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Teaching & Learning Showcase, November 2, 2018

autumn leaves

Celebrate fall and excellence in teaching at Queens College by joining the Center for Teaching & Learning for our fifth annual teaching and learning showcase on Friday, November 2, 2018 from 10am to 3pm.

The event will include presentations from faculty and students, on engaging teaching practices and learning experiences.  

Date: November 2, 2018
Time: 10am-3pm
Location: Dining Hall/Q-Side

Map: https://goo.gl/maps/exaMNaWb4Uy

Registration: https://tinyurl.com/ctl-showcase-nov2-2018

Program Details

9:30 AM-10:00 AM Breakfast

  • 10:00 AM-10:30 AM Kathryn Weinstein (Design, Art)

    Visualizing the Critique: Integrating Quantitative Reasoning with the Design Process

    This case study provides design educators with an assignment that introduces data analytics and visualization strategies to the design critique. The study describes how, in two sections of an undergraduate Information Design course, the traditional delivery of feedback through verbal dialogue was replaced with an anonymous survey. Responses were collated, stripped of identifiers, and distributed to the class with directions to create data visualizations of the critique. Students employed various mapping strategies in their visualizations and successful projects demonstrate acquisition of skills related to the analysis and interpretation of data. Additionally, the assignment clarifies the criteria of success of design assignments and delivers focused feedback on student work.

  • 10:30 AM-11:00 AM Peter Liberman, Annael Alvarez, and Emma Castellano (Political Science)

    Mapping Political Arguments

    I have my political science students practice analytical skills by solving “argument map puzzles” (AMPs) in class and out of class, using an original online application. Students drag and drop preset claims into a tree diagram that represents the logical structure of an argument in a reading assignment. The application provides automated assessment and targeted feedback on student submissions, enabling intensive reasoning practice even with high student-to-instructor ratios. Students receive scores on the overall accuracy of their maps, see which claims are incorrectly mapped as supporting or opposing another claim, and which claims are incorrectly grouped. This feedback enables them to rethink which parts of their submissions need improvement and why, which they can apply in a second attempt for an improved score. This semester, I am assessing students’ improvement in logical reasoning ability using pre/post tests and a control group.

  • 11:00 AM – 11:30 AM Andrea Mosenson (Family, Nutrition, and Exercise Sciences)

    Flipping Over Flipgrid

    Flipgrid is an online video discussion tool that educators can use to extend the classroom conversation. Whether you teach online or in a face-to-face classroom, Flipgrid provides an easy-to-use platform, where students record their video responses to a prompt and then can reply to each other’s videos. It is an excellent tool to enrich student discussion beyond the classroom. It is all done asynchronously and, the best part, it is free. Come and learn how to set-up your own Flipgrid classroom and get ideas on how you can incorporate it into your courses. Your students will flip over Flipgrid!

  • 11:30 AM – 12:00 PM Roy Vanegas (Art)

    Using GitHub to Teach Web Design/Development

    From IBM to Google, GitHub is the revision control system used by large tech and design firms throughout the world. As a teaching tool, it has proved invaluable in the classroom, especially in the design field: It makes switching between student work for critique presentations easy; it facilitates learning how to program simple web pages; and, it allows sharing between peers, which promotes learning. I will discuss the benefits of using GitHub to teach programming, design, and web development, culminating in a live demo.

12:00 PM-12:30 PM Lunch

  • 12:30 PM – 1:00 PM Melissa Wells (Elementary and Early Childhood Education)

    Social Skills Training (SST)

    The teaching practice that will be discussed is the evidence-based practice of social skills training (SST). Social skills training is beneficial to students from ages 0- adult. SST has been found to effective in improving the social competence of learners with Autism. SST can incorporate a variety of instructional strategies such as modeling, video-modeling, role play, prompting, and reinforcement. SST can promote generalization of skills through facilitated practice with feedback. Thus, pre-service teachers would benefit from an overview of the EBP as well as additional resources to learn more about SST.

  • 1:00 PM – 1:30 PM Andrew DeRosa (Art)

    Synthesizing Research Collaboratively with Design

    ARTS-286 Interaction Design introduces a process in which students conduct field research to learn directly from the people they are designing for, with the goal of gaining behavioral insights that lead to designing products and services that respond to real needs rather than assumptions. Students working together in teams to capture findings, share what they learned through storytelling and writing, and make sense of complex data in a way that allows them to better understand and reframe the problem that they are seeking to solve. This is accomplished through a formalized process of saturating a physical workspace with research and working together to sort observations, identify themes, and synthesize the findings to illuminate insights. This collaborative and physically tangible approach is a welcome and effective alternative to the traditional research paper as a means to synthesizing data, gaining a point of view and establishing a central thesis.

  • 1:30 PM – 2:00 PM Elizabeth Galarza (Elementary and Early Childhood Education)

    Dialogue Journals: Creating a Space for Students and Teachers to Connect

    Writing with students in dialogue journals is an engaging practice that fosters teacher-student relationships. It has many benefits and can be adjusted for individual needs. Simply put, dialogue journals are written conversations between teacher and student that take place throughout the year. I have always used a notebook that students decorated, but electronic notebooks are an option.

    I began using dialogue journals as a way of personally getting to know my students and to connect with them in an authentic way. As the individual conversations unfold, trust is developed, and relationships deepen.

    Academically, the writing done in dialogue journals has numerous benefits. It informs my teaching since I am able to see common writing errors. My letter serves as a mentor text for each student, modeling correct language structure and demonstrating more complex language. Journaling with students is a low risk, student centered developmental link to support English language learners. There are many more positive effects to using dialogue journals. My presentation will showcase them with examples.

  • 2:00 PM – 2:30 PM Christopher Hanusa (Mathematics)

    Experimenting with Standards-Based Grading

    With Standards-Based Grading, students’ grades are linked to their mastery of course standards and expectations are presented to students in a completely transparent way.  Students then have the opportunity to reassess their mastery, which makes assessments lower stress and encourages students to put in the time to learn concepts that they did not initially master.  I will share the success stories for when I taught using Standards-Based Grading in Calculus in Fall 2017 and this semester in Combinatorics.

  • 2:30 PM – 3:00 PM Chandler Miranda (Elementary and Early Childhood Education)

    Using Google Classroom and Docs to Facilitate Collaborative Learning and Improve Student Writing

    I am teaching a hybrid writing intensive course. I am using Google Classroom and Google Docs to have students work in writing groups to provide peer feedback. My students and I will demonstrate how they use the technology to collaborate remotly.

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