Meaningful redesign for troublesome moments in teaching: Choose your own adventures
This page contains the workshop videos and corresponding slide presentations from the June 15 conference by faculty at Albany, Alcorn and Montclair State University. These workshops and presentations are here for your review.
If you have further questions, please feel free to contact the designated leads (Dorene Medlin at Albany, Doris Ward at Alcorn, or Emily Isaacs at Montclair).
- Thank you to all those who organized and participated in “Meaningful redesign across three universities”.
Adventure 1: Giving directions that students will follow
Ever wonder why the assignment your students turn in doesn’t look like the one you gave directions for? In that case, you want to come to this workshop to learn to “TILT” your assignments. Learn to engage your students where they are! The purpose of the workshop is to get faculty comfortable with designing and producing assignments and videos that meet students in the digital world they have been brought up in. During the workshop, you will learn how to redesign assignments and then produce videos that provide clear directions for your assignments.
Presentation led by Pam Brown, Dorene Medlin, Takeebie Jefferson and Dorea Hardy at Albany State University
Adventure 1: Giving directions that students will follow — Slide Presentation
Adventure 2: Teaching difficult concepts: learner-centered instructional strategies
We all can identify at least one concept that our students, traditionally, year after year, fail to fully grasp. This Small Teaching session is designed to assist instructors with aligning active, learner-centered instructional strategies with clearly articulated learning outcomes and assessment tools that generate appropriate learning experiences for mastery of traditionally difficult concepts.
Presentation led by Doris Ward at Alcorn State University
Adventure 2: Teaching difficult concepts: learner-centered instructional strategies — Slide Presentation
Adventure 3: TILT your assessment and feedback strategy
Do you wonder why students keep making the same mistakes despite your evaluative feedback? TILT assessment and feedback emphasize very directed, brief feedback that keeps students on top of their learning. When instructors give brief, targeted feedback, students understand how to improve their performance. Participants will be led through a grading scale redesign (so bring your existing one from your syllabus), a rubric lesson, and practice in giving limited, directed feedback.
Presentation led by Emily Isaacs, Catherine Keohane, and Melissa Adamo at Montclair State University
Adventure 3: TILT your assessment and feedback — Slide Presentation
Who providing this program?
Faculty experts in teaching and learning at Albany State University in Georgia, Alcorn State University in Mississippi, and Montclair State University in New Jersey have been working together through an IREPO (Institutional Resilience and Expanded Postsecondary Opportunity) grant to develop instructional support that can help us work more effectively with our pandemic-affected students.
Sponsored by the IREPO grant, At Home in College in the Age of COVID-19: Improving Instruction, Access, and Engagement in Minority-Serving Institutions.
Updated 07.21.22 SR