CEDP Reads Start Here - Bad Apple

Building our college community through engagement with the
Scholarship of Teaching and Learning.

Join your colleagues from across Mohawk to engage in reflection and discussion of five teaching and learning research articles. The entire Mohawk community is invited to participate in this new initiative to promote discussion and foster membership within the broader teaching community. We have designed CEDP Reads to be scalable to accommodate your busy schedule and areas of interest. You may choose to read and discuss just one article, or all five articles from the available reading options. You may choose to attend a face to face discussion group or participate in an online discussion by posting a thoughtful contribution to the larger teaching community of practice on eLearn.

The First Article can also be accessed on this page at the link below.
Bad Apple: The Social Production and Subsequent Reeducation of a Bad Teacher by Mark Cohan

“I have a confession to make. I was a bad teacher. I was not mean or abusive to students, and I didn’t make capricious demands, ignore my syllabus, grade while under the influence, or test students on material I had not taught. Students learned some sociology in my classes, and some even enjoyed the experience. But two things in particular convinced me that I was a bad teacher.”

Through examination of his own teaching philosophy, discussions with trusted colleagues, and interactions with his students, Mark undergoes a transformation.

What are your thoughts and reactions to this article?
Join in the discussion either here in the comments or through the “CEDP Reads” eLearn course.

Cohan, Mark. (2009). Bad Apple: The Social Production and Subsequent Reeducation of a Bad Teacher.Change: The Magazine of Higher Learning. 41(6), 32-36.

Add comment February 10th, 2016

CEDP Reads - Come and Join Us

CEDP Reads 2016
Building our college community through engagement with the
Scholarship of Teaching and Learning

Join your colleagues from across Mohawk to engage in reflection and discussion of five teaching and learning research articles. The entire Mohawk community is invited to participate in this new initiative to promote discussion and foster membership within the broader teaching community. We have designed CEDP Reads to be scalable to accommodate your busy schedule and areas of interest. You may choose to read and discuss just one article, or all five articles from the available reading options. You may choose to attend a face to face discussion group or participate in an online discussion by posting a thoughtful contribution to the larger teaching community of practice on eLearn.
The First Article can also be accessed on the CTL Blog.

Face-to-face discussion group. If talking in person is more your style, grab a coffee and come and join us for a discussion of reactions and thoughts in the staff lounge in the Fennell cafeteria.

1 RE-EDUCATION OF A BAD APPLE
Discussion Group: Friday, Feb 19th 10.am – 11am Staff Lounge - Fennell Cafeteria

Join us on the CTL Blog to participate in our online discussion regarding “Mark” a self-described bad teacher. Mark begins by saying “I have a confession to make. I was a bad teacher. I was not mean or abusive to students, and I didn’t make capricious demands, ignore my syllabus, grade while under the influence, or test students on material I had not taught. Students learned some sociology in my classes, and some even enjoyed the experience. But two things in particular convinced me that I was a bad teacher.” Through examination of his own teaching philosophy, discussions with trusted colleagues, and interactions with his students, Mark undergoes a transformation. Join our online discussion to explore the role of teaching philosophy in education.
Cohan, Mark. (2009). Bad Apple: The Social Production and Subsequent Reeducation of a Bad Teacher. Change: The Magazine of Higher Learning. 41(6), 32-36.

2 BORING BUT IMPORTANT
Discussion Group: Tuesday, Feb 23rd 11am – 12pm, Staff Lounge - Fennell Cafeteria

Motivating our students to engage with learning opportunities is an ongoing challenge for faculty members. Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Join us to discuss new ideas and best practices for motivating your students.
Yeager, D. S., Henderson, M., D’Mello, S., Paunesku, D. Walton, G. M., Spitzer, B. J., & Duckworth, A. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.

3 DOES ACTIVE LEARNING WORK?
Discussion Group: Tuesday, 1st March 11am – 12pm Staff Lounge - Fennell Cafeteria

Active learning has received considerable attention over the past several years. Often presented or perceived as a radical change from traditional instruction, the topic frequently polarizes faculty. Active learning has attracted strong advocates among faculty looking for alternatives to traditional teaching methods, while skeptical faculty regard active learning as another in a long line of educational fads. This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning. Join us to share new ideas, best practices and your experiences with active learning.
Prince, Michael. (2013). Does Active Learning Work? A Review of the Research. Journal of Engineering Education. 93(3), 223-231.

4 LEARNING STYLES: A MAJOR MYTH IN EDUCATION
Discussion Group: Thursday March 10th 3pm to 4pm Staff Lounge - Fennell Cafeteria

The authors’ idea for this paper stems from John Stossell’s (2006) book, Myths, Lies, and Downright Stupidity. Stossell was a consumer advocate and 20/20 anchor who spent his career challenging consumer myths. Although the use of learning styles has been challenged for years (see Curry, 1990; Doyle & Rutherford, 1984; Gutierrez & Rogoff, 2003; Kampwirth & Bates, 1980; Snider, 1990; Stahl, 1999), it seems as though the issues raised by these papers have had little impact on the continuing use of learning style instruction in education. The goal in this paper is to initiate a dialogue among educators who continue to make assertions about the usefulness of identifying students’ learning styles with little or no research support. Join us to discuss the status of learning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors.
Dembo, M. H., Howard, K. (2007). Advice about the use of Learning Styles: a Major Myth in Education. Journal of College Reading and Learning, Spr 2007, 37(2), 101-109.

5 TECHNOLOGY-ENHANCED INSTRUCTION: PITFALLS AND POTENTIAL
Discussion Group: Monday March 10th 2pm to 3pm Staff Lounge - Fennell Cafeteria

In 2011, HEQCO issued a call for research projects related to technology-enhanced instruction. Part of a broader effort to identify and evaluate innovative practices in teaching and learning, HEQCO’s purpose in commissioning these projects was both to inform best practices at the classroom, institution and policy levels, as well as to encourage institutions and faculty members to assess the effectiveness of what they were doing in the classroom. Now that the technology studies have concluded and that most have been published, this report draws some broader conclusions from their methods and findings.
Lopes, V., & Dion, N. (2015). Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction. Toronto: Higher Education Quality Council of Ontario.

How to Register Online:

  1. Log into Elearn
  2. Select the “Open Offerings” Tab
  3. Scroll down to “CEDP Reads”
  4. Click on the course name
  5. Click on the “Register” button to confirm
  6. The “CEDP Reads Course will be found under the “Employee” Tab

For more information, please contract Leslie Marshall at leslie.marshall@mohawkcollege.ca

Add comment February 10th, 2016

CTL Workshops Feb 8th to Feb 12th - Register now!

Looking for help designing assignments, developing new courses or group learning activities?
We’re here to help. Check out up-coming workshops from CTL and register now at the CTL Calendar

Tuesday Feb 9th Room A227 – 10am – 12pm
Authentic Assessment REGISTER
Assessing your assessments. Do your assessments reflect what will be expected of students in the workplace? Do they reliably measure what students can do? This workshop will explore evaluation strategies that support meaningful learning and reliable assessment of students’ abilities .

Wednesday Feb 10th Room A227 – 2pm – 3pm
Group Assessment REGISTER
Collaboration and communication are essential skills for graduates. This workshop will explore how can you create and assess group assignments that encourage and measure group-working skills.

Thursday Feb 11th Room A227 – 10pm – 11pm
Online Course Design / Blended Learning REGISTER
Blended delivery not only requires re-tooling content and learning activities for the on-line environment, but also re-thinking what happens face-2-face. This workshop will explore active learning strategies to optimize learning in all environments

Add comment February 4th, 2016

CTL Workshops Feb 2nd to Feb 4th - Register now!

Looking for help designing digital assignments, developing new courses or increasing student engagement in class?
We’re here to help. Check out up-coming workshops from CTL and register now at the CTL Calendar

Tuesday Feb 2 Room A227 – 2pm – 2.45pm
10 Steps for Digital Assignment Success REGISTER

Go green while increasing student flexibility and autonomy. Participants in this workshop will learn how to set-up Dropbox folders in eLearn@Mohawk and discuss different use-cases and best practices of taking assignments online.

Wednesday Feb 3 Room A227 – 10am – 10.45am
Cool Tools to Boost Engagement REGISTER

Your CTL is committed to hunting high and low for the most impactful tools to add to your arsenal. Come explore our latest discoveries to boost students’ interest in content and engagement in class.

Thursday Feb 4 Room A227 – 2pm – 4pm
Course design – From Finish to Start REGISTER

How do you create a course with learning outcomes, learning activities and assessments that align? Using the principles of backwards design and constructive alignment this workshop will explore the stages course development.

Add comment January 28th, 2016

Group Assessment Workshop

CTL presents workshops on Group Assessment

Thursday January 21st 2pm;
Wednesday February 10th 10am.

Collaboration and communication are essential skills for graduates. This workshop will explore how can you create and assess group assignments that encourage and measure group-working skills.

Register now at the CTL Calendar

Add comment January 19th, 2016

UPDATE CTL Speaker Series: Creative Thinking and Problem Solving: 21st Century Skills

The Workshop is now full.
There are some seats still available for the Keynote.
Register Today!

Add comment January 15th, 2016

CTL Speaker Series: Creative Thinking and Problem Solving: 21st Century Skills

Gerard Puccio: Creative Thinking and Problem Solving: 21st Century Skills

On January 25th Gerard Puccio,Department Chair and Professor at the International Center for Studies in Creativity, SUNY - Buffalo State will be opening the Mohawk CTL Speaker Series, in the Mohawk College Collaboratory.

He will discuss what creativity is, the related trends in education and around the world, why it is important as a fundamental 21st-century skill, and how we can
use creative thinking to solve problems.

Below is an excerpt from his TedTalk on “Creativity as a Life Skill”

You can register now for the keynote Presentation at 4pm and the supporting workshop at 6pm at the registration website

*Spaces for the workshop are limited - register now*

Add comment January 14th, 2016

Infographic - Adult Learning Theory

The Adult Learning Theory Infographic
Find more education infographics on e-Learning Infographics

Add comment December 7th, 2015

Designing4Engagement Workshops - Dec 16th & 17th

CTL presents the workshops
Designing4Engagement: Design Thinking in various Contexts
Wednesday December 16th and Thursday December 17th

“Not everyone can make decisions for the system they exist within”, however, Design Thinking can engage more people, more often, more efficiently.

This human-centred, creative process is based on iterative sequences of prototyping, testing and refinement. Problem Solving that works.

Workshops can be taken individually or why not attend both?

Register today at the CTL Calendar

Add comment December 4th, 2015

New Online Faculty PD offerings

Six new online modules for professional development are now available as Open Offerings on eLearn.
These multimedia interactive learning modules were developed as part of the College Educators Development Program, and we are pleased to now make them to all faculty.

The Modules are:

  • Creating a Positive Learning Environment
  • Integrating Technology
  • Introduction to Assessment
  • Lesson Planning and Active Learning
  • Outcomes-Based Education
  • The Teaching Professional

The modules have been designed to allow you to enter and exit the modules as needed to provide “just-in-time” development. Readings, tutorial videos, reflections and hands on activities will help you build the skills needed to help you and your students be more successful. Each module takes 5-6 hours to complete.

Here is a clip from the introduction video of the “Outcomes-Based Education” module.

To enroll in the modules, go to “Open Offerings” in the eLearn Navbar, select ‘CEDP Modules’ and you’re enrolled. Just select the module you want to start with.

Add comment November 4th, 2015

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