Students increasingly struggle to cobble together the financial aid and support required to graduate from college. Join Denise Bartell, Jon Shelton, and Alisa Lamal for a frank discussion of the growing crisis, and possible solutions offered in Sara Goldrick-Rab’s award-winning book: Paying the Price.
Download the calendar event: Paying the Price
Join CATL and facilitators, Drs. Kate Burns and David Voelker, for a book discussion on Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization by Cia Verschelden.
- Feb. 26, MAC 201 10:00-11:30
- Mar. 26, MAC 201 10:00-11:30
- Register here: Bandwidth Recovery
Download the calendar events here: Feb 26th or March 26th
Leaders in this book discussion will take up Alexander Astin’s theory that “college’s obsession with smartness shortchanges students, which widens inequities.” This discussion will be held Nov. 17 from 10 to 11:30 a.m. in the Vista Room (MAC Hall 301). A limited number of copies of the book can be borrowed by contacting Stacie Christian or Caroline Boswell. Please RSVP to reserve your spot for this intriguing discussion. This event is a collaboration between Inclusive Excellence and the “Becoming a Student-Ready University” Initiative. If needed, another group discussion will be held on Dec. 1 from 9 to 10:30 a.m.
Collaborative learning occurs at many scales, from quick discussion prompts to semester-long projects. Talk through readings that explore the nuances of collaborative learning with your colleagues at this reading group.
Together these two readings help us understand different types of collaborative learning and the strengths of each.
- Barkley, E. and Cross, Patricia. (2014). Collaborative Learning Techniques: A Handbook for Faculty. San Francisco: Jossey-Bass. We will read Part One: Establishing the Context, which is available as an e-book through the Cofrin Library (UWGB account required).
- Michaelsen, L.K., Knight, A.B., and Fink, L.D. (2004). Team-Based Learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus. We will read the first chapter, which you can assess through OneDrive (UWGB account required). Alternatively, you can read the chapter in the comfort of the CATL office in IS 1144.
This case study addresses the logistics and the pay-offs of conducting a collaborative learning assignment for adult learners.
- Chun Kuo, Brian R. Belland, and Yu-Tung Kuo. “Learning through Blogging: Students’ Perspectives in Collaborative Blog-Enhanced Learning Communities.” Journal of Educational Technology & Society 20, no. 2 (April 2017): 37–50. Article link.
“Gamification” generally refers to the translation of game elements, mechanics, and dynamics for use in other areas—and often with the end goal of increasing engagement. When used in education, gamification takes on a unique form and raises an additional set of questions, which we will explore through these readings and lively discussion. This discussion’s follow-up workshop invites instructors to create a game, develop a badge, or re-consider how they might make their entire course more game-like. We’ll consider: To what degree is a course already a game and in what ways might a “gamified” course increase student engagement? How might a “game,” simulation, or making your coruse a game affect cognitive load? What is the (potential) distinction between extrinsic and intrinsic game content? In what ways might gamification (either explicit or implied) alienate certain students? And more.
Readings 1 & 2: A very short overview of “Gamification” and some of the thinking surrounding it.
Reading 3: A simplified yet thought-provoking how-to for designing your own “educational game.”
Reading 4: A case study in which an American Politics professor modifies the game Battleship to illustrate course content. Feel free to skim!