PLENARY SESSION I

Louise Hainline, Dean for Research & Graduate Studies – Brooklyn College

Pedagogies of Engagement

Karl Smith, Morse-Alumni Distinguished Teaching Professor of Civil Engineering, Institute of Technology-University of Minnesota

At-the-table exercise
Design posters for reception

PLENARY SESSION II

Remarks from MnSCU

Linda Baer, Sr. Vice Chancellor for Academic and Student Affairs-Minnesota State Colleges and Universities

Dialogue on Cooperative Learning & JiTT

Andrew Gavrin, Associate Professor of Physics–Indiana University – Purdue University at Indianapolis
Karl Smith, Morse-Alumni Distinguished Teaching Professor of Civil Engineering, Institute of Technology-University of Minnesota

Karl Smith (cooperative learning) and Andrew Gavrin (JiTT) will discuss the similarities and contrasts in their pedagogical approaches, including those relating to how they got involved with, how they are assessing new approaches……

PLENARY SESSION III
An introduction to cooperative learning

Karl Smith, Morse-Alumni Distinguished Teaching Professor of Civil Engineering, Institute of Technology-University of Minnesota

PLENARY SESSION IV
An introduction to JiTT

Andrew Gavrin, Associate Professor of Physics–Indiana University – Purdue University at Indianapolis

BREAKOUT SESSION I

• Cooperative learning
• JiTT
• Administrative

BREAKOUT SESSION II

• Cooperative learning
• JiTT
• Administrative

LUNCH & INDUSTRY SPEAKER
Teams sit together.

PLENARY SESSION V
Project Update: SERC, PKAL National Meeting on Pedagogies

PLENARY VI & AT-THE-TABLE DISCUSSIONS
Why change is not the question; The question is how to change?

Participants at the 1st MnSCU/PKAL workshop (Southwest Minnesota State University) identified the question of “how to change?” as one most worthy of continuing exploration within the group of collaborating partners. Answers to this question (taken from a PKAL 2005 Roundtable) include approaches such as:

• “I have found in my experience that when we turn the conversation from “Which pedagogy is most effective?” to “what are my learning goals for my students (for our students) and which pedagogies are proving to be most effective in serving those goals” my community is more likely to be open to new approaches. Just as we know lecturing at students is a good way to transmit lots of information without engaging students, so I see that when we sit down to talk about learning goals and to approach the process using the insights from pedagogies of engagement, then we get more accomplished that merely delivering information.
• “My colleagues need convincing data that the ‘old school’ pedagogies that worked for them are failing to strengthen and support robust STEM learning by 21st century students.
• “What is evident from my experience is the critical need for an institutional culture in which faculty giving time and effort to become familiar with research on learning, if and when student learning goals are to become a driver for institutional transformation.

This plenary will be an opportunity to share experiences about “what works” in enlisting sustained faculty commitment to institutional transformation—even as it proceeds step-by-step over an extended period.