1. Teaching & Learning in the 21st Century
Center for Teaching Advancement and Assessment Research
Monica Devanas
Joe Delaney Marcie Anszperger
Chris Drue Christina Bifulco

2. Center for Teaching Advancement and Assessment Research

3. CTAAR
Consulting on teaching, strategies, course design, syllabus construction, Teaching Portfolio, webinar resources Assessment, design plans, student learning, program, research projects, educational data analytics

4. CTAAR & Workshops Lynda.com – playlists
School of Graduate Studies – New Brunswick, Teaching Assistants, sessions on technology tools for teaching
Basic web, copyright, RefWorks & Flow, eBooks, PowerPoint, Prezi, podcasting, Sakai, Canvas, Movie Maker, accessibility
Computer literacy, in classes, special programs, departmental staff, research
Lynda.com – playlists

5. Teaching in the 21st Century is based on Socrates asking questions

6. 14th Century – Bologna University
This illustration from a fourteenth-century manuscript shows Henry of Germany delivering a lecture to university students in Bologna.
Artist: Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia; Kupferstichkabinett SMPK, Berlin/Staatliche Museen
Preussiischer Kulturbesitz, Min. 1233
Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia

7. Classroom -1900

8. Classroom

9. Classroom

10. Classroom

11. Rutgers Classroom - 2018 Academic Bldg 4400, College Ave Campus
Tillett Hall 204,
Livingston Campus
Academic Bldg 4225, College Ave Campus

14. What is Active Learning?
Anything students do in a classroom other than merely passively listening to instructor’s lecture
Involves students in doing things and thinking about the things they are doing
When learning is active, students do most of the work. They use their brains…above all,
students need to do it
(Paulson & Faust)
(Bonwell and Eison)
(Silberman)

15. *Does Active Learning Pay Off?
Cumulative outcome for meta-analysis of 253 active learning studies (Hattie, 2004)
~15% improvement for
students with active learning
Adapted from G. Petty

16. What do you want your students to know, value and do
What do you want your students to know, value and do? What DO your students DO in class? the more they DO… the more they THINK… the more they LEARN*

17. Strategies for Active Learning
Activities – Q&A, “think-pair-share”
Groups in classroom
“Clickers” “Poll Everywhere” “Top Hat”
Twitter, real-time information
“Flipping the Classroom”
Learning Management Systems
Podcasts, Blogs, Instagram,SnapChat

18. How do we know students have reached the learning goals we have established?
Summative Assessments
Examinations in class, or online quizzes and testing
Presentations in class, concept maps, infographics, websites, videos, posters, digital posters
Papers and Projects, in class or submitted on line, commented upon thru forums, social media, individual or group projects, collaborative learning

19. How do we know students have reached the learning goals we have established?
Formative Assessments during the learning…
One minute paper, “clearest point,” Twitter feeds, online discussion forums, “clickers” to poll class
Homework for class or recitation
Online homework graded automatically
Frequent quizzes in class – online quizzes, self-tests, short term projects, engagement in discussions

20. Student Instructional Ratings Survey
Feedback on course, end of semester
Formative questions –
prepared, answer questions, interest, help understand material, grade fairly, encourage learning, “ADD YOUR OWN”
Summative questions –
#9 - teaching effectiveness
#10 - overall quality of course
SIRS data for personnel decisions

21. Improving the Evaluation of Teaching – SVP Barbara Lee
More than student ratings
Analytics, custom reports
Other forms of student feedback
Teaching Portfolios
Peer Review
Teaching materials
Classroom or online teaching

22. The Teaching Portfolio
Document teaching effectiveness
Part 1: Describe teaching responsibilities
Part 2: Philosophy and Goals
Part 3: Description of Evidence
(eight to ten pages)
Appendix: Actual documents, syllabi, assignments, assessments, student work, peer comments, student feedback, or other
ePortfolio Format

23. The Teaching Professor
CTAAR.rutgers.edu
MAGNA WEBINARS, 20 Minute Mentor
The Teaching Professor