3.+Engaging+and+Motivating+Students

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From Dr. Guy Martin (Social Sciences)

Concurrent Session VI.95: //General Education Transformed: Launching Liberal Learning Seminars at WSSU// (February 5, 10:00-11:15 a.m.) Five WSSU faculty members (including myself) acted as co-panelists for this session.

By way of introduction, Jo Ann Coco-Ripp (Human Performance) and Donna Wiggins (Fine Arts) explained the concept of “Liberal Learning Seminar” (LLS) as it was introduced in Fall 2010 at WSSU, namely a multi-disciplinary freshman seminar focusing on any topical issue and meant to provide students with specific skills—such as writing, critical reading, critical thinking and information literacy-- rather than content-based knowledge. Frederick Roundtree (English) presented his LLS on Pop Culture. After viewing the film The Devil Wears Prada, students were asked to create and develop a pop culture magazine, which proved both challenging and rewarding. Mueni wa Muiu and Guy Martin (Social Sciences) presented their LLS on War as high-impact learning including many films, theatre (Black Watch) and participation in the Model U.N. Conference. In conclusion, I talked about some of the challenges faced by the LLS, including faculty resistance to a new way of teaching, the difficulty of structuring and organizing a high-impact learning seminar, as well as the need for administrative support and financial and technical resources.

In concurrent session VII.102, Joseph Ross (NC A & T University) examines assessment data from four sections of a large freshman course from Spring 2010 to explain the concept of //team-based learning// and to show how it can motivate students, both inside and outside of the classroom.

In concurrent session IX.126, Louis Schmier (Valdosta State University) and Tamara Rosier (Kuyper College) used the concept of “//social intelligence//” to show how social connection drives moods, action and learning. Their argued--and demonstrated through in-session exercises--that only those teachers who know what a student is feeling and can act effectively based on that, can manage the emotional and social dynamics in the classroom so critical to deep and lasting learning.

From Dr. Mueni W. Muiu (Social sciences)

The session '//Making Connection: Conversations that engage and motivate students//' by Pamela A. James was a revealing one for me. the presenter spoke about engaging students as 'the act of being in Gear'. She linked positive behavior to a good learning moment: students are engaged both emotionally and cognitively. The instructor must also be flexible, responsive-speak to the students-encourage them to speak about their goals.Once students are involved there is a sense of belonging-an excitement to learn. I will apply this method to my teaching.

The other session that I attended was '//Mind the Gap! The mismatch of Expectations between Faculty and Students//" Jane Harria and Bill Johnson. This was a very exciting session. The presenters noted how students come from diverse backgrounds/multiple responsibilities. It was important for faculty to respond promptly to student concerns, to be aware of the student as well as to engage the student. Once faculty listen, the student becomes aware that there is a person who cares-caring=positive learning attitude. The question was asked: what makes a good teacher? The responses were very well prepared, sense of humor, listens, passionate and cares. As a result of this session, I will pay more attention to my students.

//'What makes a Great teacher? )or what makes a Teacher Great?// by Scott Simkins was somehow similar to the "Mind the Gap' one in the sense that it raised the issue of how we know a great teacher. On top of the list was a person who cares, is passionate, self motivated, communicates clearly and in a timely manner with students, creates opportunities for active learning. "Get out of the Way: Your Students are Trying to Learn" by Brian Mooney was also a good session. I learned to ask students about books that we might use in class. I also realized that the classroom can even be more exciting if I listen to the questions that students raise. I was already using multiple methods to teach in my courses but I will engage students more actively as a result of this session. When students raise concerns, I adress them immediately so that they are not frustrated since stress comes in the way of learning.

I attended many other sessions but these were the most exciting ones for me. Overall I learned a lot during the conference. My deepest appreciation to CETL staff for organizing the funding. I look forward to future sessions.