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Sunday, Nov. 08, 2009 |
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Office of Faculty Development Barbara Walvoord, PhD BIOGRAPHY Barbara Walvoord, PhD is Fellow Emerita of the Institute for Educational Initiatives and Concurrent Professor Emerita of English, University of Notre Dame, Indiana. She is the founding director of four faculty-development programs at research and liberal arts institutions (Central College in Iowa, Loyola College in Maryland, University of Cincinnati, University of Notre Dame). Each program has won national recognition. Dr. Walvoord coordinated Notre Dame’s self-study and accreditation visit by the North Central Association and has won the 1987 Maryland English Teacher of the Year for Higher Education. She has also been awarded 22 grants since 1970, including Danforth, National Endowment for the Humanities, and Mellon, ranging up to $300,000, to support research or programs in teaching, learning, assessment, writing across the curriculum, and technology. In addition, she is currently the principle investigator for a three-year, $160,000 Lilly grant to study the teaching practices of fifty outstanding teachers of introductory theology and religion. In 2004, Dr. Walvoord served as the coordinator for the University of Notre Dame’s self-study for re-accreditation. Dr. Walvoord has published numerous books and articles on writing, teaching, learning including Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education (San Francisco: Jossey-Bass, 2004). Making the Grading Process Fair, Time-Efficient and Effective for Learning The workshop discusses how to establish criteria and standards for student work; how to address “grade inflation”; how to address “grade-orientation” among students; how to increase positive motivation within the grading system; how to make sure that the student has spent enough time on the paper or project; how to grade student team projects; the pros and cons of draft response; and how to get through that tall stack of student papers with the least possible professor or graduate assistant's time and the greatest possible student learning. Increasing Student Motivation & Engagement Workshop participants will analyze the most recent research on sources of positive motivation for students, including adult learners. We discuss possible reasons for the behaviors of the unmotivated student and member’s available time. We consider, for example, how to create healthy motivation around grades; how to structure assignments and guide student work; how to lead an engaging class discussion; how to influence students’ self-talk about the course; and how to use brief, time-efficient student-faculty interactions as well as peer-peer interaction to increase motivation. Is it Working? How to Determine Whether a Teaching Strategy is Working Well The workshop helps faculty conduct classroom research to determine how well their teaching strategies are working. By the end of the workshop, each faculty can have a plan for a simple, feasible yet useful inquiry into his/ her own classroom. The workshop helps faculty identiy their pressing questions, determine how to collect relevant information, manage issues of validity and reliability, analyze data, and plan improvements. The workshop draws on principles of the “Scholarship of Teaching and Learning” (see www.Carnegiefoundation.org and www.issotl.org)
Registration for this event is required. For those interrested, registration can be completed at http://cats.eiu.edu/FacultyDevelopmentRegistration/index.asp.
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