The Great Ideas for Teaching and Learning Symposium will take place on Wednesday, January 3, 2018. Register here!
The CTL is pleased to welcome accomplished scholar, teacher, and speaker Dr. Valerie Purdie Greenaway (Columbia University) as our keynote facilitator. She will help us explore ways identity threat influences student development, achievement, and performance and what we can do about it.
Dr. Purdie Greenaway has authored numerous publications that have appeared in journals such as Science, Psychological Science, and Journal of Personality & Social Psychology. Previously, Dr. Purdie Greenaway served on the faculty at Yale University. She completed her doctoral work in psychology at Stanford University in 2004 as a student of Dr. Claude Steele.
8:30am – 9:00am, Morning Refreshments/Sign In
9:00am – 12:00pm, Plenary Session
From Stereotype Threat to Inclusive Pedagogy: How a small group of psychologists changed the narrative on closing achievement gaps*
Stereotype threat and implicit bias are now common ways to describe barriers to student achievement. This session will share the story of how Claude Steele and his students, such as Dr. Purdie Greenaway, moved from studying how stereotypes, bias and discrimination can undermine student achievement to uncovering a new science of performance and motivation. A key contribution of their research is to show that achievement gaps do not necessarily arise from a difference in ability between groups. They can arise from subtle but powerful social psychological processes. Dr. Purdie Greenaway will discuss these social psychological processes and how they operate to derail the best and brightest of our students. The session will end with discussion of interventions that reduce achievement gaps, improve motivation, shore up student social networks and ultimately keep students on track in college.
12:00pm – 12:45pm, Lunch is provided!
12:45pm – 1:30pm, Great Ideas Poster Session
- Join Boise State University faculty and colleagues as they share and celebrate teaching and learning stories, strategies or activities that have worked well with students, and more. Interested in sharing during this poster session? Click Here and find more information here!
1:30pm – 3:00pm, Great Ideas Breakout Sessions
From Stereotype Threat to Inclusive Pedagogy: A Deeper Dive*
In this breakout session we will take a deeper dive in discussion interventions designed to reduce stereotype threat and reduce achievement gaps. We will move from theory to on-the-ground strategies designed to work in the classroom and in mentoring sessions. Participants will build their own interventions and also discuss what they have tried previously. The goal of the session is to leave with practical “off the shelf” strategies to try in the classroom.
Facilitated by Dr. Valerie Purdie Greenaway
Process, Plagiarism, and Proactivity: Designing Outcomes-Driven Writing Assignments
Process is a vital component to student learning. Through process, students are given the opportunity to engage with productive mistake-making that can produce meaningful long-term learning. However, process is often unintentionally overlooked in writing assignments, which can leave students struggling to know what is expected of them and how to handle the challenge. Building writing process into your writing assignments will better support student learning, produce stronger pieces of student work, and serve as an effective plagiarism prevention tool.
We will consider university, department, and course-specific outcomes and consider how writing process can support the achievement of those outcomes. Participants will leave with specific methods for incorporating the writing process into their assignments.
Facilitated by Monica Brown (English) and Madison Hansen (Academic Integrity Program Director, Office of the Dean of Students)
Making Large (and Small) Courses Active: Strategies, Evidence, & Empowerment
Using data gathered from the Psychology department partner WIDER PERSIST project on large enrollment courses, the facilitators will lead a discussion of “lessons learned” from implementing active learning strategies in large courses. We will demonstrate specific strategies that instructors might try, as well as discuss what the data suggested the effects are on students following the implementation of active learning in large classes.
Facilitated by Jennifer Weaver (Psychological Sciences) and Teresa Taylor (Psychological Sciences)
Making Assignments More Transparent to Increase Student Success*
Many faculty use assignments to facilitate or evaluate student learning in their courses. Recent research shows that making assignments more transparent, by explicitly stating the purpose of the assignment and the criteria by which it will be evaluated, can dramatically increase student confidence and success. These benefits are particularly pronounced for first generation students who may be unfamiliar with college success strategies. In this workshop, we will review these research findings, discuss the characteristics of a transparent assignment, and look at examples of assignments that have been revised to be more transparent. Participants will also have an opportunity to apply this framework to design a transparent assignment or activity for one of their courses.
Facilitated by Sarah Dalrymple (Biological Sciences, CTL Faculty Associate)