CTL's 2015 Fall Film Night will feature Most Likely to Succeed.
Following the screening, a panel of researchers will consider the film's portrayal of the American system of education and respond to questions from the audience. Details
It seems as though every external higher education constituency is calling for more and better student success. Typically, this has translated to the lowest common denominator, i.e. enrollment and completion with little attention to quality of the learning. However, in the face of growing evidence that employers are concerned about learning proficiency, there is also growing evidence that engaging our students in high impact, highly effective learning enhances proficiency. This session will provide research and case studies supporting how High Impact Practices influence student success. Attendees will learn how universities are adopting these practices to increase higher order learning. Details
Many new and innovative ideas to enhance student learning continue to emerge across higher education. The challenge lies in transforming good ideas into good practice. During this workshop, attendees will work together to design action steps to accomplish the desired learning from planned experiential, high impact practices. Through a logic model, backward design approach, attendees will develop actionable steps that include pedagogical best practice coupled with the individuals and offices charged with supporting such experiential activities. Details
The principle behind this workshop is to work smart, not work hard (though there is plenty of that too!). Make the most of your research endeavors for maximum productivity by adapting Dr. Green’s suggestions. Details
Biology education researchers have documented persistent scientifically inaccurate ideas, often termed misconceptions, among biology students. Additionally, cognitive psychologists have described intuitive conceptual systems – teleological, essentialist, and anthropocentric thinking – that humans use to reason about biology. We have hypothesized that seemingly unrelated biological misconceptions may have common origins in these intuitive ways of knowing. Research results have revealed the presence of both misconceptions and construal-based reasoning among both undergraduate Biology Majors and Non-Biology Majors. Strikingly, the frequency of construal-based reasoning predicted misconception agreement more strongly among Biology Majors than Non-Biology Majors. These findings support the hypothesis that biological misconceptions may indeed have origins in intuitive ways of knowing. Moreover, they raise the intriguing possibility that university-level biology education may reify construal-based thinking and related misconceptions. Details