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Thursday, October 2
| Time | Session Title | Description | Presenter(s) | Location |
| 8-9:30am | Learning Catalyst Fellows Breakfast | The winners of the 2014-2015 Learning Catalyst Fellows competition will be honored at this catered breakfast. During the breakfast, the Fellows will be invited to share some of their strategies for catalyzing student learning in their respective colleges. All are invited to attend. | Selvester’s Café | |
| 9:30-10:45am | Learning in Groups is Fundamental – Even Online! The Basics of Small Group Communication and Collaboration in Online Environments | Instructors often incorporate group work into their curriculum with the hope of improving student learning and interaction. However, there is limited success with group work due to students who are social loafers or workaholics, and to a lack of instruction in how to manage group dynamics that are essential to successful collaboration. In online environments the inequitable distribution of work among group members (and quality of their input) can be mitigated or multiplied depending on the effective use and integration of online tools for collaboration in the class. This session will introduce the principles of small group communication skills and cooperative learning to overcome these pitfalls of group work in online environments. | Ben Seipel (EDUC), Deborah McCabe (CMAS), and Stephanie Hamel (CMAS) | BMU 210 |
| 11-11:50am | Involving Students in Applied Research (Roundtable Discussion) | Faculty and students from the College of Agriculture will share how undergraduate research is utilized throughout the curriculum. We hope that our sharing will promote discussion about how other disciplines could incorporate research into their curriculum. | Celina Phillips (AGRI) | Colusa Hall 100B |
| 11-11:50am | Strategies for Maximizing the Benefits of Collaborative Assignments | This conference session proposal addresses one of Kuh’s (2008) High Impact Educational Practices—collaborative assignments and projects. In our online, blended, and on-campus courses, we consistently involve students in collaborative assignments and projects to enhance their engagement and achievement, and help them develop important professional skills. Over the years we have collected several strategies that help us realize the full educational benefits of collaborative assignments and projects while minimizing the pitfalls of ill-structured and poorly facilitated collaborative activities. | Todd Gibson (CSCI) and Joanna Dunlap (ECC) | BMU 210 |
| 12-1:30pm | What Academy e-Learning Did for Me (Roundtable Discussion) | Think Academy e-Learning is just about putting courses online? Think again! Six faculty cohorts have now participated in this three-week summer intensive course redesign institute, making pedagogical innovations in face-to-face, hybrid, and online classes. From new tech tools to new ways of structuring discussions, to flipped classrooms, hear what Academy e-Learning has done for them, and what it might do for you. | Carl Pittman (NURS), Laurie Browne (RECR), Lyndall Ellingson (HCSV), John Mahoney (BIOL) and Katie Whitlock (THEA) | Colusa Hall 100B |
| 12-1:30pm | Using Discussion Protocols to Enhance Student Engagement | This conference session proposal addresses the use of discussion protocols to enhance student engagement in online, blended, and on-campus courses. Engaging students in relevant discussions can reinforce and advance their conceptual understanding, help them articulate and test their perspectives and ideas, and enhance their sense of connection and community. However, when discussions lack focus and structure, students fail to achieve these outcomes. One approach to maximizing the benefits of the social learning achieved through discussion activities is to use discussion protocols. In this conference session, we will explore the value of discussion protocols and experience a few of them firsthand. | Todd Gibson (CSCI) and Joanna Dunlap (ECC) | BMU 210 |
| 1:30-2:30pm | Keynote Workshop for Students: High-Impact Practices (HIPs) for Learning and Success: Students Helping Students | Student leaders—as peer mentors, tutors, paraprofessionals and RAs—are essential to building a supportive environment for learning. How can the peer-to-peer relationship shape the total learning environment to help maximize student learning and success? How can students be agents of change in expanding access to high impact, high quality learning experiences for all, including under-represented minorities and first-generation college students? Join keynote speaker Dr. Jillian Kinzie for this interactive student-focused session. | Jillian Kinzie, Associate Director of NSSE | Colusa Hall 100B |
| 1:30-3pm | Expanding Online Resources Within Your Course | This session will include the introduction of several new online services including lynda.com and NBC Higher ED. The second half of the session will include a hands-on workshop with different tools and discussions for their potential use as a supplemental material in faculty courses. | Claudine Franquet (TLP) and Wendy Bentley (ITCS) | BMU 210 |
| 3-4:30pm | Infusing Courses with High Impact Practices | John Roussell (CDES), Cathrine Himberg (KINE), Anthony Graybosch (PHIL), Suzanne Zivnuska (MGMT), Cindy Ratekin (CHLD), and Kris Blee (BIOL) | Colusa Hall 100B | |
| 3:30-4:45pm | Doing Science the Scientific Way: It’s Not as Hard as it Sounds | Students learn how to do science in a bite-sized, confidence building, classroom friendly manner in the Hands on Lab, Internship in Science Teaching class in the Department of Science Education in the College of Natural Sciences here at CSU, Chico. The practices of science include asking questions based on observations; developing and using models to construct explanations; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; and obtaining, evaluating, and communicating information. How are these sophisticated sounding practices incorporated into a one unit, three hour laboratory class? Undergraduate interns work with small groups of children for short periods of time in the Hands on Lab, a dedicated science teaching laboratory serving over 200 undergraduates, as well as 140 K-8 classroom teachers and over 3,000 K-8 students each year. Each of the scientific practices is implemented in small, transitional steps which focus on one or two specific practices at a time. Just as T-ball maximizes success for learning to play baseball, these bite sized investigations build confidence and skills for more challenging, multistep investigations. The internship course serves liberal studies students as well as science majors who plan to enter the teaching field and provides practical experience communicating with children and teachers about science. This presentation will include a sample activity, Liquid Investigation, that illustrates how questions are generated that can lead to planning and carrying out investigations. | Tanya Heaston (BIOL) | BMU 210 |
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