Posted on 1 Comment on Engagement

Engagement

by Rick Upchurch
Asst. V.P. Adult Studies

Admissions & Student Services for Belhaven Adult Studies is working through a book:  The Trust Edge, by David Horsager.  I thought this would be a great opportunity for me to read this book as well, so I bought the book and at this point have finished about a third.

Here are four things I’ve learned/been reminded of in the first third of this book along with an application for the classroom – either the physical classroom or online:

  1. “You are trusted to the degree that people believe in your ability, your consistency, your integrity, and your commitment to deliver.” (p.9)  As you read through this list it is obvious that these things don’t happen immediately.  They are developed over time and in relationship.  Teaching application: Your relationship with your students and their perception of “your ability, your consistency, your integrity, and your commitment to deliver” will build trust or erode it.  Building trust will result in greater student engagement as they discover you are worth trusting.
  2. “People do small, even menial tasks differently when they catch a great vision.  If you are a leader in your organization, share your vision consistently.  If you are not sharing your vision at least every thirty days, your team doesn’t know it. A clear vision inspires, unifies and gives powerful focus.” (p. 50)  While this is written toward an organization I can see clear application for the adult classroom.  Teaching application: A major point of adult learning theory has to do with sharing the relevancy of the subject with the students; not just why it is important, but what the cost could be in NOT knowing the information.  So, for the classroom, sharing vision should equate to making sure there is a clear connection of relevancy every week.  When you do this engagement increases.
  3. “Expect and even appreciate conflict.  The old notion rings true: if we are all exactly the same, we are not all needed. Conflict can be a source of growth, creativity, and, in the end, greater unity.” (p.64)  I know many Instructors will go to almost any lengths to avoid even the hint of conflict in the classroom.  This might seem desirable, and certainly is easier, but avoiding conflict doesn’t foster learning and engagement at the higher levels.  Teaching application: Engaged adult learners will challenge the Instructor from time to time.  This is because what you are teaching seems to run crosswise to their experience.  If you squash this freedom to raise these challenges, you will effectively reduce or eliminate engagement.  If, on the other hand, you encourage students to respond, use the challenges to gather information, attempt to understand where the challenge is coming from, and respond with empathy, engagement will blossom.
  4. “No matter what your profession is, challenge yourself to start thinking like the customer, patient, client, congregation member, or student.  Think of these people’s needs and challenges.  Care about them. Give them a great experience.  Make them feel valued.” (p.74) Teaching application:  Adults respond better and are more engaged when they feel respected and valued.  The role of the Instructor in creating this kind of environment cannot be overstated.  In fact, the best Instructors will go beyond this to taking personal responsibility for doing everything they can to “give them a great experience.”

I’m definitely enjoying the book and will share some more thoughts as I get deeper into it.  May God richly bless and guide your day!

Rick

Posted on 1 Comment on EQ in the Adult Learner Classroom

EQ in the Adult Learner Classroom

Dr. Paul Criss
Dean of Faculty – Memphis and DeSoto

We have all been there. We have had experiences where we felt that someone truly understood where we were coming from and we have also experienced the opposite. The ability to gauge our own and others’ emotional state is called Emotional Intelligence (EQ) and what we do with that understanding can invigorate the adult learner classroom. Most of what follows is a synopsis and application of Goleman, Boyatis, and McKee’s Primal Leadership: Unleashing the Power of Emotional Intelligence (Harvard Business Review, 2013) to adult higher education and was presented at the 2015 Christian Adult Higher Education Association Conference with co-presenter Don Jones, Ed.S.

Instructors have the ability to set the emotional thermostat in their classrooms. Faculty with empathy can allow for supportive emotional connections to emerge within their classes. In Primal Leadership, the authors state: “When leaders drive emotions positively…they bring about everyone’s best.” They call this resonance. When negative emotions are driven, they create dissonance. Negative emotions and moods within a classroom can disrupt work and distract from the task of learning. God designed our brains in such a way to support the “flight or fight” tendency and this may affect classroom performance. Everything our body experiences goes through the first part of the brain at the top of the stem called the amygdala, and you guessed it, the amygdala controls our emotional fight or flight response. If this is triggered, faculty and students alike may have their emotions hijacked. It is likely that we have all experienced a time when we were criticized by an adult learner for upholding a policy or demonstrating a particular instructional style and we had to say a quick prayer for God to give us patience or guard our tongue in how respond to such criticism. We were, with God’s help, resisting this emotional hijacking.

So, how do we adjust the emotional climate of our classroom? Interestingly, emotions, both healthy and unhealthy, are contagious. For example, we have all heard the customer service adage of “service with a smile,” but actually a smile can begin to change the climate. Laughter is addictive and good for everyone – “A cheerful heart is good medicine, but a crushed spirit dries up the bones” (Proverbs 17:22 New Living Translation).

It is a very small leap from what the authors of Primal Leadership discovered about business to what can be applied in the adult learner classroom. For example, for every one percent we increase our service to our students, we could see a two percent increase in their performance (p. 15). This could be evidenced in how we share our expectations of students at the beginning of a course, explaining how we will grade, and how quickly we respond with feedback to our students. Students could respond by exceeding our expectations, targeting specific competencies, and adjusting their performance by our guidance. I know that these kinds of responses would be well received by all of us. The climate – how students feel about studying at a university – may account for twenty to thirty percent of their academic performance (p. 17) and fifty to seventy percent of how students may perceive the university’s climate can be traced to the actions of one person: their instructor (p. 18).

Our daughter, two-year-old Sophia, likes to go into large rooms, project a tone, and see if it echoes. Each room has a certain tone that echoes more than others – the resonating tone; each class has its own resonating tone, as well. In teaching vocal lessons, I learned early on the importance of resonance in amplifying both sweet and sour tones. Sound Engineers use sound equalization, ironically “EQ,” to produce the most amplification while at the same time diminishing feedback. What tones are we projecting that are being amplified to our students? How can we adjust our own and our classroom’s emotional frequency to create the best learning environment for adults?

First we need to understand how not to do it. We must avoid becoming dissonant instructors or dementors.  In the Harry Potter novels, J.K. Rowling describes dementors as those who “drain peace, hope, and happiness out of the air around them.” Now, I realize that no instructor would describe themselves in this way, but perhaps a student has perceived us this way. The authors of Primal Leadership describe dissonant leadership as those who “don’t hold true to professed values; lack empathy; this insincerity leads to cynicism and distrust” (p. 23). The best cure for this atmosphere is not only personal, but also corporate, repentance, confession, and forgiveness.

Sometimes this dissonance happens accidentally. For the trekkies out there, have you ever wondered why Kirk is the captain? Kirk brings emotional intelligence to bear on the highly logical Spock and the highly emotional McCoy, creating a balance that is needed. In academia there is a tendency to value IQ over EQ, therefore, emotional intelligence is stifled creating the disparity (“too many spocks and not enough kirkians”). We need to begin to model emotional intelligence ourselves and compel it from our students. Our primary focus, after all, is to be holistic in our educational endeavors – “Love the Lord your God with all your heart, and with all your soul and with all your strength and with all your mind; and love your neighbor as yourself” (Luke 11:42 New International Version.) Albert Einstein said, “We should take care not to make the intellect our god. It has, of course, powerful muscles, but no personality. It cannot lead, it can only serve.”

In Primal Leadership the authors suggest there are various styles of leadership that employ emotional intelligence (p. 55). Two are considered dissonant styles because they are often perceived negatively due to poor execution or overuse. The commanding style may sooth students’ fears in an emergency by providing clear direction and may be used sparingly in a crisis or to deal with problem students. The pacesetting style assists in meeting challenging goals, for example in capstone courses, and may be used judiciously to get high results from competent students.

The authors present four resonant styles that consistently produce positive feedback and are particular productive with the adult learner. The first, the visionary style, moves students toward the shared objectives of the course. This style conveys the importance of the course’s objectives and how achieving these competencies can make a difference in their professional life. The second, the coaching style, connects goals of the particular student with the objectives of the course. This style helps students improve performance and competency by building their personal capabilities. The third, the affiliative style, connects students to other students through community. This style can help heal rifts within a team and motivate students during stressful times within the course. Creating community within the classroom will be discussed in more detail in a future article. The final resonant style, the democratic style, value’s student input and fosters commitment through participation. This style is often utilized during roundtable discussions on topics within the course and not only builds consensus, but allows the expertise of each adult learner to come to the fore and produces exponential learning within the learning environment. As we understand and practice these various styles, we begin to understand the value of emotional intelligence to the adult learner classroom.

Authors Bradbury and Greaves, in Emotional Intelligence 2.0 (TalentSmart, 2009), recommend a matrix to increase personal emotional intelligence. It begins with self- awareness: how aware of our own emotions are we? Emotional self-awareness helps provide accurate self-management and authentic self-confidence. Second, self-management is how one manages his or her own emotions. It determines our transparency, adaptability, and levels of optimism. Third, social awareness is how well we interpret the emotions of others, in this case our students. It determines our organizational awareness, commitment to service, and levels of empathy. Finally, relational management is how well we handle interactions with our class. It assists in creating inspirational instruction, influence, development of our students, managing conflict, and fostering teamwork and collaboration. These authors also recommend the following for developing emotional intelligence within the parameters of this matrix:

Self Awareness

  • Focus on you – the only person you can change.
  • Get to know yourself under stress.
  • Know who and what pushes your buttons.
  • Stop and ask yourself why you do the things you do.

Self Management

  • Count to Ten.
  • Pray for patience or ask the Holy Spirit to guard your reactions.
  • Learn a valuable lesson from everyone you encounter.
  • Smile and laugh more.

Social Awareness

  • Practice the art of listening and observing.
  • Step into your students’ shoes.
  • Catch the mood of the classroom.
  • Greet students by name.

Relationship Management

  • Little things mean a lot; when you care show it.
  • Explain your decisions, don’t just make them.
  • Make your feedback direct and constructive.
  • Be accessible; have an open door policy to build trust.

Jesus was an emotionally intelligent leader. This is indicated several times as He gauged others’ emotional state – “Jesus would not entrust himself to them, for he knew all people” (John 2:24 New International Version) and He declared himself to be the one “who searches hearts and minds” (Revelation 2:23). Christ acknowledges the worst in humanity, but, in spite of this, He brings out the best by giving of Himself. If we simply observe the team He inspired, we can see how they changed the world. As instructors of adult learners, we are called to do the same.

Posted on No Comments on Dean’s Panel Discussion on Faculty

Dean’s Panel Discussion on Faculty

Last week the distance campus Dean’s met for their annual Summit.  This is an important meeting which allows for sharing of information and formulation of strategy for the coming year.  One of the highlights of the Summit this year was the inclusion of a live webinar broadcast from the Summit in which the Deans all participated in a discussion focused around their role in working with faculty.  The questions asked included:

  1. What would you describe as the central characteristics of the Ideal Instructor?
  2. What are the top challenges you face in working with or scheduling faculty?
  3. When you visit a classroom for a faculty observation what are some of the best and worst things you have seen? (no names, please)
  4. With our emphasis on holding students the full scheduled class period, what are some specific activities faculty can use other than lecturing or group discussion during that final hour?
  5. What are some ways that you could recommend to generate student engagement both within the classroom and outside of it?

There were some other questions asked, as well as some audience participation.   The bottom line: Our faculty are AMAZING!!!   Great things are happening in the classroom and in the lives of our students because of your service and dedication.  We can’t thank you enough for all you do.

Overall it was a great discussion and I hope you will take the time to view it at this LINK.

Blessings,

Posted on 1 Comment on The Q Continuum of Adult Learning

The Q Continuum of Adult Learning

by:  Dr. Paul Criss
Dean of Faculty – Memphis and DeSoto

It is not a new word, but it is a word that is taking on new permutations. It is the word quotient. It has been used for measuring levels of intelligence or, actually, the intellectual potential of individuals. Recently, the word “quotient” has been used to describe several facets of learning that adult learners need to experience. This learning is described and best experienced in an ongoing fashion; thus, the use of continuum and the faculty member can be a facilitator of the student’s continual process of learning. What are these facets of learning?

The first Q is Intelligence Quotient. It is about developing each adult student’s intellectual potential and skill capacity. It is measured through performance. It is ongoing development and is inclusive of many concepts in education…everything from learning styles and multiple intelligences to academic language and quantitative reasoning. We likely focus on this the most in academia, especially within the various disciplines; therefore, it needs the least explanation. The other three Qs, however, may need further explanation: Emotional Intelligence, Cultural Intelligence, and Ethical Servant Leadership Intelligence.

Capture

Emotional Intelligence (EQ) is the ability to gauge our own and others’ emotional state and what we do with that understanding. I want to discuss this in depth in the next article EQ in the Adult Learner Classroom. Cultural Intelligence (CQ), much like EQ, is the ability to gauge cultural distinctiveness in ourselves and others and also considers what we do with that understanding.  Those who discuss CQ start with an individual’s CQ drive – the motivation to learn about one’s own culture and to engage in another’s cultural distinctiveness. CQ knowledge includes one’s knowledge about and experience with another culture. Some of my cultural distinctiveness comes from my Greek heritage. I jokingly tell my students if they want some insight into my childhood and the culture in which I grew up, they should watch My Big Fat Greek Wedding. CQ strategy includes the plans one can make to intentionally learn about or become immersed in a specific culture. Everyone comes from a specific culture and sometimes a different culture is right next door. CQ action describes putting the plans into practice – what is a person willing to do garner these experiences and this knowledge.

Cultural Intelligence can help us learn about others, overcome language barriers, and accelerate conflict resolution. It also assists in emerging from a “my way” attitude to an “our way” attitude in accomplishing goals. In the adult learner classroom this begins with simply learning about the person sitting next to you and can evolve into learning about the people around the world through courses such as international business to international immersion experiences. David Livermore states in his book Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World, “Rather than CQ conflicting with Christianity or being merely a reflection of politically correct agendas, CQ is most at home in Christianity. The commitment to express and communicate love in ways the other can understand is one of the distinctions of our faith compared to many other religions.” As those called to be agents of cultural transformation, we should be leading the way in cultural understanding.

The Bible tells us that Jesus was full of “grace and truth” (John 1:14b New International  Version) and that He “grew in wisdom and stature, in favor with God and men” (Luke 2:52). That is the goal of  true Christian higher education – the goal for every member of the faculty and every student under the institution’s care. Ethical Servant Leadership Intelligence (ESLQ) is the ability to lead others by serving with integrity within the highest ethical realm defined by the Christian Worldview. The phrase “servant leadership” was “coined” by Robert K. Greenleaf in an essay he wrote in 1970 called The Servant as Leader; in the essay he said, “The servant-leader is servant first…It beings with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead…care taken by the servant – first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” The adult learner classroom focuses on the growth of students in servant-leadership by sharing leadership through roundtable dialogue, putting the needs of the student above the needs of the faculty member (without compromising personal conscience or institutional faithfulness and policy), and assisting students in developing the highest performance possible. Of course, we know that the originator and exemplar of true servant-leadership is the one who said, “the Son of Man did not come to be served, but to serve” (Matthew 20:28; Mark 10:45) and He continues to calls us to sacrificial service through our calling in academia.

Overall the Q Continuum is about providing a holistic educational experience that not only addresses intellectual development, but emotional, social, ethical, and spiritual development as well. I believe this kind of development is what the Apostle Paul referred when he states, “Therefore, I urge you, brothers and sisters, in view of God’s mercy, to offer your bodies as living sacrifices, holy and pleasing to God—this is your spiritual act of worship. Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” So it seems that the physical is based on the spiritual; what we do with our hands, is based on what is in our heart and head; our actions are based on our beliefs. By renewing our mind with God’s Word, literally God’s perspective, not only can we change our actions, but we can discern what is truly “good, pleasing, and perfect” and, in doing so, influence others. Surprisingly, the Q Continuum is very biblical and practical; it is actually what those who will employ our students desire in their employees. The Association of American Colleges has stated, “Ninety-one percent of employers say it is important that those they hire demonstrate ethical judgment, integrity, intercultural skills, and the capacity for continued new learning.” Imagine that!

Posted on 3 Comments on Getting the Basics Right

Getting the Basics Right

Whether you are mastering a musical instrument, a physical sport, or an academic discipline, you will need a solid knowledge of the basics.  So, you practice the scales, or the physical drills, or rehearse the steps appropriate to your academic discipline.  These activities build muscle memory and set the foundation for sustained success.  They are the difference between a “one-hit” wonder and a long and fruitful career.

Here are some basics that I’d like to remind you of as we begin 2016 and encourage you to “practice.”  I’ve adapted these from a white paper written by Richard Harris titled: “Helpful Ways to Start Your Course Right.”

  1. Contact your students by email a week ahead of the first course.   Canvas makes this easy, but however you do it, it sets the stage for student engagement and positive interaction.
  2. Read the module thoroughly before the first class.  This should be a “no brainer” but surprisingly some Instructors only concentrate on one week at a time without getting the big picture.
  3. Arrive to class early, make sure the classroom is arranged appropriately to your needs, AND that the technology is working appropriately.  Do you need a marker for the whiteboard?  Need handouts printed?
  4. Begin class by praying with and FOR your students.  This really does set a demarcation between their active day and the time they spend in class and sets the tone for the class.
  5. Be clear on your expectations for writing, use of personal technology, late papers, etc.  Make your rules fair and unambiguous and THEN ENFORCE THEM.
  6. Learn your student’s names.  This is not optional and probably one of the most important activities which will occur the first class session.
  7. Teach the full lesson, staying the full time.  Vary your teaching methods, but NEVER walk into class without a clear plan for what you want your students to learn that evening. Remember the Collaborative Learning Strategy from the Faculty Orientation.
  8. Treat your students with respect.  Exemplify the motto of the school: to serve, not to be served.
  9. Give some time in class for students to practice some aspect of what is being discussed, this reinforces learning and retention.
  10. At the end of class, have student write out one question they had from the evening’s discussion that needed further explanation, and one thing which they learned.
Posted on No Comments on Teaching for Success: Making sure your students see the big picture amidst the “trees”!

Teaching for Success: Making sure your students see the big picture amidst the “trees”!

by Dr. Larry Ruddell
Dean, Belhaven-Houston

Modern education too often focuses on particular facts and doesn’t show how those facts integrate. The normal text book is often written this way. For example, in Organizational Behavior, various theories of motivation are covered (i.e. Maslow, Herzberg and others) with no real analysis of which is better or which is true. It’s like ordering a steak at a fine restaurant and they serve you a raw piece of meat on a plate … ugh! We need to help students analyze material from a Christian worldview to see how information fits. In other words, we need to cook the steak to perfection and serve it attractively so it is pleasing and edible!

Genesis 1:26-28 reminds us that we have a purpose in all that we do; to take care of God’s creation and use it well. So we need to help students see the point in all that we teach. Otherwise, learning becomes frustrating.

We also want to refresh students in their learning activities versus frustrate them. As Jesus tells us: “‘For my yoke is easy, and my burden is light.'” (Matthew 11:30 English Standard Version) In other words, we want to give students a “pathway for success” in our classes by making sure assignment requirements are clear, giving timely feedback and making sure we cover in detail any topics covered in tests or quizzes.

Finally, we need to set a positive, professional example in the way we handle the class material and each student. As Luke 6:40 reads, “A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher.” So our modeling goes a long way to making a lasting impact on students!

So, how do we make it work? Consider some specific ideas:

– Constantly ask yourself the question “so what”? Make sure students can see how the particular points you are making in class “works” in their work, personal and societal worlds.

– Clarify the meanings of terms and concepts covered in class. As Ecclesiastes (1:9) says, “… there is nothing new under the sun…” Often scholars will invent new terms to show they are offering unique insights when often the concept is not new at all. For example, business literature talks about “emotional intelligence” which simply reflects the Biblical concept of “wisdom” so help the students understand the secular term from the richer, Biblical concept.

– Give students a vision for why they are studying. For example, in the introduction to graduate studies class, we remind students that a Belhaven graduate business degree is equipping them to run an organization as CEO. That is why they need to understand all aspects of how organizations work; from finance to marketing, to business ethics. They need to look at themselves not only as what they are now but where they will be.

Posted on 3 Comments on Types of Instructors in Adult Studies Programs

Types of Instructors in Adult Studies Programs

I’ve been working in Adult Studies for a long time, almost all of it dedicated to administration and faculty development.  Along the way I’ve conducted numerous classroom observations, read stacks of student end of course evaluations, and had the pleasure of being the assigned instructor in a number of courses.  All of that has prepared me to share with you the top 5 types of Instructors you are most likely to see in an Adult Studies classroom.  Do you see yourself in any of the descriptions below?

The Jolly Rancher – this Instructor seems to be always in a good mood and you can tell students love the classes she teaches because they are so much fun, not to mention the fact that almost everyone always gets an ‘A’ for the course. Often the Jolly Rancher’s devotion to the subject matter is tempered by personal stories and digressions – but everyone has a good time.  While being well liked, the Jolly Rancher is not deeply committed to academic rigor or pushing student too hard for fear of rejection or poor evaluations.

The Muskateer – This Instructor is extremely competent, and somewhat arrogant.  He knows his subject thoroughly and clearly indicates that he is the smartest person in the room, by actions and attitude, if not verbally.  Often disdainful of student attempts or the curriculum, the Muskateer primarily uses lecture to teach, because of course, there is very little he could learn from mere students.  He is the embodiment of the saying “the sage on the stage.”

The PayDay – This Instructor is primarily motivated by getting paid to teach.  The passion for teaching, if it ever existed, has faded away leaving a jaded and mediocre teacher who wants nothing more than to get through the course with as little drama as possible.  Creativity and concern for student learning is not part of the PayDay Instructor’s mindset.  Doing as little as possible is more her style.

The Almond Joy – This Instructor is ENGAGED.  Everything about them points to their passion for teaching AND for student learning.  They use a variety of methods to get their content across.  They demonstrate real caring and concern for students.  The Almond Joy never stopped learning and the joy of their life is to pass that learning along to their students.  The Almond Joy holds students accountable for their work and challenges them to become more.  They are considered to be “hard” teachers, but in retrospect, these are the teachers which students cite when they think about who has influenced their life.

 

Posted on No Comments on You Are Making a Difference! 2013 Graduate Comments 1

You Are Making a Difference! 2013 Graduate Comments 1

I recently asked the 2013 graduates to share their memory of their time at Belhaven University.  I think you will find the comments below to be encouraging.  I will post others as more come in.

The MPA program was so critical in not only my professional development but my spiritual development as well. I was attracted to the program because the classes were once a week and your cohort was relatively small. It was easy to get assignments done because everyone was so encouraging each other. We were all there to accomplish the same goal. The professors that impacted my life during the program was Dr. Ervin Martin, Dr. Nycole Campbell, Ms. Samantha Martin, & Ms. Regina Irvin. They were all so important throughout my tenure at Belhaven. I learned a lot of lessons from all of them & I implement those lessons in not only my professional life but my personal life as well.     MPA Alum ’13, Jackson

Belhaven actually changed my life, my way of thinking and my way of maneuvering through business and life.  ’13, Houston

I think the person that made the biggest impact on me was Dr. Thompson.  He made me challenge my own belief system.  He created real life situations in the business world.  He would also bring articles to class that involved critical thinking.  Dr. Thompson brought a religious critical thinking component to a business world view.  Many of the classes were composed of a business world view with a Christian component. I really appreciated Dr. Thompson making me challenge my own beliefs and get out of my comfort zone.  Not only did I have my own internal monologue to deal with, but I had to defend or reason my belief system vocally.  This forced me to do more research on a biblical level to back up my points when discussion arose. Knowing I can defend my religious views with research, it has allowed me to be more confidence when in the business world to find the resources necessary to back up my stances on situations.   ’13 Memphis

My under graduate experience at Belhaven was wonderful! It was very challenging but absolutely rewarding at the same time.  My instructors were always very willing to work with my busy schedule and yet tough enough to educate me to a higher standard.  The staff at the campus were amazing to say the least and always willing to help in any way they could.  I am now an Operations Manager for GE and my career is looking very bright.  I have used my education to get promoted in my civilian career and in my military career.  Thank-you and the support staff for the opportunity to be a part of the university during my under graduate studies. ’13 Chattanooga

Posted on 2 Comments on Using Case Studies to Enhance Learning in the Classroom

Using Case Studies to Enhance Learning in the Classroom

Case Studies have been a tried and true teaching methodology from the beginning of instruction.  Every great teacher has used case studies to bring their students into contact with real life applications of the subject being discussed.  Jesus used mini, or condensed, case studies for the same purpose. Dr. Paul Fritz from Trinity College has a great article on “How to Use Case Studies as Jesus Did” that I encourage you to read.  The Bible itself is full of case studies on a variety of subjects, in fact The Good Book on Leadership is a book entirely devoted to case studies drawn from the Bible.

The graduate curriculum re-design has left space intentionally for collaborative activities to be used in the classroom.  On the list of recommended activities is the use of Case Studies.  However, finding a case study for use may not be easy.  To that end, I’ve asked the wonderful people at our library to provide some easy to find FREE case studies which can be searched on a variety of topics for use in the classroom. They have provided me with this short tutorial which will guide you to resources available through the Belhaven University Library.  I had to stop the tutorial at several points to make sure I could follow, as it auto-progresses through a presentation, but there is gold there if you follow the steps presented.  Of course there are many other paid sources of case studies, such as the book I listed above.  A search on Amazon or similar will turn up many options.

I’ve also gone ahead and prepared a Case Study Analysis model for your use in the classroom.  This is merely to provide a resource to you in case you don’t already have a model for students to use in analyzing case studies.  It is a simple model but should enable your students to get started in the right direction and open up opportunities for learning to take place.  You can find it on the Faculty Resources tab of this Blog, under the White Papers:  Case Study Analysis.

Using this collaborative time may feel a little chaotic at first, but if you have thought through your Collaborative Learning Strategy, I’m confident you will find that both you and the students will be stronger for the experiences. Check out other collaborative ideas at this site by clicking on the category Collaborative Teaching Ideas in the right navigation bar.

Posted on No Comments on Project Teams – Using Canvas to Improve Outcomes

Project Teams – Using Canvas to Improve Outcomes

There are already some great posts on this blog about Team Projects and I encourage you to read through them by clicking on the category: Team Projects.  What I want to do in this post is to summarize some of the key points made in the webinar: Using Canvas to Facilitate Team Projects which can be found under Faculty Resources.

Canvas has a rich environment for project teams, which they label “groups.”  Becanvas1fore getting started, however, I highly recommend going to your personal settings within Canvas and take care of two tasks:  First, make sure you have uploaded a picture and bio.  Students should expect their canvas2Instructors to have completed this task and they can read through this information, enhancing your credibility.  Second, go to settings and “Register” your Google Drive (gmail) account.  This does not give Canvas access to your Google Drive documents, but it does facilitate your ability to set up collaborations with your students.  Students should also be encouraged to register their Google Drive so that they can access the collaboration features available in Canvas.

Now that you have taken care of these housekeeping items.  Here is a general checklist which will get you started in using Canvas to facilitate team projects. Let me strongly suggest you also watch the webinar as well for greater details.

  1. Under the People navigation link, click on +Group Set and give it a name.  Group Sets are basically types of groups, e.g. Project Teams.  Think about the options listed there before you click on save. There are good reasons to choose one option or another and the video will help with that.  If you don’t start the groups, then they will not be available to students.  YOU ARE KEY TO MAKING THIS WORK.
  2. If you chose to set up the groups manually, give each group its own namecanvas3.  You can set up as many groups as you like.  Once the group is set up you can manually drag members into the groups or use the + by their name to select the group where you would like them.  Setting up a group leader is as easy as clicking on the gear icon by a name and selecting “set as group leader.”  This is usually a good idea as it gives the group better autonomy to move around within the site.
  3. Once the groups are set up you can access the group’s page by clicking on the gear icon by the group name and selecting View Group Home Page.  From here group members can post announcements, start discussions, store files, start collaborations, and conferences
  4. Conferences can be created and left open ended, but remember to click on Start so the groups have access.  This allows them to set up regular meeting times which you can join to see how they are progressing.  Please consult the webinar video for more details.
  5. Collaborations make use of Google docs, which is why you need to register your Google Drive.  The Instructor should start one shared document within each group.  This allows you, as owner of the document, to be able to easily see who is contributing and how the group is using this resource.

There is a lot more I could say, but if you watch the webinar you will get the hang of it pretty quickly.  Experiment, practice, encourage your students to participate.  I think you will find this breathing some new energy into the team projects.