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Conference Agenda

Understanding Student Learning

ACM-Teagle Collegium Closing Conference
October 1-3, 2010 at Macalester College in St. Paul, MN

Friday, October 1

6:00-7:30 pm:   Reception and dinner, Olin/Rice, Smail Gallery

7:30-9:00 pm:   Opening Introductions

  • John Ottenhoff (ACM) on the goals, scope, and achievements of the ACM-Teagle Collegium Project.
  • Rachel Ragland (Lake Forest College) on the goals, value, and achievements of collaboration across campuses as carried out in this project.
  • Kathy Takayama (Brown University) on the value and challenges of doing work in the scholarship of teaching and learning.

Saturday, October 2

Breakfast at hotel

9:00-10:30 am:  Panel 1: Concurrent Sessions

  • Opening, Leonard Center, Hall of Fame Room
  • Breakout Groups:  a. Leonard Center, Hall of Fame Room; b. Old Main 4th Floor Lounge

The concurrent sessions will follow this format: 15-minute presentation of Collegium work; 15-minute discussion; 15-minute presentation; 15-minute discussion; 10-minute response; 20-minute discussion.

Click on a research project title to download a summary of the project (PDF format).

  • Group 1a: Respondent: David Reichard (California State University-Monterey Bay); Chair: Rachel Ragland (Lake Forest College)

David Thompson (Spanish; Luther College): Metacognitive Self-Regulation and Comprehensive Testing in Intermediate Spanish
Key Questions: Do students who are subject to comprehensive testing in Intermediate Spanish employ self-monitoring practices more frequently or to greater effect than students who are not subject to comprehensive testing? Which self-monitoring practices are employed by students who perform successfully in Intermediate Spanish when comprehensive testing is implemented?  

Clara Hardy (Latin; Carleton College): Metacognitive Awareness in Learning Latin
Key Questions: Will  beginning-level Latin students benefit from more explicit attention to possible learning strategies? Will encouraging metacognitive awareness and self-monitoring result in enhanced language learning?

  • Group 1b: Respondent: Sarah Bunnell (University of Kansas); Chair: David Schodt (St. Olaf College)

Kristin Bonnie (Psychology; Beloit College): Introductory Psychology & Metacognitive Strategies
Key Questions: Can metacognitive tools and measures aid introductory psychology students (first year students in particular) in the navigation, organization and mastery of course materials? Can responses to/choice of exam questions be used as a measure of metacognition? How does this measure compare to other standard measures, including knowledge surveys and exam wrappers?

Tricia Waters (Psychology; Colorado College): Reflective Judgment
Key Questions: What is relationship between academic performance and reflective judgment in First Year and upper division courses? Does reflective judgment improve during the first two months of college?

10:30-10:45 am: Break, Leonard Center, Hall of Fame Room

10:45 am-12:15 pm:  Panel 2: Concurrent Sessions

  • Group 2a: Respondent: Kathy Takayama (Brown University); Chair: Karl Wirth (Macalester College)

Tim Tibbets (Biology; Monmouth College): Reading Reflection & Knowledge Surveys in Biology
Key Questions: Will a suite of changes (reading reflection assignments submitted to Moodle prior to class periods, a supplemental instruction program, and knowledge surveys) improve student learning, as measured by exam scores and overall grades? Will exam wrapper assignments differentially affect student final grades compared to a control section that will not receive the exam wrapper assignments?

Diane Angell (Biology; St. Olaf College): Metacognitive Assignments in Biology Bridge Courses
Key Question: Will metacognitively enriched assignments conducted alongside a month-long biology summer bridge class for incoming Student Support Service students improve grades in the course?

  • Group 2b: Respondent: Sarah Bunnell (University of Kansas); Chair: Rachel Ragland (Lake Forest College)

Joy Jordan (Statistics; Lawrence University): Teaching Sampling Distribution
Key Question: Can a group-work activity that engages students' metacognition improve students' understanding (based on test performance) about the sampling distribution of a sample average?

Kent McWilliams (Music; St. Olaf College): Metacognition and Piano Playing: "How Do I Learn This Piece?"
Key Question: Through reflective responses to their own piano playing, can students learn to pose useful questions that can be applied to improving their musical abilities?

12:15-1:15 pm:   Lunch, Leonard Center, Hall of Fame Room

1:15-2:45 pm:   Panel 3: Concurrent Sessions

  • Group 3a: Respondent: David Reichard (California State University-Monterey Bay); Chair: David Schodt (St. Olaf College)

Tony deLaubenfels (Computer Science; Cornell College): Tweeting Metacognition
Key Question:
 Are daily metacognitive tweets from students an effective activity to promote self-overall enhanced learning processes for students beginning college?

Susan Fox (Computer Science; Macalester College): Reflecting on Problem-Solving and Design to Improve Performance in Intro Computer Science
Key Question:
 Does engaging students in reflective activities based on both course knowledge and explicit discussion of problem-solving processes lead students to (1) perform better in class overall, (2) demonstrate improved problem-solving skills, and (3) express greater confidence in their abilities in computer science?

  • Group 3b: Respondent: Sarah Bunnell (University of Kansas); Chair: Paul Kuerbis (Colorado College)

Holly Swyers (Anthropology; Lake Forest College): The "Pod" Project
Key Question: Can a shared pedagogical strategy and the creation of a "community of purpose" help new undergraduates connect more consciously and meaningfully to the liberal arts experience?

2:45-3:00 pm:   Break, Leonard Center, Hall of Fame Room

3:00-4:30 pm:  Panel 4, Leonard Center, Hall of Fame Room

Respondent: Kathy Takayama (Brown University); Chair: Paul Kuerbis (Colorado College)

Karl Wirth (Geology; Macalester College): Better Learning Through Better Reading and Reflecting
Key Question: What is the efficacy of reading reflections for helping students improve their metacognitive knowledge and skills, metacomprehension accuracy, and mastery of disciplinary content?

Steve Singleton (Chemistry; Coe College): An Integrated Lecture-Laboratory Learning Environment
Key Question: Will a pedagogy based upon an integrated lecture-laboratory learning environment (studio) improve students’ self-efficacy and knowledge retention in an introductory chemistry course?

4:45-5:30 pm:   Concluding session, Leonard Center, Hall of Fame Room

Respondents Sarah Bunnell (University of Kansas), David Reichard (California State University-Monterey Bay), and Kathy Takayama (Brown University) on the themes heard through the day; reports from the concurrent sessions; work that has been accomplished and work that can still be done.

Dinner: on your own (we’ll provide a list of possibilities and encourage groups to form)

Sunday, October 3

Breakfast at hotel

For the day: Weyerhauser Hall, Weyerhauser Board Room and Lounge; Breakout Groups in Campus Center 204, 205, 206, 214, 215

9:00-9:45 am:   Campus teams meet

The Campus Center rooms listed above can be used by campus teams and space can be found throughout the common areas of Weyerhauser and Campus Center. If the weather is nice, teams can also meet in outdoor areas.

  • Key question: How can the work of the Collegium Group be translated into actions on our campus — new courses and course elements, new SOTL projects, new faculty development initiatives?
  • Key products: A one-page statement for sharing with the larger group about framing questions for further campus discussions, ideas about follow-up activities, plans for next steps.

9:45-10:30 am:   Campus pairs

Beloit College, Lake Forest College, and Lawrence University, Campus Center 206
Carleton College and St. Olaf College, Campus Center 215
Coe College and Cornell College, Campus Center 204
Colorado College and Luther College, Campus Center 205
Grinnell College and Macalester College, Weyerhauser Board Room
Knox College and Monmouth College, Campus Center 214

  • Key questions: what can we learn from the plans of other institutions? Are there possibilities for further collaboration with our institutions?

The respondents and facilitators will be available for consultation with campus teams in the first two morning sessions.

10:45 am-12:00 pm:  Final Session, Weyerhauser Board Room

  • Respondents: Sarah Bunnell  (University of Kansas), David Reichard (California State University-Monterey Bay), and Kathy Takayama (Brown University)
  • Facilitators: Paul Kuerbis (Colorado College), John Ottenhoff (ACM), Rachel Ragland (Lake Forest College), David Schodt (St. Olaf College), Karl Wirth (Macalester College)
  • Key questions: What have we learned about teaching and learning, about metacognition, about doing work in the scholarship of teaching and learning? What’s next for the group and for this project?

12:00 pm:  Boxed lunches available