This assignment grew out of a recent overhaul of my British Literature II survey course using backwards design to shift emphasis from coverage of material to student learning. It also aims to better engage the increasing number of nonmajors taking the course for General Education credit, students for whom the purpose and value of studying literature is often not self-evident.

In this final portfolio assignment, students first take each of the four Student Learning Outcomes (SLOs), choose one or two artifacts demonstrating their competency, and write a paragraph explaining how the artifact shows their achievement of the outcome. The artifacts can come from either graded work (low- or higher-stakes assignments) or from in-class work (small group activity answers, exit tickets, personal course notes). Then, they write longer answers to two additional questions: one “big picture” question that the SLOs were designed to help them answer and another question about their own individual learning.

Student responses were strongly positive across varied majors and skill levels; they reported feeling less stress and more control than with a traditional final exam, presentation, or literary analysis paper. Nobody who followed the instructions earned a poor grade, nobody plagiarized, and nearly everyone successfully connected their individual efforts to our shared goals. They were also relatively easy to grade, since for each item, I only needed to evaluate two criteria.

In addition, the SLO-driven final portfolio:

– by  Helen Bittel, Associate Professor of English, Director of the Center for Transformational Teaching and Learning, Marywood University

Here are opportunities for students (and maybe you) on campus:

MSU Event  :

12th Annual Conference on

Higher Education Pedagogy

February 5-7, 2020  

Virginia Tech/Blacksburg, Virginia, USA   

REGISTRATION:

https://chep.teaching.vt.edu/Registration.html

For information about conference registration and associated fees, visit the conference website: https://chep.teaching.vt.edu/



If you have an interest in attending this conference as part of an MSU cohort, send an email identifying your interest (why), what you hope to gain from the conference, and what you will be willing to share with the MSU community upon your return to fctl@moreheadstate.edu

Call for Proposals: The 2020 Pedagogicon

May 15th, EKU

Proposals Due: February 16th

The conference theme, “  Students as Partners in Teaching and Learning,” encourages us to examine and promote students-as-partners strategies for teaching and learning that encourage deep, transferable academic experiences.

Do you have an exceptional strategy to share? Do you have a new theory or practice that might enhance teaching and learning, faculty development, educational practices, or student engagement at your institution and beyond? Presenters are encouraged to engage their audience, so preference will be given to those submissions that specify how this engagement will be provided. The conference will host an opening session on transparency in learning and teaching.

Threads might include but are not limited to:

Presenters will also have the opportunity to submit their work for consideration in the annual Proceedings, to be published in late 2020.  



Submit proposals online at   https://studio.eku.edu/pedagogicon-proposal-form .

19th Annual   Posters-at-the-Capitol

March 5th, Frankfort

The   Link to Register  is:

Closed

 

Posters-at-the-Capitol   , an event hosted collaboratively by Eastern Kentucky University, Kentucky Community and Technical College System, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, University of Kentucky, University of Louisville, and Western Kentucky University, is intended to help members of Kentucky’s legislature and the Governor better understand the importance of involving undergraduates in research, scholarly, and creative work. It provides undergraduates with the opportunity to engage in scholarship, research, and creative work that is important to their educational experience and professional development. We encourage faculty to have their students participate in   Posters-at-the-Capitol to help those in Kentucky who fund higher education understand why these experiences are so important. 

 

View the 2019 Presentations and Program Booklet

View the Report on Morehead State Students at the 2019 Posters-at-the-Capitol

 

Featured Webinars:

How Do I Build Community in My Classroom?

Community is an essential ingredient in the educational experience. Studies show that community building can increase retention, improve students’ cognitive intellectual development, and promote contributions to society. This webinar explores:

How Can I Earn Swift Trust in My Online Classes?

Discover how the core elements of creating trust can be accomplished in an online course setting including:

Accessing Webinars:



These licensed Magna resources are available through a password-protected website. For access, faculty need to:

Benefits of Magna Webinars:

I understand that you have a lot on your plate, so let me give you a few reasons why you should consider trying a Magna webinar:

Ambassadors for Excellence in Teaching

Morehead State University

workshopwednesday@moreheadstate.edu