of disciplines. It also proposes seven related guidelines and practical strategies. Participants will consider these transformative ideas, guidelines, and strategies, review examples of their implementation, and plan ways to do assessment as if learning matters most.Lunch - BBQ on the Quad
Afternoon Workshop (ID# M2) 4201 JEC
Dr. Thomas Angelo
Associate Provost for Teaching, Learning & Faculty Development, U. of Akron
"When Will We Ever Learn? (To Use What We Know): Guidelines from Research and Best Practice for Evaluating Teaching"
It's unreasonable to expect faculty to improve their teaching unless we also improve the ways we assess and evaluate teaching effectiveness. To judge by practice on most campuses, however, you'd never know that a vast and deep research literature exists on teaching or course evaluation. This workshop explores common myths and misconceptions about student, peer, and self-evaluations and offers guidelines and standards for good practice in evaluating both teaching and the scholarship of teaching and learning.Day 2
May 14
Morning Presentations:
Innovations in Teaching and Learning at RPI 4050 CII
Morning Presentations:
Innovations in Teaching and Learning at RPI 4050 CII
Distributed Learning (ID#T1)
- EG&CAD - Doug Baxter
- Differential Equations - Bill Siegmann
- Signals & Systems - Mike Wozny
Online Laboratories in Science & Engineering (ID# T2)
- Remote Interactive Laboratory in CHME - Harry Bungay
- Undergraduate Research Laboratory Without Walls - Ralph Noble
- Multimedia Modules for Biochemistry - Joyce Diwan
Introduction of IT into Courses & Labs (ID# T3)
- Integration of Laptops into Courses on Chemical Reactor Design - Bruce Nauman
- Web-based Class Portfolios - Ernesto Gutierrez-Miravete
- International Organizational Behavior - Guido Slangen, Sue Bray
- Introducing Large-Scale entrepreneurial Simulation into the Classroom - Atsushi Akera
Lunch - Great Hall, DCC
Afternoon Workshops
Assessing Team-based Student Projects (ID# T4) 3116 CII
Frances Bronet, Mark Steiner, Bill Foley,Kathy Silvester, Jim Murtagh, and Jeff Durgee
Online Assessment of Student Learning (ID# T5) 3112 CII
Mark Holmes, Karen Cummings, and Harry RoyNew Methods for Assessing Conceptual Understanding
and Transfer of Learning (ID# T6) 3206 CII
Brad Lister and Karen Cummingstop
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The Lois J. & Harlan E. Anderson Center
for Innovation in Undergraduate Education
Rensselaer Polytechnic Institute
CIUE 3119 CII
110 8th Street
Troy, NY 12180-3590
518.276.4831
518.276.4852 (fax)
http://ciue.rpi.edu