Learner-Centered Instruction Poll Results

On Nov. 20, faculty from JSRCC were asked the following questions.  Here are their 12 responses, compiled in groups over lunch and accepted individually.  Space is left for you to add your own reply to questions about teaching methods that increase learner-centered instruction.

(Hatch marks log in duplicate answers.  For instance, 2 respondents noted that they use "web research projects and papers" and 4 respondents mentioned "discussions," either during class time or online. 

1.      Besides lecturing, what do you do in class or outside of it to get students to grapple with and apply course data or course concepts?  List as many answers as you can, or briefly develop one answer in detail.

2.      Approximately what percentage of the instructional time of your course is spent on these activities?

3.      Which ideas from Dr. Ulmer’s workshop (click the link at left to see extensive notes, especially if you happened not to be one of the 110+ faculty in attendance) seem most useful to you?  How might you apply these?  What sort of feedback from colleagues would be useful to you as you and they try to increase the amount of learner-centered instruction in your and their courses?
--multiple learning styles and course content  //
--feedback from a colleague in my discipline  /
--success stories from faculty in any discipline  //
--reflection: Am I doing what I say I should be doing?  Where can I change?
--scenarios:  How would you handle this situation?  E.g. large classes (up to 40+ here)
--We should meet face-to-face rather than electronically for this interaction.
--her emphasis on changing behavior
--cognizant of Impostor Syndrome
--Emotional Intelligence
--not lecturing as much

4.      How should faculty teams be formed to assist each other with increasing the amount of learner-centered instruction at JSRCC?  What can be accomplished over lunch today, Tuesday, Nov. 20^th?  What remains that you can do on your own?  What requires more guidance?
--by topic: teaching styles, learning styles, assessment, student baggage, motivational grading
--by campus, by time, casual, groups of 4 –5
--brown bag?
--count as at least equivalent to department, division, or college committee?
--on our own: complete the Norland/Heimlich Value Scale to figure out what is important about teaching to each of us
--assistance:  course objective writing and making a more learner-centered syllabus
--cross-discipline and/or by discipline  /
--What didn’t work when you tried it in class?
--smaller class sizes
--mentoring
--Follow up with a forum among our own faculty [panel?] to draw from existing expertise at the college.
--no answer /

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