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Jon Harbor, Purdue University: "Warning: education research may change the way you teach"

Seminarium

Jon Harbor, Purdue University: "Warning: education research may change the way you teach"

Presenter: Jon Harbor is a Geoscience professor at Purdue University, USA. He transitioned from an awful teacher to an award-winning teacher, and was then involved in founding a learning research center at his university. He currently oversees university-level support units focused on both classroom instructional excellence and online learning.  He teaches an innovative, large-scale, asynchronous online introductory geography course for undergraduates, a service-learning course for graduate students, and has been part of a collaborative team from Purdue University and Stockholm University developing a hybrid/flipped graduate course in paleoglaciology.

Many people who teach at the university level have little or no formal training in teaching and mentoring.  We expect lengthy formal training to prepare for success in the research mission of the university, and our research proposals build on this training and a thorough review and analysis of theory and prior research.  It is hard to find cases where a university expects equally lengthy formal training to prepare for success in the teaching mission, and requires course proposals that build on this training and a thorough review and analysis of theory and prior research. Many of us teach primarily by replicating what we experienced as students. The good news is that exposure to theory and research on learning, and working with colleagues who have education research backgrounds, can inspire you to change the way you teach. Even better, it can make the learning experience much more engaging and effective for students! 

This session is designed primarily to respond to what you want to know more about – so come with questions. I’ll briefly review Purdue’s approach to transforming faculty approaches to teaching, explain why we have just opened a whole new building customized for flipped classrooms / active learning, and review current initiatives in digital education around analytics, MOOCs, and modular/adaptable learning. On a more geocentric level, if we have time we can think about implications of research that has looked at student perspectives on the order and sequence of themes in introductory geology courses, how students navigate field areas, and how traditionally underrepresented groups can be engaged in the geosciences through cultural connections. Most importantly, we’ll take time to discuss issues participants bring to the session, such as “how to accommodate a wide range of student backgrounds” and “how to improve field excursions”.

Tid: 
2017-10-09 15:15
Plats: 
Baltica

Om händelsen

Tid: 
2017-10-09 15:15
Plats: 
Baltica