Posts by kingcath | Today at ��ϲ�� | ��ϲ��

Katie King and Peter Felten edit a special issue of the Journal of Faculty Development

kingcath — Thu, 18 Oct 2012 13:53:00 +0000

The threshold concepts framework (Meyer & Land, 2003) helps educators focus on essential aspects of disciplinary knowledge. Threshold concepts are, by definition, challenging to learn. When a threshold concept is mastered, however, other significant disciplinary learning follows. This kind of knowledge is akin to a portal or doorway; once a learner has crossed the threshold, she is able to see and learn significant new things. Without crossing the threshold, that new learning is impossible.

Considering higher education pedagogy as a discipline, the special issue (26:3, September 2012) invited contributions from scholars focused on variations in learners, scholarly teaching, teaching with technology, teaching with community members in service learning, and listening to student voices as threshold concepts in faculty development. Jan Meyer, one of the originators of the threshold concepts framework and a professor at the University of Queensland (Australia), wrote the first article in this issue. Jessie Moore, associate professor of English at ��ϲ��, contributed an article on teaching for transfer, drawing on her work as a researcher and director of an international group of 40 scholars participating in the three-year ��ϲ�� Research Seminar on Critical Transitions: Writing and the Question of Transfer.

http://store.newforums.com/Threshold-Concepts-in-Educational-Development-JFD263.htm
http://www.elon.edu/e-web/academics/teaching/ers/writing_transfer/default.xhtml

Participate in a study, earn a gift card!

kingcath — Wed, 26 Oct 2011 17:28:00 +0000

$5 gift card for participating in research study
If you are an undergraduate student at ��ϲ�� we
invite you to participate in a study of Psychosocial Development and Well-being.
Participation involves completing surveys for approximately 30 minutes.
Go to http://elon.sona-systems.com to create a user account (chose NOT-IN-A-PSY COURSE) and sign up for a time!

Thank you

Fall Teaching and Learning Grants Awarded

kingcath — Thu, 04 Nov 2010 12:23:00 +0000

Many thanks to the Grant Review Committee: Ayesha Delpish, Paula DiBiasio, Joshua Kapfer, Michele Kleckner, Jessie Moore, Michael Terribilini.

Natalie Hart – Performing Arts, ��ϲ�� College of Arts & Sciences
Scenic Painting Professional Materials, $2,000

Derek Lackaff – School of Communications – Massively Multiplayer Online Learning Platform, $1184

Mark Kurt & Tina Das, Economics, Love School of Business
Euromed: Melting Pot or Frying Pan, $4,000

Hallie Hogan – Music, ��ϲ�� College of Arts & Sciences
Developing a Semi-Professional Opera Workshop, $3,000

Nina Namaste, Victoria Tillson, David Neville – Department of Foreign Languages, ��ϲ�� College of Arts & Sciences, Wide-Angle Learning: Streaming Media for Second Language and Culture Acquisition, $4,575

Polly Cornelius – Music, ��ϲ�� College of Arts & Sciences, Collaborative Music Symposium with Dr. Arlene Shrut, $2,050

Karl Green – Performing Arts, ��ϲ�� College of Arts & Sciences, Dress Forms for New Draping Course, $3,900

Judy Esposito & Phil Miller – Human Service Studies, ��ϲ�� College of Arts & Sciences
The Virtual Client: A Computer-based Counselor-client Interactive Program, $400

Alan Russell – Mathematics, ��ϲ�� College of Arts & Sciences
Creativity as a Teachable Theme, $3,200

Katie King, Megan Isaac publish article

kingcath — Wed, 12 May 2010 15:21:00 +0000

Co-authored with colleagues from Wabash and Goshen Colleges in Indiana, the article describes the benefits of working with college faculty and high school teachers on classroom research projects.

Katie King presents at SoTL conference

kingcath — Thu, 12 Mar 2009 12:27:00 +0000

Katie King, associate professor of psychology and associate director of the Center for the Advancement of Teaching and Learning, gave an invited presentation: Why create a community of inquiry with High School Teachers and College Faculty? at the 3rd National Conference on Innovations in the Scholarship of Teaching and Learning at Liberal Arts Colleges, hosted by Wabash College on March 7, 2009.

Faculty present at International Scholarship of Teaching Conference

kingcath — Fri, 24 Oct 2008 12:12:00 +0000

��ϲ�� faculty presented research Oct. 16-19, 2008, at the International Society for the Scholarship of Teaching and Learning Conference (ISSOTL) in Edmonton, Alberta, Canada.

Jessie Moore

Building a Community of Practice Around First Year Writing

Alexa Darby and Mary Knight-McKenna, co-authored with former student Chelsea Price
A Case Study of an Undergraduate Student’s Involvement in SoTL

Catherine King, co-authored with Peter Felten, Ben McFadyen and Kim Pyne
Investigating Common Problems of Practice: Connecting High School and University Faculty through SoTL

Anthony Crider and Megan Squire
Science Education within the Virtual World of Second Life

Megan Squire and Anthony Crider, co-authored with Peter Felten
Assessment of Student Learning in Reacting to the Past Role-Playing Games

King & Fromson have conference presentation accepted

kingcath — Thu, 22 Feb 2007 21:04:00 +0000

Katie King and Paul Fromson, associate professors of psychology, have had their proposal accepted for presentation at the Eastern Teaching of Psychology Conference, hosted by James Madison University, June 29-30. Their work is titled: “Tedious, challenging, and thoroughly enjoyable: The value of self-assessment of student learning outcomes in a senior capstone course.”

In their paper, King and Fromson discuss an assessment strategy used in their Senior Seminar classes as part of the department’s overall assessment efforts. The strategy has not only yielded information about students’ sense of mastery of content and skills in the major, but has also opened a process of self-reflection and discussion among senior Psychology majors as they assess what they have gained from their coursework and where they still need to grow as they face the transition from college to their lives as young adults. Further ways of inviting students into the assessment process are encouraged.

King to provide Even Start workshops

kingcath — Fri, 25 Feb 2005 20:15:00 +0000

Catherine King, associate professor of psychology, has been asked to provide a series of workshops for the National Even Start Association. The workshop, Research to Practice: Selecting Early Childhood Curriculum, will be held in Austin in March, in Boston in April and in San Francisco in May.

Problem-Based Learning Workshops – Nov. 21

kingcath — Mon, 24 Nov 2003 13:23:00 +0000

I if you would like to learn more about the practical implementation of this instructional strategy, please attend one or both of the follow-up sessions scheduled for Friday, November 21st. Both sessions will be led by Judith Howard, Associate Professor of Education, and Tim Peeples, Assistant Professor of Professional Writing and Rhetoric.

Introduction to Problem Based Learning

Friday November 21, 12:30 – 2 p.m.

McEwen213

A repeat of the September workshops, this session will provide an introduction to the concept of Problem Based Learning (PBL) and the distinctions among PBL, project learning, and the use of case studies. We will also discuss opportunities for support ($250) for experimentation with PBL in your teaching.

Advanced Problem Based Learning

Friday November 21, 2:45-4:30 p.m.

McEwen213

This workshop will be a consideration of practical issues such as day to day planning and assessment. You will learn from those with experience what works and what doesn’t in a PBL classroom. We will also discuss opportunities for support ($250) for experimentation with PBL in your teaching.

Refreshments will be provided. Please RSVP to Edie Alexander (alexande@elon.edu or x5652) so we know how many folks to expect for each workshop.

Creative Teaching and the Fourth Hour Conference – 4/18

kingcath — Mon, 21 Apr 2003 12:33:00 +0000

Challenging Students, Challenging Ourselves: Creative Teaching and the 4th Hour

Friday April 18th

2:30-5 pm

Moseley 215

From 2:30 to 3:30 individual faculty presenters will be available to discuss their projects.

From 3:30 to 5:00 a lively panel discussion will focus on the ways that both students and faculty can benefit from the creative use of the 4th Hour and the challenges that remain.

Refreshments will be served.

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