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Bethel University

Engaged Teaching and Learning: Bethel Faculty in Action


     
Leta

Called to Teach

Leta Frazier

College of Arts & Science and

Graduate School

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Leta Frazier (CAS, GS) – Join this 2001-2002 recipient of the Faculty Excellence Award in Teaching as she reflects on the following: 

  • teaching style, understanding of the learning process, building student rapport,  
  • course and lesson creation, 
  • use of assessment strategies,
  • effective use of groups,
  • faith integration,
  • balancing the demands of teaching, service, and scholarship,
  • refreshment, recreation, and growth as a teacher,
  • teaching advice for colleagues entering year 1, 5, and 15, and
  • motivation to teach and leaving a meaningful legacy.

The written piece “Connections” provides an interesting perspective on seven individuals that significantly influenced Leta’s development as an instructor.

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Leta Frazier - Called to Teach

     
Dan

Connections

Daniel Richie

College of Arts & Science

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Daniel Richie (CAS) – Join this 2005-2006 recipient of the Faculty Excellence Award in Teaching as he reflects on the following: 

  • teaching style, understanding of the learning process, building student rapport,  
  • course and lesson creation, 
  • use of assessment strategies,
  • teaching abroad,
  • faith integration,
  • balancing the demands of teaching, service, and scholarship,
  • refreshment, recreation, and growth as a teacher,
  • teaching advice for colleagues entering year 1, 5, and 15, and
  • motivation to teach and leaving a meaningful legacy.

The written piece “Connections” provides an interesting perspective on a series of events and teachers that significantly influenced Daniel’s development as an instructor.

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Daniel Richie - Connections

     
Kirk

Teaching Influences

Kirk Freeman

College of Arts & Science

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Kirk Freeman (CAS) – Join this 2006-2007 recipient of the Faculty Excellence Award in Teaching as he reflects on the following: 

  • teaching style, understanding of the learning process, building student rapport,  
  • course and lesson creation, 
  • use of assessment strategies,
  • faith integration,
  • balancing the demands of teaching, service, and scholarship,
  • refreshment, recreation, and growth as a teacher,
  • teaching advice for colleagues entering year 1, 5, and 15, and
  • motivation to teach and leaving a meaningful legacy.

The written piece “Teaching Influences” provides an interesting perspective on four individuals that significantly influenced Kirk as a teacher and artist.



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Kirk Freeman - Teaching Influences

     
Sara Wyse

Classroom-Based Assessment

Sara Wyse

College of Arts & Science

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A critical part of the instructional process involves classroom-based assessment. Join this professionally trained educator as she first discusses and models the use of outcomes to shape instruction and assessment. The discussion then focuses on use of backwards design, formative and summative assessment, and the concepts of validity and reliability. Sara concludes with thoughts about the creation of traditional and performance assessments, use of rubrics, and providing meaningful assessment of group work. The written piece "Assessment: Are Students Making Progress?" provides concrete examples of well-designed assessments.

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Sara Wyse - Assessment: Are Students Making Progress?

     

Marion Larson

Writing Across the Curriculum

Marion Larson

College of Arts & Science

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Writing Across the Curriculum are “buzz words” heard at Bethel and numerous other higher education institutions. Exactly what is this? Why should anyone be interested? How is it practiced? Is writing appropriate in all content disciplines? How does one respond to writing in a timely and meaningful way? These questions and others are explored as Marion Larson, a veteran instructor and in-demand workshop presenter on this topic, shares her theoretical and practical insights.

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Marion Larson - QQTP Explained

Q & A about Student Writing

[http://bethelnet.bethel.edu/cas-faculty/development/Topics/writing/]

(Accessible only through BLINK – Faculty Development Website – Virtual Center for Teaching and Learning)


     
Facilitating Online Learning

Facilitating Online Learning


Matt Putz

Teaching & Learning Technology

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In the world of online education an increasing number of Bethel instructors are now "walkers" and some are "joggers/runners." Join the Director of Teaching and Learning Technology as he provides helpful direction for the design and facilitation of online learning. "Walkers" (new to online education) may find the following questions of interest:  What instructor skill set is important for online instructors? What costs should be counted before venturing into online instruction? What common rookie mistakes can be avoided? What process should be used to design a course? "Joggers/Runner" (experienced in online education) may be especially interested in the following issues: 1) use of discussion forums, 2) "best practices" once a course is underway, 3) management of workload, 4) quality improvement of an existing course, and 5) growth opportunities as an online instructor.

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Matt Putz - Limiting Structural Stress for Online Learners

     
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Facilitating Classroom Discussion


Nikki Daniels

College of Arts & Sciences
College of Adult & Professional Studies
Graduate School

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Have you ever struggled with any of the following issues: dealing with learners reluctant to engage in classroom discussion, understanding your role in initiating and sustaining meaningful discussion, bringing depth to learner comments, and understanding how your content goals can be accomplished when time is devoted to discussion? These questions, and many more, are explored in this video and related paper. Although there are no promises that every issue related to discussion will be resolved, Nikki Daniels is sure to spark some valuable thought/practices about facilitating classroom discussion.

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Nikki Daniels - Facilitating Class Discussion: A Personal Perspective

     
Facilitating Lab Experiences Classroom Scene

Facilitating Lab Experiences


Teresa DeGolier

Biology
College of Arts & Sciences

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Facilitating lab experiences is often considered an accumulation of hard labor versus gratifying work for an instructor. Join this experienced science educator as she shares her passion, joy, and expertise related to the preparation, execution, completion, assessment, and refinement of lab investigations. Among other issues, Teresa addresses critical topics such as: the optimal relationship between labs and lecture, thought processes involved in creating new labs, setting up and taking down labs, an instructor’s role during labs, and student processing/assessment of lab activities.

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Teresa DeGolier - Labs: An Accumulation of Hard Labor? Or an Abundance off Gratifying Work?

     
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Educational Technology


Bud Becker

Graduate School
College of Adult & Professional Studies

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Why should educational technology be incorporated into the educational environment? What forms can be effectively utilized in a F2F and hybrid environment? How can technology change the way instructors think about course organization, communication with students, and educational activity design. These questions and others are explored through discussion and viewing of footage demonstrating the use of Turning Point Technologies “clickers” with adult learners in the Human Resource Management Certificate Program.

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Matt Putz - Education is Technology

     
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Online Learning

John Greupner
Graduate School

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The use of online courses/programming is expanding rapidly at Bethel and in the field higher education. Along with this growth comes the need to thoughtfully consider multiple issues related to online education. Join this experienced educator as he explores the goals of an online program, how those goals can be translated into an online environment, and what effective online education looks like when a learner participates. Additionally, consider course design components, facilitating online discussion, avoiding the 24/7 instructor work syndrome, and the future on online education. View footage where John “walks” the viewer through a doctoral level course in educational administration.

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John Greupner - Getting Into Online

     
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Lecture


Wayne Roosa

Art
College of Arts & Sciences

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The lecture, often maligned in higher education, can serve a vital purpose in educating our learners. Join this master lecturer (Art History) as he reflects on reasons for using lectures, the thoughts and processes involved in lecture design, and techniques that have proven successful. In addition to viewing a lecture in a 300 level course, hear Wayne’s thoughts about dealing with “too much material and too little time,” facilitating learning apart from the lecture, and preventing student boredom and information overload.

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Jay Rasmussen - To Lecture, or Not to Lecture
Wayne Roosa - On My Views of Using Lecture as a Primary Teaching Method

     
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Manipulating Classroom Environment

Lisa Silmser

Graduate School
College of Adult & Professional Studies

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Creating a learning environment that optimizes engagement is critical for all educators. Join this highly regarded leader of adult learners as she explores what it means to intentionally create an environment supportive of emotional and cognitive learning. Consider how the environment can be manipulated to encourage learning, what constitutes an ideal room arrangement, what impact classroom environment has on community building and discussion quality, and creation of an effective online environment. View this seasoned veteran instructor as she interacts with a cohort of graduate students.

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Manipulating the Adult Learning Environment

     
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Adult Learners

Mark Thorson


College of Adult & Professional Studies

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Adult learners, those 25 and older, now comprise almost 50% of the higher education student population across the United States. In keeping with this growing demand, many Bethel instructors are asked to teach both traditional undergraduates as well as adult learners. Working with this population requires strategies that acknowledge their stage in life and the unique demands they bring to the higher education classroom. Investigate the following questions related to adult learners: 1) How are they similar and dissimilar from traditional undergraduates? 2) What instructional practices and assessment strategies have proven successful? 3) How can technology be used effectively? 4) What approaches to faith integration have been successful? In addition to hearing his thoughts, observe this skilled instructor as he implements principles and practices of adult learning theory with a cohort of General Studies learners in Frogtown.

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Adult Learning at Bethel University
Lori Jass

     
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Active Learning

Jill Martin

Education

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Current research on the brain and learning supports the practice of actively
engaging learners. Exactly what does it mean to fully engage learners? What
is the instructor's role in the process? What challenges are inherent when
engaging learners? These questions and others are explored during a
pre-teaching interview, footage of instruction utilizing a specific active
engagement strategy, and a concluding post-teaching interview.

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Active Learning

     
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Inquiry-Based Learning

Patti Paulson

Science Education

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Inquiry-based learning is an instructional approach appropriate for many
disciplines and multiple settings. Join a discussion of various issues
related to inquiry-based learning with an experienced instructor. First,
consider the meaning of inquiry-based learning, what it looks like in a
classroom setting, and why it might be used. Second, explore primary
considerations for the design, delivery, and assessment of inquiry-based
teaching and learning. Third, view an instructional segment of actual
instruction where the approach is modeled.

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Inquiry-Based Teaching and Learning

     
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Faith Integration

Chris Gehrz

History

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How is faith integration commonly understood in the world of higher education? What are possible Bethel distinctives of faith integration? Join a discussion of these and other issues related to what it means that Bethel is part of the church and possible obstacles to faith integration. View a teaching segment in which faith integration is encouraged during a History of World War I class.

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Faith and Learning: Conversation, Education, and the Pastoral Professor

     
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Community Building

Katherine Nevins

Psychology & Acting Associate Dean

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Community building is commonly discussed and valued at Bethel. Explore what is meant by “classroom community” by examining the concept of a healthy community. Consider why the creation of community is important. Delve into these issues and also consider an instructor’s role, common obstacles, and connections between community building and engaged classroom discussion. Footage of an experiential learning activity to encourage classroom community involvement is included.

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Building Community in the College Classroom

     
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Culturally Responsive Instruction

Ruben Rivera
History

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Consider the meaning, importance, challenges, and implementation of culturally responsive instruction at Bethel. The video features footage of classroom instruction in addition to pre-teaching and post-teaching interviews.


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Culturally Responsive Education: Reflections by a Latino Professor of History

     
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Experiential Education

Karen McKinney
Biblical and Theological Studies

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Explore the meaning, purpose, and uses of experiential education. Additionally, consider how activities can be conceptualized, designed, and appropriately assessed.  The classroom activity “Other People’s Power” is demonstrated along with pre-teaching and teaching interviews.


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Experiential Education: A Way of Knowing What You Know

     
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Study Abroad

Karen Drake & David Muhovich
Nursing

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Investigate the following questions among others with two experienced study abroad leaders… (1) What components are necessary for a successful study abroad experience? (2) How can cultural understanding be facilitated among students? (3) What is the faculty role before, during, and after the experience abroad? (4) What challenges are common to study abroad trips and how can they be overcome?


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Using the Drake Cultural Learning Cycle to Engage the Emic-Etic Interchange