Focus On Student Learning (FOSL) Series

Each semester, the Center for Teaching & Learning hosts monthly discussions highlighting different aspects of student learning. This spring, FOSL tackled the following topics—thanks to all participants and attendees for making these sessions successful and always helpful:

FEBRUARY: Creating Capstone Courses:

Faculty and chairs from several departments discussed the benefits of offering a capstone course as students approach the completion of their major and how such courses enhance that major regardless of subject. Professors Scott Beard, Gordon DeMeritt, Rhonda Smith, Tim Nixon & Kathleen Reid led the sessions and encouraged attendees to consider implementing such courses in their own disciplines.

Dr. Beard stressed that capstone courses (also called “senior seminars” by some departments) are very relevant and provide a stepping stone for students preparing for post-graduate work, as well as a useful assessment tool for departments. One strength of capstone courses is that departments can adjust the requirements and approach to suit their specific needs and desired outcomes. Internships, oral presentations, thesis papers, assessment tests and group projects were just a few of the examples of potential capstone project formats. Students benefit from such a course as it requires them to unite concepts they’ve studied across disciplines and semesters in a culminating experience that asks them to reflect on the relevance and real-world utility to a concept.

MARCH: Lesson Plans for Every Learning Style:

In March,  we focused on a topic relevant to all students and a challenge faced by most faculty – creating lesson plans for every learning style. This is an important concept because learning styles equate to work styles in the real world. Michelle Baker and John Sheridan shared lesson plans they developed for students in the provisional PHIL 199 course (both taught sections of the course this past fall semester). Baker developed a PowerPoint presentation on Learning Styles for her students in this course, which may also be useful to any faculty considering such an approach to lesson planning. Several survey tools are available for determining learning style, including the VARK qustionnaire, and this one available on the NCSU website. Becky Mercado shared a learning preferences quiz which she gives to her EDUC students on the first day of class. She uses the information collected to determine whether group work projects may be beneficial, how she can most effectively present material in class, and how assignments should be submitted to her (electronically vs. hardcopy, etc). She has found that offering small choices to students based on their stated learning style preferences can show that you value them as learners and care about their success.

APRIL: New Technology Showcase:

Campus Instructional Technologist, Lauryl Lewis and Communications professor, Monica Larson led the April FOSL highlighting a variety of technological tools available to faculty and students in the classroom. Clickers, airliners and the Sakai Learning Management System (LMS) were the main tech tools discussed. Larson, a self-proclaimed “tech-nerd”, demonstrated some of the snazzier applications she has found useful when using Sakai with students. Wiki’s, polls, video sharing, and audio capabilities are a few of the tools used by students in Larson’s Game Design and Graphic Novel courses. Lewis encouraged attendees to stay tuned for new resources soon to be available across campus, including Mini-Macs and podcasting.