January, 2016

Day One, Tuesday, January 19: Deep-learning: How can data help?

Session A – NSSE and FSSE 2015: Faculty goals and student experiences
Presenter: Anne Law
Description: Come prepared to learn more about the results from our 2015 administration of the NSSE (National Survey of Student Engagement) and FSSE (Faculty Survey of Student Engagement). This session will provide a summary of key results for both the faculty and student survey. We will focus on the academic engagement factors and have an opportunity to explore faculty expectations and student behavior.
Presentation Materials:

Session B – Faculty Response to FSSE and NSSE results
Presenters: Kathy Browne and Jackie Incollingo
Description: A panel of Rider faculty will offer critical perspective on the uses of this survey data. In this session several Rider faculty will comment on their perceptions of the value of the FSSE and NSSE data for our teaching/learning mission.

Session C – Using FSSE and NSSE to inform our teaching
Description: Come prepared to consider how the results of these surveys might inform our teaching practices. We will look at the alignment of student expectations and faculty expectations, examine student engagement in learning and look at disciplinary perspectives on student engagement in learning. In this session you are invited to join your colleagues in identifying pathways to use faculty development to increase student engagement.
Presentation Materials:

Session D – Brain Learning and Metacognition
Presenter: Stephanie Golski
Description: What is metacognition and how do we get some? This session will use data about the brain, development, and executive function to frame our understanding of student engagement, much as we used the NSSE and FSSE data to do so in the morning sessions. How does the ability to determine the effectiveness of ones strategies (self-monitoring) and the ability to guide future behaviors (self-regulation) develop? How do the brains of experts and novices differ? We will begin to explore in this session whether the ability to “think about thinking” can be fostered by classroom practices, such as low stakes formative assessment, and continue that exploration throughout the afternoon.
Presentation Materials: golskimetacognition.pdf

Session E – Metacognition and Skill Building
Facilitator: Stephanie Golski, Panel; Marge O'Reilly-Allen, Kendall Friedman, and Megan Titus
Description: How can we use metacognition to help students become more self-aware and effective as students? In what ways can we make the implicit explicit in order to foster deep learning, skill building, and self-regulation? The Student Success Center and Accounting Department will describe how they have incorporated metacognitive strategies into various programs to foster deep learning, and skill building.
Presentation Materials: LearningStrategiesInventory.docx, Pre-ExamPlanningGuide.docx, Post-TestAnalysis.docx, Post-TestSurvey.docx, Post-TestQuestionnaire.docx, FinalExamStudyPlanWorddoc..docx

Session F – Formative Assessment Syllabus Annotation: Reading with Fresh Eyes
Presenter: Stephanie Golski
Description: Please bring your syllabus to this workshop. We will look at course objectives and student learning goals – Are they the same? Are they measurable? Are they reflected in our assessment choices? Our focus will be on consideration of how our understanding of meta-cognition might inform course development, assignment design, assessment and how we communicate with our students via the syllabus.
Presentation Materials: golskisyllabusannotation.pdf