We Missed You!

But we still managed to have a great time at our second Pedagogy and Pizza luncheon. Today’s topic was about the use of technology in the classroom.

For years, professors, administrators, and policy makers alike have weighed the benefits of technology in education against its risks and consequences. And the debate is more pressing than ever, as curricula increasingly incorporate technology and professors try new methods of teaching and assessment. On one hand, using technology in the classroom allows you to experiment in pedagogy, democratize the classroom, and better engage students. On the other hand, some argue that phones, tablets, and laptops in the classroom are unhelpful, distracting, and could even potentially foster cheating.

Michael Laughy, Classics, gave an overview of the approaches that he takes in his classes. In Beginning Greek, almost all the readings and resources he assigns are in a digital form, so the use of technology is required. But that’s not the case with Intermediate and Advanced Greek – online resources and apps are not to be used when translating text.

In Mackenzie Brooks’s Digital Culture and Information (DCI) class, students work together to design an agreement for classroom norms, rules, and consequences, part of which includes the acceptable use of devices during class time. Mackenzie believes that students HAVE to learn how to manage distractions. Some day, in the not too distant future, they’ll be expected to perform sustained, focused work and effectively handling distractions and interruptions will be key.

Paul Youngman, German, was the last to offer his thoughts. His take is that teaching literature and teaching a language are two different birds, which call for, and exclude, different tools.

Thanks to all for coming out!

You Missed It!

Pizza and Pedagogy #1, Using Case Studies to Teach, was a success! Here are the PowerPoints and handouts from today’s session:

Fall 2018 Pedagogy and Pizza #1: Using Case Studies to Teach

Looking forward to the first Pedagogy and Pizza session of the year on Thursday, September 27 at 12:15 pm in the IQ Center (in the Science Center)!

Here’s a fantastic article — Assembling a Case Study Tool Kit— with ten tools that both new and experienced case teachers may find helpful. The tools described in this article may not suit every instructor, or every case study, but they constitute a tool kit from which instructors can pick and choose. For every case study, the author, Dr. Annie Prud’homme-Généreux, selects appropriate tools to fit the case goals and format.

Additionally, you also may find the National Center for Case Study Teaching in Science’s website useful. Their mission is “to promote the nationwide application of active learning techniques to the teaching of science, with a particular emphasis on case studies and problem-based learning” although they have resources for non-scientists as well!

It’s not too late to sign up for tomorrow’s session! Go to go.wlu.edu/pedagogy!


You’re Invited to ITS Academic Technologies’ First Pizza and Pedagogy Luncheon!

ITS Academic Technologies’ Pizza and Pedagogy teaching and learning workshop series is back!

If you’re interested in an informal, yet intellectually-grounded space for dialogue and debate with like-minded colleagues, we invite you to join us for our first luncheon about using case studies to teach on Thursday, September 27, from 12-1:15 pm in Science Addition 202A.

Case studies are a powerful student-centered teaching tool that can impart students with critical thinking, communication, and interpersonal skills.

A case study is simply a story used to show the application of a theory or concept to real situations. Depending on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. They are, by their nature, multidisciplinary, and “allow the application of theoretical concepts … bridging the gap between theory and practice” (Davis & Wilcock). Working on cases requires students to research and evaluate multiple sources of data, fostering information literacy, as well as good organizational and time management skills. The case method increases student proficiency with written and oral communication, as well as collaboration and team-work.

Case studies have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in *any* discipline when instructors want students to explore how what they have learned applies to real-world situations.

Sign up at http://go.wlu.edu/pizza !