“Change  is  gonna  do  me  good”  (Especially  when  it’s  based  on  good  prac:ce)  

David  Wicks  Associate  Professor  

SeaDle  Pacific  University  dwicks@spu.edu  

TwiDer:  drdavidwicks  Google+:  hDps://plus.google.com/+DavidWicks1    

hDps://itunes.apple.com/us/album/a-­‐change-­‐is-­‐gonna-­‐do-­‐me-­‐good/id255365734?i=255367023    

Keynote  presenta:on  George  Fox  University  Faculty  Conference  

January  10,  2014  

Why  make  changes  when…?  

…  my  classes  are  full?  …  course  evalua:ons  are  good?  

“It  s:ll  takes  one  professor  to  teach  one  class”  

hDp://www.newsweek.com/megan-­‐mcardle-­‐coming-­‐burst-­‐college-­‐bubble-­‐64671    

Richard  Vedder,  Ohio  University  economics  professor  Center  for  College  Affordability  and  Produc:vity  

Or  does  it?  

hDp://en.wikipedia.org/wiki/File:France_in_XXI_Century._School.jpg    

hDp://www.scien:ficamerican.com/ar:cle.cfm?id=how-­‐big-­‐data-­‐taking-­‐teachers-­‐out-­‐lecturing-­‐business    

Can  you  be  scared  into  making    changes  to  your  instruc:on?  

hDp://i.dailymail.co.uk/i/pix/2012/03/08/ar:cle-­‐2111901-­‐12138F69000005DC-­‐682_634x403.jpg    

Pew  Study:  The  Future  of  Higher  Educa:on  

Findings:  •  Higher  educa:on  will  be  significantly  influenced  by  a  changeover  to  new  methods  driven  by  opportunity,  cost,  and  student  and  parent  demands.  

•  Economic  reali:es  will  drive  technological  innova:on  forward  by  2020.  Yet,  that  might  create  a  class  structure  where  the  rich  get  an  immersive  in-­‐person  experience,  while  others  get  inferior  online  offerings.  

hDp://pewinternet.org/Reports/2012/Future-­‐of-­‐Higher-­‐Educa:on/Overview/Introduc:on-­‐and-­‐overview-­‐of-­‐responses.aspx    

Newsweek  2012      

•  Promo:onal  literature  for  colleges  speaks  of  student  loan  debt  as  an  “investment  in  yourself.”    

•  More  than  half  of  all  recent  graduates  are  unemployed  or  in  jobs  that  do  not  require  a  degree  

•  The  amount  of  student-­‐loan  debt  carried  has  more  than  quintupled  since  1999.    

hDp://www.newsweek.com/megan-­‐mcardle-­‐coming-­‐burst-­‐college-­‐bubble-­‐64671    

Newsweek  1976  

•  “[Middle-­‐class  parents]  are  concerned  about  soaring  costs  which  put  enormous  strain  on  all  but  the  faDest  family  budgets...  They  also  worry  whether  their  children  will  find  themselves  well  prepared  for  the  world  of  work  arer  gradua:on.”  

•  “The  sta:s:cs  that  depict  the  recent  drop  in  the  monetary  value  of  a  tradi:onal  college  educa:on  are  compelling...  By  all  es:mates,  the  rising  costs  of  college  have  been  paced  by  diminished  economic  returns  on  the  college  investment.”  

hDp://www.huffingtonpost.com/rob-­‐asghar/college-­‐degree-­‐worth_b_1913309.html    

“Going  back  to  who  I  was”  

Scare  tac:cs  don’t  work.      Help  professors  “discover”  helpful  tools  that    solve  problems  as  they  implement  change.  

Make  changes  that  improve  instruc:on,  assessment,  or  professional  produc:vity  

Seven  Principles  for  Good  Prac:ce  in  Undergraduate  Educa:on  

1.  Encourage  contact  between  students  and  faculty  

2.  Develop  reciprocity  and  coopera:on  among  students  

3.  Encourage  ac:ve  learning,  4.  Give  prompt  feedback,  5.  Emphasize  :me  on  task  6.  Communicate  high  expecta:ons  7.  Respect  diverse  talents  and  ways  of  learning  

Chickering,  A.  W.,  and  Gamson,  Z.  F.  (1987).  Seven  principles  for  good  prac:ce  in  undergraduate  educa:on.  March  1987  AAHE  Bulle2n.  

Implemen:ng  the  Seven  Principles:  Technology  as  Lever    

Chickering  and  Ehrmann  

Chickering,  A.  and  Ehrmann,  S.  (1996)    Implemen:ng  the  Seven  Principles:  Technology  as  Lever.  AAHE  Bulle:n,  October,  pp.    3-­‐6.    

Implemen:ng  the  Seven  Principles  

1.  Encourages  contact  between  students  and  faculty  

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Daniela  Geleva,  Ph.D.    Associate  Professor,  Nutri:on    

Example  “The  anima:on  was  very  helpful  and  clear.  Personally,  diagrams,  videos  and  drawings  are  tools  that  help  me  to  learn  best…  and  this  anima:on  was  a  good  example  of  that.”  -­‐  Student      “I  liked  the  video  very  much.  It  was  clear,  did  not  go  too  fast,  and  the  labels  helped  me  iden:fy  what  I  was  looking  at.  The  drawings  were  colorful  so  it  was  easy  to  see  where  everything  was  going  and  what  the  lipoproteins,  enzymes,  etc.  were  doing.  Thanks.”  -­‐  Student      The  anima:on  was  well  received  and  by  making  it  available  to  students  on  Bb,  I  feel  more  confident  that  students  have  the  tools  they  need  to  comprehend  this  por:on  of  the  material.    

   -­‐  Daniela  Geleva,  Ph.D.   15  

2.  Develops  reciprocity  &  coopera:on  among  students  

Wicks,  D.,  Ellis,  A.,  &  Lumpe,  A.  (2013).  The  Use  of  Collabora:ve  Tools  and    Student  Percep:on  of  Social  Presence.  Will  present  at  the  EdMedia  2013:    World  Conference  on  Educa:onal  Media  and  Technology,  Victoria,  BC,  Canada.  

Arthur  Ellis,  Ph.D.    Professor,  Educa:on    

Example  •  “Well,  we  were  down  to  the  wire,  but  our  team  was  able  to  band  together  and  complete  a  well-­‐wriDen,  thought  provoking  essay  for  the  fourth  phase.    Although  (Student  1),  in  all  her  travels,  had  difficulty  accessing  a  computer,  (Student  2)  and  I  were  able  to  prepare  the  structure  of  the  outline  and  rough  essay.    Then,  (Student  1)  was  able  to  weave  in  her  ideas  and  edits  when  she  was  able.    Overall,  I  feel  we  work  very  well  as  a  team.    Communica:on  is  key;  I  appreciate  that  (Student  1)  was  able  to  give  us  a  heads-­‐up  on  her  travel  plans/requirements,  so  that  (Student  2)  and  I  could  move  forward  knowing  (Student  1)  would  jump  in  when  she  was  able.”  –  Student  3  

3.  Encourages  ac:ve  learning  

Nyaradzo  Mvududu,  Ph.D.    Professor,  Educa:on    

Kim  Sawers,  Ph.D.  Associate  Professor,  Accoun:ng    Sawers,  K.,  Copeland,  R.,  Mvududu,  N.,  Seeley,  L.,  and  Wicks,  D.  (2013)    The  effects  of  ac:ve  learning  spaces  on  professors’  instruc:onal  prac:ces.  6th  Annual  Interna2onal  Symposium  for  Emerging  Technologies  for  Online  Learning.  Las  Vegas,  NV.  

hDp://www.youtube.com/watch?v=szGCwwcDc-­‐g    

4.  Gives  prompt  feedback  

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Geri  Mason,  Ph.D.    Assistant  Professor,  Economics    

Cell  phone  

20  hDp://www.youtube.com/watch?v=HxEqUl6ceHc    

5.  Emphasizing  Time  on  Task  

David  Denton,  Ed.D.  Assistant  Professor,  Educa:on  

6.  Communicates  high  expecta:ons  

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Kimberly  Segall,  Ph.D.  Associate  Professor,  English  

blog  

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the  literaliza:on  of  our  reconcilia:on  mission    

[It  is]  the  literaliza:on  of  our  reconcilia:on  mission,  that  it  is  not  over  but  you  keep  on  working  towards  it.  And  the  blog  becomes  this  collec:ve  memory  that  inspires  students  to  break  through  the  aliena:on  and  remember  together,  not  individually.  It  does  social  work.  It  is  itself  an  agent  of  reconcilia:on.  –  Kimberly  Segall,  Ph.D.  

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7.  Respects  diverse  talents  and  ways  of  learning  

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Melani  PleD,  Ph.D.    Associate  Professor    Electrical  Engineering  

Teaching  using  Connect                  

How  can  you  get  started?  

•  Know  that  you  don’t  have  address  all  seven  principles  

•  Iden:fy  a  problem  you  want  to  solve  with  your  teaching  

•  Consult  with  colleagues  and  instruc:onal  technology  staff  about  possible  solu:ons  

•  Start  small  

“Changes”  to  a  new  program  I  am  proposing  1.  Each  course  is  team-­‐taught  by  a  full-­‐

:me  SPU  professor  and  an  experienced  prac::oner  in  the  field.  

2.  The  program  uses  a  cohort  model  with  a  fall  quarter  start.  

3.  The  program  has  45  credits.  The  seven  required  courses  are  five  credit  courses.  All  elec:ves  (6)  are  one  credit  courses.  The  program  begins  with  a  one-­‐credit  orienta:on  and  ends  with  a  three-­‐credit  prac:cum.    

4.  The  six  elec:ve  courses  are  delivered  through  the  Center  for  Professional  Educa:on.  This  is  done  for  three  reasons:  1)  Maximizes  topic  and  :me  flexibility;  2)  Provides  an  alterna:ve  program  entryway;  3)  Reduces  the  overall  cost  of  the  program  for  students.    

5.  Open  access  and  free  tools  are  used  where  possible  in  the  program  

6.  The  courses  should  be  taken  sequen:ally  as  listed.    This  45  credit  program  can  be  completed  in  eight  quarters.    

7.  The  courses  are  delivered  asynchronously  using  a  project-­‐based  learning  model  with  weekly  synchronous  interac:ons  between  instructors  and  students.    

8.  A  strong  emphasis  is  placed  on  using  only  open  educa:onal  resources  (OERs)  for  course  content.    

9.  A  prac:cum  where  students  get  prac:cal,  on-­‐the-­‐job  experience,  applying  what  they  have  learned  in  the  program  with  real  teachers,  learners  and  administrators.    

10.  This  is  a  digital  program.  The  use  of  paper  should  be  kept  to  a  minimum.    

Comments  or  Ques:ons?  

David  Wicks,  EdD  Associate  Professor  School  of  Educa:on  

SeaDle  Pacific  University  dwicks@spu.edu  hDp://spu.edu/soe    hDp://davidwicks.org    

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