Are you interested in graduate student professional development and teaching assistant support? Whether you are an instructor, a graduate student, or work in educational development, please join this special session facilitated by the executive committee of the Teaching Assistant and Graduate Student Advancement (TAGSA) Special Interest Group (SIG) of STLHE. Join a strong network of like-minded people, who will work in this session to build on the ideas established in the past seven years (since the SIG’s inception) to discuss “where does TAGSA go from here?” The session will begin with a brief history of the SIG and what has been accomplished before moving onto lively discussion in facilitated groups to talk about the needs and wishes of graduate students and the people who work in this area.
Thomas Edison famously failed to make a lightbulb 1000 times before he was successful. James Dyson made 5,126 prototypes of his bagless vacuum cleaner before the one that worked. Harry Potter author Joanne Rowling was rejected by twelve publishers before her manuscript was accepted. The lessons from this for students in higher education are clear; to engage effectively with the learning processes in higher education, take responsibility for their academic attainment, and become the innovators of the future, students need the underpinning ‘grit’ and resilience to actively engage with the ‘failures’ they will inevitably experience during their studies.
This workshop provides a theoretical framework (Carol Dweck’s Mindset theory [Dweck, 2006]) and practical activities to enable you to encourage and develop your students’ effort, tenacity, and ‘confidence in failure’; and to develop a culture of learning resilience in an environment where the stakes are high and costly, and the student goal is the academic outcome, not the learning process itself.
In this workshop you will explore ways to support your students to develop more 'Growth-Mindset' approaches such as determination and robustness, through the use of 'planned points of failure' which are supported by the use of formative assessment and effective feedback practices.
Please bring with you, or be able to access, assessment materials for ONE module or course you teach on, as you will be working with these in the session (e.g. learning outcomes, summative tasks, grading matrices or criteria, formative assessment opportunities).
By the end of this workshop you should be able to:
The breathtaking rise, decline and reprise of Massive Open Online Courses has provided many lessons on the use of technology-enabled learning. On its own, learning technology is not a panacea. Rather, courses must thoughtfully integrate technology with quality face-to-face instruction time to create a blended learning model that provides students with the knowledge, skills and motivation to meet academic goals. We will discuss how blending learning technology with teaching raises the stakes for both instructors and students.
Northern Illinois University Faculty Development and Instructional Design Center (2012) http://www.niu.edu/facdev/resources/guide/strategies/instructional_scaffolding_to_improve_learning.pdf
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educ Psychol Rev, 24(4), 569-608. doi:10.1007/s10648-012-9199-6
Jennings, D. (2012) The Use of Concept Maps for Assessment http://www.ucd.ie/t4cms/UCDTLA0040.pdf
Spaulding Prezi, pt 1 of the presentation:
Smith Prezi, pt 2 of presentation:
This session will explore the slipperiness of institutional change – specifically, the factors that make it difficult to introduce, implement, and sustain educational initiatives. As Fullan and Scott (2009) put it, many institutions of higher education are “change averse” in that their structures, processes, and predispositions discourage experimentation and innovation. Even the most change capable of institutions may find certain kinds of projects more difficult to enact, particularly those involving activities that impact people in different roles, at multiple levels, and with conflicting interests.
In research published across Australia and the United Kingdom, post-secondary institutions are beginning to be understood as complex systems within which change is enormously difficult despite mounting and conflicting pressures to become more nimble (Flinn & Mowles, 2014). Evidence suggests that increased awareness of systems, their interdependent networks of individuals, and the dynamic nature of leadership within those networks can enhance the chances of successful change (Mårtensson, Roxå, & Stensaker, 2014; Sterman, 2006). In particular, this approach helps to elucidate how information moves and pools within systems and how this impacts the capacity for change.
Based on institutional and international research on leadership, this interactive session will examine how leaders can create traction for their initiatives through self-reflection, project assessment, and an exploration of institutional context and processes (Bolden, Petrov, & Gosling, 2008; Flinn & Mowles, 2014; Trowler, Saunders, & Knight, 2003; Wright et al., 2014). This exploration of leadership will help participants to better analyze change initiatives, identifying factors making it difficult to introduce, implement, and sustain them, and identify potential next steps in improving the traction of their projects based on that analysis.