Teaching-Learning Strategies Showcase by Azusa Pacific University

Teaching Learning Strategies Showcase

Fall Faculty Workshop August 25, 2016

Office of the Provost Center for Teaching, Learning and Assessment

Table of Contents Presenter

Technique

Page

Thomas Allbaugh

In-Class Collaborative Writing and Editing of a Passage

Paul Anderson

Technology, Engagement, Faith Integration

Kent Anderson Butler

Sacred Encounters in Installation Art

Patricia Andujo

Cultural Plunge

Mark Arvidson

Gallery Walk

Kathleen Bacer

Online Presence = Present Professor!

Scott Bledsoe

“Absolutely No Studying Allowed” Quiz

Tasha Bleistein

What Do I Have to Do?: Syllabus Retention Activities

Jeff Boian

Effective Teaching-Learning Practices

Cheryl Boyd

Using Polls in Sakai as an Ice-Breaker

Jessica Cannaday

Using Blog or Clog to Encourage Reflection

Michael Dean Clark

Sense-less

Christopher S. Collins

Do Nothing

Michelle Cox

Sharing Culturally Diverse Worldviews

Wendi Dykes

Building the Future

Kathryn Ecklund

How to Get Students to Read Assigned Readings (Maybe)

Stephanie Fenwick

Stand-Where-You-Stand Activity

Samuel Girguis

Clinical Case Demonstration

Daniel Grissom

Making Students Stakeholders of the Learning Process

Nabil Hanna

Living Analogies

Carol Hines

Reflections for a Student’s View

Alexander Jun

Reflective and Interactive Blog

Presenter

Technique

Page

Paul Kaak

Reading the Subject through the Reading of Scripture

Shawna L. Lafreniere

Student Reflective Learning Blogs

Mari Luna De La Rosa

First-Day-of-Class Postcard Activity

Sandra Richards Mayo

The Promising Syllabus

Sharon McCathern

Creating and Using Videos to Improve Student Learning

Bradley â&#x20AC;&#x153;Peanutâ&#x20AC;? McCoy Comprehensive Faith Integration for Majors

Jon Milhon

Application Questions

Carrie Miller

Top Hat Classroom Engagement Tool

Rob Muthiah

Mutual Invitation

Daniel Palm

Student Roundtable Presentations

Daniel Park

Remember the Ultimate Evaluator

Katharine Putman

Self-Assessment Technique: Critical Incident Questionnaire

Ursula Reveles

Team Concept Maps

Calvin Roso

Teaching Virtually in a Traditional Classroom

Laurie Schreiner

Jigsaw Learning

Cahleen Shrier

Reading Tickets

Paul Shrier

Changing a Class that Sucks into a Class that Rocks

Kristen Sipper-Denlinger E-mail Etiquette and Syllabus Accountability

Caleb D. Spencer

Leading through Failure

David Stevens

Community Building Activities

Lyrica Taylor

Jeopardy for Exam Review

Michael Wong

The Blind Kahoot!

In-Class Collaborative Writing and Editing of a Passage Thomas Allbaugh, Associate Professor, Department of English

tallbaugh@apu.edu

What makes it effective: Encourages collaborative learning, builds a sense of community, and can be used to teach the kinds of editing skills you would like your students to develop. Special consideration or logistics: Requires use of smart classroom, with computer and screen This lesson takes about twenty minutes: 5 minutes for freewriting, five for collaborative writing, and 15 for collaborative editing. Can be done at the beginning or last part of class. Narrative of Lesson Plan: To begin, direct all students to spend five minutes freewriting on a concept key to the day’s lesson. The writing is only meant to get students started in thinking about the concept and doesn’t have to be finished for you to proceed to the next stage. The writing could be an explanation, an argument, or a description, depending on your need for the rest of the class session. At five minutes or so, stop the freewrite and invite volunteers to participate in a group writing of the concept. Give this at least five minutes. Go until you have about five to seven sentences, or a complete passage. Take it a sentence at a time, being careful to capture the exact sentence given without improvement or correction—though you can let students improve it—typing it in so that it appears on the computer screen as dictated to you by students (Select font size 18 or so for this purpose). When enough is shared, ask, “Does this sound complete to you?” Then select the passage and copy it to a new screen for editing. Next, for fifteen minutes, invite the class to edit the passage for greater clarity and emphasis. You could begin with, “Anything not clear? Anything not correct?” before moving to “How can we make this more interesting?” If you are focusing in your class on different sentence patterns or some aspect of editing or writing you need them to know, this is a good time to get them to use this knowledge from the papers you’ve handed back. If you are including correct citation for the discipline you are in, this is a good time to make sure that students do that correctly as well, making sure that they know how to cite from their textbook. When it is done, compare the edited version with the first draft. This can be used for descriptive writing, or conceptual or expository writing. Perhaps, with the latter, they could be invited to write an explanation of how a concept can be applied to a life situation. Or they might write a parody of information/exposition. Outcomes: This takes between fifteen and twenty minutes to accomplish, and it can be done at the beginning or the end of class at different times during the semester. As noted above, this builds collaboration skills, creates a sense of community, and can be used to teach the kinds of editing skills you would like your students to develop. One final thing I have done: After a session in which the students have felt particular ownership of the passage, I have saved it and sent it to everyone in the class, or made copies of it for everyone to have.

Technology, Engagement, Faith Integration Paul Anderson Associate Professor School of Business and Management pvanderson@apu.edu

My teaching strategy is to bring the real world into the classroom by use of business related videos (technology). This has been effective in furthering student engagement in the accounting subject matter and providing many opportunities for faith integration. For example, we can watch a video that demonstrates how Boeing produces the 787 Dreamliner. We can then discuss the various costs that Boeing incurs, learn how these costs are collected and reported, and view Boeing’s financial statements (engagement). We can also discuss issues of honest financial reporting, ethical conduct, fair treatment of employees, suppliers, and other stakeholders, as well as stewardship of resources and promotion of the common good (faith integration). The videos come from a wide range of sources including the TV shows How It’s Made, CNBC Originals, National Geographic Extreme Factories as well as You Tube and many others. Business Videos Include… FedEx operations, UPS operations, Wind turbine installation, Coca Cola bottling, Google operations, Amazon.com operations, Southwest Airlines operations, WalMart operations, Nike operations, Chevrolet Volt development and testing, Ford Motor Company Operations, American Airlines operations, Boeing 777/787 manufacturing operations, Dell Computer operations, Jet Blue operations, Zamboni manufacturing operations Manufacture of…. Boats, Bicycles, Skis, Aluminum Foil, Amplifiers, Baseballs, Golf Balls, Footballs, Pasta, Styrofoam, Brakes, Artificial Turf, Running Shoes, Balloons, Baseball Gloves, Bubblegum, Snowboards, Skateboards, Car Batteries, Change Machines, Circuit Boards, Crayons, Computers, Electric Guitars, Fire Trucks, Breakfast Cereal, Helicopters, Digital Cameras, Hockey Sticks, Holograms, Light Bulbs, Baseball Bats, Oreos, Paintballs, Parachutes, Mirrors, Paper, Pencils, Pianos, Lawnmowers, Double Decker Buses, Potato Chips, Refrigerators, Propellers, Sailboats, School Buses, Sandpaper, Seatbelts, Ski Goggles, Shock Absorbers, Rollercoasters, Space Pens, Stamps, Steel, Toothpicks, Transporters, Vinyl Records, Windshields, Wood Total…. Approximately 300 business videos

Students work in groups of three to create a public installation art piece on the APU campus. *** Students research the terms: sacred & sacred space/encounters (other than a “typical” place of worship) and are asked to think about how these words apply to them on a personal level. Example: Sacred: reverence, the state of being holy, worthy of spiritual respect, devotion/inspiration. Something set apart/special. Sacred Space/Encounters: Presence of God. A place and or experience that allows us to think about and gain insights into who are we, why we are hear, communing in prayer and interacting with our creator. Class Lecture & discussion on the terms and students research. The installation art piece that each group creates reflects ideas and concepts from their gathered research. Students work collaboratively to develop a public art proposal and create a large-scale public art installation piece, which is up for a full day on the campus for the APU community to experience and engage with. Each piece must have a title and artist/conceptual statement.

The assignment gives students the opportunity to discover new ideas about their own personal faith/worldview experience and the terms, sacred & sacred space/encounters. Students consider how they create a piece of art, which comes from a personal context and reflects their ideas into a more public community/audience. The assignment allows students to work collaboratively with one another and often across disciplines, which can bring both challenges and revelations. Creating a public installation art proposal for a community prepares students for what it is like to develop a professional public installation art proposal in a larger venue/context.

*** “Installation art is an artistic genre of three-dimensional works that often are site-specific and designed to transform the perception of a space. Generally, the term is applied to interior spaces, whereas exterior interventions are often called public art, land art or intervention art; however, the boundaries between these terms overlap.” “Installation Art.” Wikipedia: The Free Encyclopedia. https://en.wikipedia.org/wiki/Installation_art

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Outcomes/Effectiveness



Assignment

Faith Integration & Collaborative Art Making Art 225: New Genre Art Forms I

Sacred Encounters in Installation Art

Kent Anderson Butler Department of Art & Design krbutler@apu.edu

  

Artists: Colin Glasgow & Ethan Bailey Title: Panoptes (Mixed Media and 36 butterflies) Conceptual Statement: The tetrahedron, when viewed from its vertices is an ancient Germanic symbol meaning both an imminent threat and a choice between good and evil. We offer to you within this pyramid a heightened caricature of reality and present a synthetic rendering of a natural spiritual experience. We hope to raise cognition and doubt in current steps in environmentalism as it relates to species preservation through the construed reality of human facilitation within conservation-reliant species. It is our desire that this temporary vivarium will allow sacred space for quiet meditation and opportunity for self-discovery and reflection as we consider our role within our own cultural ecology.

Example of artwork from assignment

CULTURAL PLUNGE

An Assignment on Diversity and Intercultural Competence Can this assignment work across disciplines and with different students? I use this assignment in my Ethnic Studies 356 course (The African American Experience); however, it can be adapted and used to introduce students to multiple experiences in any field. For example, it can be used to introduce students to interdenominational practices, various socio-economic perspectives, different physical abilities, etc. See the revise side for an example of how I’ve customized this assignment for ETHN 356.

What is the Cultural Plunge assignment? APU champions God-honoring diversity, and we all want our students to be knowledgeable about cultures outside of their own. This assignment is designed to move students from knowledge of various cultures to experience with various cultures. Students are required to take the knowledge that they’ve learned in the classroom and use it to interact with various cultures. This assignment focuses on the “Hands” element of APU’s General Education concept of intercultural competence: Understanding diversity and complexity (Head) Students think critically about cultural experiences, values, and perspectives of cultural groups and complex societal factors that influence interactions among cultures. Affective engagement (Heart) Students reflect on the assumptions and biases of their culture. Students engage in perspective taking, in which they view events and ideas from the perspective of another culture. Students practice appropriate ways for demonstrating curiosity, grace, humility, respect, and compassion in intercultural settings.

Personal response (Hands) Students engage in experiential learning through firsthand involvement with persons from other cultures. Students think critically and/or creatively to develop appropriate responses to contemporary cross-cultural challenges in real world situations.

________________________________ “This assignment is designed to move students from knowledge of various cultures to experience with various cultures.”

Let’s Talk…

Patricia Andujo, Ph.D. Associate Professor English Department pandujo@apu.edu 626-815-6000 ext. 3775 Office: Rose Garden #28 5

________________________________

Ethnic Studies 356 The African American Experience

Patricia Andujo, Ph.D. CULTURAL PLUNGE You will immerse yourself in some aspect of African American culture. This excursion can include various venues: California African American Museum, Civil Rights Museum in Watts, predominately African American church, soul night skating, black hair salon/barber, etc. If you are already familiar with much of the African American experience, explore areas that you’d like to learn more about (i.e. a different denomination or religion). The goal is to have a cultural experience different from your own. Since being in a “strange land” can be awkward, I’d encourage you to pair up with some classmates for this assignment. You must present your experience in the form of a: A. 3-page written description and analysis of your experience B. 10-minute oral presentation of your experience *note: if you complete your cultural experience with a classmate, you should write your own 3-page paper, but you can do the oral presentation together. Paper (50 points) 1. Explain why you chose this particular cultural plunge 2. Describe the experience (what you saw, how it made you feel, etc.) 3. What was the most significant thing that you learned? Explain. 4. What would you still like to know about this experience? Explain. 5. Other analytical or noteworthy discussion areas that will enlighten your classmates (i.e. I noticed that the older members of this church wore fancier clothing than the younger members who were dressed casually. I spoke with an older lady who explained the difference in attire and she said…) Presentation (50 points) 1. Share the information from your paper. You may read your paper verbatim, or you can talk casually about the details in your paper, or you can offer the information in the form of visual presentation (i.e. PowerPoint, poster board, etc.). 2. Show and tell: find some way to “capture” this experience to present to the class (i.e. video, pictures, pamphlets, artifacts, etc.). The purpose of the “show and tell” is to give the class a sampling of your experience.

Azusa Pacific University Mathematics Dept.

Dr. Arvidson

Gallery Walk Rationale During a Gallery Walk, students explore multiple texts or images that are placed around the room. Teachers often use this strategy as a way to have students share their work with peers, examine multiple historical documents, or respond to a collection of quotations. Because this strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners.

Procedure 1. Select texts Select the texts (e.g. quotations, images, documents, and/or student work) you will be using for the gallery walk. You could also have students, individually or in small groups, select the text for the gallery walk. 2. Think-Pair Share Students are given their content to read and take notes on the salient points. They then share with their group and organize the highlights on a poster size sheet of paper. Colored pens and a meter stick are enough to make a nice poster for the “gallery”. 3. Organize texts around the classroom Texts should be displayed “gallery-style” - in a way that allows students to disperse themselves around the room, with several students clustering around a particular text. Texts can be hung on walls or placed on tables. The most important factor is that the texts are spread far enough apart to reduce significant crowding. 4. Instruct students on how to walk through the gallery Viewing instructions will depend on your goals for the activity. If the purpose of the gallery walk is to introduce students to new material, you might want them to take informal notes as they walk around the room. If the purpose of the gallery walk is for students to take away particular information, you can create a graphic organizer for students to complete as they view the “exhibit,” or compile a list of questions for them to answer based on the texts on display. Sometimes teachers ask students to identify similarities and differences among a collection of texts. Or, teachers give students a few minutes to tour the room and then, once seated, ask them to record impressions about what they saw. Students can take a gallery walk on their own or with a partner. You can also have them travel in small groups, announcing when groups should move to the next piece in the exhibit. One direction that should be emphasized is that students are supposed to disperse themselves around the room. When too many students cluster around one text, it not only makes it difficult for students to view the text, but it also increases the likelihood of off-task behavior. An additional option is for the small group to present their poster verbally to the rest of the class. Each group subsequently shares the highlights of their poster as the class moves around the classroom. (adapted from https://www.facinghistory.org/resource-library/teaching-strategies/gallery-walk )

Are you visible every time you post/interact with your students in Sakai?

Here’s how… • Create a headshot photo (save as jpg or gif) • Login into Sakai - Go to your Sakai workspace • Click on profile & upload your photo • Click on privacy – select the first drop down and set profile image to everyone! • Save setting

[Street Address]

Dr. Kathleen Bacer, Director Online MA in Educational Technology & MA in Education: Learning & Technology ~kbacer@apu.edu

School of Education/Teacher Education 8

“Absolutely No Studying Allowed” Quiz Scott Bledsoe, PsyD Department of Graduate Psychology tsbledsoe@apu.edu Overview: This activity promotes active learning and review of course content without the scourge of test-taking anxiety. Students work in groups to construct quiz items based on course material over a week, month, mid-term or entire semester. Students start out with a perfect score (10/10) and only lose points if they do not work collaboratively in their groups. The entire activity should last approximately one hour. Materials Needed: Flash Drives – three to four should be sufficient Goofy Prizes (e.g., Spinning Tops from the dollar store, pieces of candy) Laptop or Classroom Computer Preparation Beforehand: 1. A few days before the quiz, email the template file (figure A – next page) to all students in the course and tell them to bring the template, study materials and laptops, tablets, etc., to class. 2. Decide whether groups should review the same material (e.g., everyone reviews Chapters three and four) or separate sections (first group reviews the first chapter, second group review the second, etc.). 3. On the day of class, bring flash drives to transfer data from group laptops to your computer. 4. Also bring enough goofy prizes for each student in the class. 5. NOTE: This lesson plan is based on a class of 28 students – 7 groups of 4 students each – so plan to modify it accordingly. Using this format, each group will be responsible for 24 quiz items. During Class/Quiz Preparation: 1. Divide students into seven groups of four students each. 2. Number each group from one to seven. 3. For 25 – 30 minutes, each group does the following: a. Assigns one member to construct the quiz items using the PowerPoint (PPT) template (figure A). This student will do the following: i. Expand the PPT template (copy & paste) to four slides for each of the quiz items. ii. Number each quiz Item according to group # by filling in the blanks: For example, Group One will number their items 1, 2, 3, and 4; Group Two will number the items 5, 6, 7, 8, and so on. b. Collaboratively reviews course material previously assigned (See item 2 above in the “Preparation Beforehand” section). c. Constructs four multiple-choice or fill-in-the-blank quiz items using the template (figure A). Items can be factual, analytical, creative, humorous, etc., or a combination thereof. For example, the first three items could be factual while the last could be creative (e.g., Fill-inthe-blank: Which Marvel Superhero most closely resembles the character from the novel?) d. Writes down all answers on a separate sheet of paper and includes the group number. e. Once completed, the group is responsible for transferring file with the 4 items onto a flash drive, labeling it “Group ___, Items __ - __” and giving you the flash drive & answer sheet. 4. Create a desktop folder on your laptop (or classroom computer) and copy and paste each group file to that folder.

During the Quiz: 1. Remind students that the quiz is worth 10 points and all who worked collaboratively will receive full credit. 2. Each group will do the following: a. Number a sheet of paper from 1 to 28. b. Cross out the quiz items created by that group (e.g., Group 1 will not receive credit for Items 1, 2, 3 and 4.) 3. Using the group PowerPoints, display each quiz item in succession on the classroom screen. 4. Give an appropriate amount of time (approx. 10 â&#x20AC;&#x201C; 15 seconds) for each item before moving to the next item. 5. At the end of the quiz, ask students to tally correct answers out of 24 total items. 6. Bring out the bowl with the goofy prizes. 7. Members from the group or groups with the highest score will claim their prizes first, followed by second highest scores, third highest scores, etc. Make sure all members receive a prize. Final Words of Wisdom 1. Feel free to modify this activity as needed. 2. Above all, have fun!

Figure A

What Do I Have to Do? Syllabus Retention Activities Tasha Bleistein, Associate Professor/Online MA TESOL Program Director Global Studies, Sociology, and TESOL tbleistein@apu.edu

Syllabus Quiz   

Identify common issues that students have with the syllabus and create a quiz that can be taken immediately in class, during the following class period, or as a take-home quiz. The quiz can be graded or be a fun review activity with a prize or praise for students with high scores. Sample Questions: o What happens if you miss a class? o What are the three types of ABC group presentations? o What are the mini lesson topics that you will present on? o What is due weekly? Explain the assignment in detail.

Syllabus Videos   

Use Jing (https://www.techsmith.com/jing.html) to capture screenshots and make explanation videos to embed in the syllabus. Explain the assignment and address frequently asked questions or areas of confusion from students. Sample explanation video (http://screencast.com/t/2Q0K8E7jeyM1). Explain how to use technology or the process for completing an assignment: Sample Video (http://screencast.com/t/oIR9FDvJbAw6).

Syllabus quizzes provide incentive for students to read and interact with the syllabus. Reviewing the answers is another way to review the syllabus content and allow students to ask questions in class. Syllabus videos provide answers to commonly asked questions and allow students who might not want to ask for clarification in class the opportunity to view the videos as many times as is needed. Both activities allow students to take more responsibility for understanding course requirements and can reduce the need for clarification later in the class.

Effective Teaching-Learning Practices Name and Title: Jeffrey Boian | Assistant Professor & Program Director, Leadership Minor Department: Leadership & Organizational Psychology Email: jboian@apu.edu Teaching-Learning Category: Community building activities, Critical thinking strategies, Reflection-oriented strategies Name and description of technique, strategy, or assignment: Student-Directed Learning For purposes of this effective teaching-learning practice, the syllabus is fully developed and presented to students at the beginning of the semester. Students know exactly what is expected of them and they follow through with all that is laid out before them for the semester. About half way through the semester, during the class discussion on team building, I pause from the normal class interaction and give students a new, unexpected assignment. In this assignment, I actually give them an opportunity to come up with proposed assignments that meet the clearly stated (and required) Course Learning Outcomes for the remainder of the semester. Students are broken up into multiple groups and they have to work together in teams to come up with their proposed assignments. Each group must justify why they are proposing what they are proposing as a better alternative to the already stated assignments. They must also discuss how their newly proposed assignments meet the CLOs for the class. After group presentations are made, the class as a whole has to work together to decide which assignments they believe accomplish the stated outcomes and which ones would help them to learn the most (this question is asked frequently throughout the process). There must be unanimous agreement going forward â&#x20AC;&#x201C; from the students and from me. All of this must be accomplished during one class meeting. Students are not allowed to extend their proposals or discussions/decisions into another follow up class session. What makes it effective (what does it accomplish or what issue does it address?): What makes it effective is that it causes students to work together and to actually

practice what they are learning about team work in the class. They also take on much more responsibility for their own learning during the remainder of the semester because they are now working on assignments that they were responsible for crafting. This allows for students to feel an increased sense of ownership in the class and what they are learning. Student engagement has always increased when this strategy is conducted. Any special considerations or logistics to consider: While students are able to propose their ideas, ultimately I have the final say. I have some students that proposed their assignments without much thought or consideration in a way that would simply require less work. This clearly did not succeed. I reserve the right to keep the original course assignments if students do not provide legitimate alternatives. This strategy will not work in all classes or in all disciplines, but in certain classes in certain disciplines, it could be a great approach to increase student engagement and overall learning.

14 They love to see other student’s

To access this tool, select Polls from the Tool Menu in your site.

how to develop polls. You can decide if you want to include this in the handout for faculty or just state that “all instructions are available through Sakai”

NOTE: Bellow is directly from the instructions provided in Sakai in the “Help” tab for Polls. It provides the step-by-step on

responses to questions and how they compare…..have fun with this and enjoy!!

Warning: Students love to be “polled” and will ask for polls in every class session!!!

Getting started is quick and simple! All instructions and a step-by-step guide are available through Sakai.

Questions can be easily generated to assess student learning, prompt in-class discussions, be used as a first day of class “icebreaker” or any other teaching/learning purpose!

Participants may only vote once per poll. Responses to poll questions are anonymous.

post any number of polls. If desired, instructor may also change the tool permissions to allow students to post poll questions.

Results of a poll can be made available to students immediately, after voting, after the closing date, or never. Instructors can

The Polls tool allows instructors to post single question, multiple choice survey questions on their Sakai site. Polls can be structured to elicit single or multiple responses to a question.

What is the Polls tool on Sakai?

Here’s what you need to know…….

Cheryl Boyd, MSN-APRN, Assistant Professor, School of Nursing cherylboyd@apu.edu

Using Polls (in Sakai) as an “ice-breaker” for formative evaluations, or just for fun!

Click Add.

Note: If the Polls tool is not available on your site by default, you can add it to your site under Site Info > Edit Tools.

Select the Polls tool from the Tool Menu of your site.

Go to Polls.

How do I add a new poll?

Example of Poll results.

Example Polls.

Specify availability time and date. Indicate limits on number of answers selected. Choose when to make the results visible. Click Save and add options when finished.

Add the first answer.

1. 2. 3. 4.

Specify the poll settings.

Enter the poll question in the box marked Question and add additional information in the Rich Text Editor below if needed.

Compose your poll question.

This displays the Polls list page. Click Save to save your poll.

Click Save.

Continue this process of saving and adding options until you have added all of the options for the Poll question. On the last option click Save. This will display the Edit a Poll page with the poll options listed.

Enter the second answer option in the text box, then click Save and add options.

Enter the first answer option in the text box, then click Save and add options.

Zoom

Jessica Cannaday Associate Professor Department of Teacher Education jcannaday@apu.edu

Fernette, B. and Eide, B. in Martin, L. (2016) Educational Benefits of Blogging. Retreived from, http://smallbusiness.chron.com/educational-benefits-blo9gging-27588.html Duffy, P. and Brunns, A. in Martin, L. (2016) Blogging for Critical and Analytical Thinking. Retreived from, http://smallbusiness.chron.com/educational-benefits-blogging-27588.html

Name: Sense-less Description: In creative writing, as in most other forms of communication, the descriptions most students employ pull toward the most readily accessible words at their disposal. These terms, while functional, are almost always less evocative and effective than others writers are capable of building their scenes around. However, most written contexts privilege speed over selectivity. As such, it is critical to disrupt student expectations by placing creative restrictions on their work. Assignment: Students are presented a context-less list of five sensory experiences and asked to select one. For example, they can choose the scent of popcorn, the taste of tinfoil, the sight of a sunset, etc. When they have selected a list item, students are then required to describe that sensory experience to a fictional reader/listener without the corresponding sense. So, describe the sight of a sunset to a blind person or the sound of the wind in the trees to a deaf person. Guided Reflection: The goal of this assignment is to create useful discomfort in the writersâ&#x20AC;&#x2122; processes. Why? It forces writers to consider their blind spots by making their very blindness central to the work. Also, it requires a manner of thinking that moves from the most expedient to a more complex and creative mode of expression. But more, it creates a space for guided reflection in which students can move from discussing the assignment itself to larger notions of preconceptions and thinking habits they would likely not otherwise be able to access. It also allows me to speak into the specific work in front of them rather than remaining at a constructed hypothetical and conceptual level. What makes it effective: Sense-less is very effective on two levels. In terms of writing practice, the exercise pushes students to consider description in broader and more creative terms, pressing them to describe sensory experiences in ways they would not have before. And in a broader sense (see what I did there? sense?) this activity helps build what I refer to colloquially as their vocabulary of selfâ&#x20AC;&#x201D;an accessible map of their practices and expectations in service of growth and improvement in their skills. Special considerations: This exercise needs a constructivist approach to work in that it must be built with the student experience in mind. This is a process-based assessment, not product- or outcome-based. As such, the guiding instructional principle is the creation of stress in the writing itself, not in the results of that writing. This allows for challenge and a celebration of not being perfect. Transportability: Variations of this exercise are numerous and available in most disciplines. Finding and fixing broken systems within math, the computer sciences, and engineering. Removing the most applicable case law in response to a legal decision and working toward a solution. Requiring philosophy and theology students to respond to an issue from a different philosophical or religious framework. Encouraging history and sociology students to write alternative versions of historical or case study texts. The list goes on. The key is aligning the work with a discussion of practice rather than valuing the product of the assignment itself.

________________________________________________ Strategy:

DO NOTHING

Description: Do not prepare for class. Look at the topic, but recognize that this strategy rests on the assumption that you are familiar with readings that you assigned. Delete your PowerPoint. Forget about the videos you could show. Say a prayer, enter the classroom, and facilitate. Effectiveness: The title of the strategy is not literal. The title was designed to promote resistance to an educational environment inundated with being flipped, cropped, packed, innovated, technified, outcomed, and assessed. The stored knowledge (both experiential and cultivated) in any group of people can be cross-pollinated through an in depth excavation of what each person brings to the collective mind of the educational environment. ________________________________________________ C.S. Collins Department of Higher Education ccollins@apu.edu

Sharing Culturally Diverse Worldviews Michelle Cox, PhD., Professor/Director of School Counseling Department of School Counseling and School Psychology mcox@apu.edu The activity offers an opportunity for students to understand individual perspectives that shape the way they see the world. It is also an effective icebreaker to allow students to get to know one another on the first of class. The activity is appropriate across disciplines because we live in a diverse world and as long as we interact with others, we should be respectful of differences. The activity is also transferable to online classes. Activity 1. Review Terms below with students and make them visible or share as a handout Student Instructions: The following are terms with which have historically been used to define people and issues related to race/ethnicity. Familiarize yourself to the terms because they will be used throughout the activity.

A. Culture: Referring to values, norms, beliefs, attitudes, folkways, behavioral styles, and traditions, that are linked together to form an integrated whole that functions to preserve a society (Pinderhughes, 1989). Examples: gender, religion, country of origin, professional affiliations. B. Ethnicity: Refers to connectedness based on commonalities such as religion, nationality, region, etc. (Pinderhughes, 1989). Used to create a larger category of a group when subcategories are necessary. This definition has also overlapped with the culture definition as it can also be defined as a group of individuals, who interact, maintain themselves and are cultural descendants of a group, and identify as members of the group. However, the NCES (2015) categorizes ethnicity as either Hispanic/Latino or non Hispanic/Latino based on the United State Census. C. Race: Defined as a socially constructed meaning, attached to a variety of physical attributes that include, but are not limited to, skin and eye color, hair

texture, and bone structure of people (Singleton & Linton, 2006). However, contemporary researchers recognize the construction of â&#x20AC;&#x153;raceâ&#x20AC;? used in this country (and others) to create divisions, which benefit the majority or those in power (Pollock, 2008). The National Center of Education Statistics (NCES) categorizes race as American Indian/Alaska Native, Asian, Black/African American, Native Hawaiian/Pacific Islander, and White (2016), and excludes Hispanic as a racial category based on the United States Census. 2. Review Ground Rules to develop and foster respect in the classroom. Make Ground Rules Visible to Class. Ask students to contribute to the list. Here are suggestions for Ground Rules: A. Be Respectful of opinions, values, and perspectives B. Agree to disagree. C. Be open to learning from one another. D. Be careful not of offend others in stating your opinions. E. Be honest, yet respectful. F. Refrain from stereotypical statements and ask appropriate questions if further understanding is needed. G. Keep confidentiality H. If offended...ask for clarification. 3. Divide students in pairs and/or triads. Each person must respond to the following questions in 2 minutes while listening students take notes: Student Instructions: A. Introduce yourself and describe your own race, ethnicity, or culture (you may choose more than one) B. Reveal at least one value that was learned as a child that still impacts your life today based on the race, ethnicity, or cultural membership C. Describe an "ism" (e.g., racism, ageism, sexism, etc.) that you have experienced (or witnessed) as a result of being a member of a specific group. After all students in the pair/triads have responded, the individuals rotate and repeat story to different individuals. 4. Report out: After stories have been shared with several students, they are given the opportunity to report out what shared experiences stood out to them the most.

References 5. 6. 7. 8. 9.

National Center of Education Statistics (NCES) (2015). Statistical Standards: Development of Concepts and Methods. Retrieved from https://nces.ed.gov/statprog/2002/std1_5.asp Pinderhughes (1989). Understanding Race, Ethnicity, & Power. New York, NY: Free Press Pollock, M. (2008). Everyday Anti Racism. New York, NY: The New Press Singleton, G.E., Linton, C. (2006). Courageous Conversations about Race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press Sue, Derald W., Sue, D. (2013). Counseling the Culturally Diverse: Theory and Practice (6th ed.). Wiley & Sons

BUilding the Future Activity Goal: This activity is designed to be used on the first day of class. It is best used as an introduction exercise followed by the review of the course syllabus. It is an engaging way to introduce classmates to one another (and to the professor) and to prepare them for the importance of the syllabus. Activity Overview: Student groups will be given a preset bag of LEGO® bricks (with instructions removed) and given 5 minutes to build a LEGO® elf sitting on a present. At 5 minutes, the instructor calls the time and asks each group to introduce themselves, their LEGO® friend, and give one word that describes this activity. The instructor may hear words like; creative, frustrating, challenging, fun, etc. (Listen for the words that indicate frustration or challenge at some level). Instructor will then ask the group to share what would have made this activity less frustrating or challenging. The group will generally respond with “we need directions.” If time permits, Instructor will pass out the directions and give 1 minute to rebuild the LEGO® elf. Instructor will point out that having a clear plan can lead to clarity and aid in the creation of a successful product. Instructor will transition to talking about the syllabus in the same manner. The syllabus is set up to provide direction for the course... Activity Logistics: ● Pair up (or group) students depending on the class number and how many LEGO® sets you have. ● Each preset bag has the same exact pieces included (to ensure all have the same tools and are working toward the same end goal). *Facilitator note: Do not include directions to the elf, this is where the lesson comes. ● Use iPhone or stopwatch to time activity

Contact Information: Wendi Dykes Assistant Professor and Director; MS in Organizational Psychology Department of Leadership and Organizational Psychology (e) wdykes@apu.edu (p) x5881

How to get students to read assigned readings (maybe)… Kathryn Ecklund, Ph.D. Professor, Department of Psychology, Chair kecklund@apu.edu Reading Reflection and small group critical analysis o After completing the designated reading assignment for the week, students reflect in writing on the reading. Specifically, they process their thoughts, ideas, questions, concerns, etc. Each reflection includes a discussion of 3 distinct constructs/ideas from the reading that resonated with or intrigued the student (1 paragraph each). o Periodically they receive specific prompts from instructor that they are asked to respond to in lieu of this structure. o Included in the written reflection paper is 2 discussion questions for team/class discussion that are anchored in a discussion of the week’s reading material. These should be things that they are interested in thinking/talking more about, would like others input on, are curious to explore in greater detail, etc. These should be items that they believe would allow for thoughtful interchange of ideas in a small group setting. o Students turn in the reflective paper first day of class, faculty reads and provides comments o This enables faculty to get a gauge of what from the weeks reading intrigues, confuses, or otherwise engages students to guide/inform planning for the remaining class time during the week. o This enables faculty to provide additional discussion prompts in the form of feedback on their reflection for small group discussion o In second class period, students spend time in team learning groups discussing their reflection paper constructs and questions. o They are coached to challenge each other’s ideas, even if they agree. They are coached to try to help each other understand constructs better, even if they feel confused themselves, etc. o During this time, faculty may sit in on a group or quietly wander among the groups “listening in” for themes. o Following small group discussion (15-25 minutes), the larger class comes back together and groups are asked to share ideas, questions, issues that came up in small group that they would like input on from the larger group and professor. o Faculty first facilitates the groups in engaging with each other around the issues o If the issue involves a need for more information (clarification, etc.) from faculty, briefly provide the information then facilitate groups in engaging with each other. o Periodically throughout the semester students assess each other’s informed contribution to the small group discussion, which is factored into final grade for reflection papers.

Stand-Where-You-Stand Activity to Engage Students in Critical Reflection

Purpose: To encourage students to think critically, argue persuasively, and listen carefully to opponentsâ&#x20AC;&#x2122; points of view. Process: The instructor shares different possible stances on a given issue and posts signs around the room representing each one. Leader gives participants time to reflect on their opinion then asks them to stand in front of the sign that most closely reflects their positions. As time permits, individual students are asked to orally present arguments that support/justify the stance they have taken. Students are encouraged to use evidence from assigned readings, multi-media presentations, or other resources to bolster their points of view. Students are then invited to move to another sign if the arguments they hear from peers persuade them that a different view is more accurate or defensible. Those who have moved are given time to share their rationale for switching positions. Topic Example:

Affirmative Action

I always support the use of affirmative action in hiring decisions.

I sometimes support the use of affirmative action in hiring decisions.

I never support the use of affirmative action in hiring decisions.

Additional Resource for activities that promote critical discussion: Brookfield, S.D., & Preskill, S. (2005). Discussion as a Way of Teaching. San Francisco, CA: Jossey-Bass. For further information: Stephanie Fenwick, Ed.D. | Director of Faculty Support Center for Teaching, Learning, & Assessment sfenwick@apu.edu

Teaching Strategy – Clinical Case Demonstration Area of focus: Faith Integration Samuel M Girguis, PsyD APU’s Doctor of Psychology in Clinical Psychology (PsyD) program attracts students from very diverse backgrounds, including students of various religious traditions as well as students without any institutional religious background. The awareness of values, beliefs, attitudes, behaviors, etc. is germane to the field of Clinical Psychology and the practice of psychotherapy. The following teaching strategy is designed to honor the diversity of the student and to explore the dynamic between the student’s values, beliefs, etc. and the client’s values, beliefs, etc. 



     

Instruct students to choose a clinical (or personal) interaction where they felt that there was a conflict between their own values, beliefs, etc. and those of the other person. o Note: It is helpful to inform the student that they will be discussing this in front of their colleagues in the course and that you (the instructor) will be vetting the content prior to the clinical case demonstration. If the topic is highly controversial or may be hurtful to others in the class, work with the student to generate another example. If the course is related to a specific profession or guild (i.e., psychology, American Psychological Association), ask the student to identify any guidelines, standards, or ethical codes that are put forth by the profession or guild. Engage the student in dialogue around the conflict, asking them to pay special attention to their personal values, beliefs, attitudes, etc. and how they impacted the situation. Ask the student to attempt to identify the personal values, beliefs, attitudes, etc. of the other individual and where the point of conflict might be. If there are specific guidelines, standards, or ethical codes identified by a profession or guild, ask the student to highlight those. Engage the student in discussion around possible points of common value or beliefs and how that might help mitigate the conflict. Ask the student what they learned about themselves and the way they can work with others with different values, beliefs, etc. If it is safe to do so, ask the rest of the class to reflect on their personal values, beliefs, etc. and how they would impact the specific situation.

Allot approximately 20 minutes for the clinical case discussion and another 10-15 minutes to discuss with the class.

Making Students Effective Stakeholders of the Classroom-Learning Process Purpose: A stakeholder has a sense of say in a business, leading to a vested interest, sense of ownership, and much higher willingness to participate in the business. Thus, the goal is to help students feel like effective stakeholders in the classroom. *Caution: A stakeholder is not necessarily the owner. Although a stakeholder may have a say, he/she is not necessarily an owner and does not have the final say. Likewise, in the classroom, it is important that the student feels like he/she has a say, but understands that the Professor ultimately has the final say.

Strategy #1: Student-Driven Examples   

Idea: When possible, have concepts to teach without a specific context/example in mind – allow students to suggest context. Benefit: Students are more interested in what they’re interested in than what you’re interested in! o They’ll learn the concepts much more and will have fun doing it! Example: I have written code about monkeys, comic books, Star Wars – and it will probably be Pokémon this year! It’s not my personality, but the students LOVE it and actively engage.

Strategy #2: Invite Student into True, Collaborative Problem-Solving 

 

Idea: Don’t just talk at students all the time; invite them into dynamic, problem-solving experiences where you may make mistakes! (We all know we make mistakes, they need to see it too!) o *HINT: Works best when employed with Strategy #1! Benefit: Students get to problem-solve with you and see that it is an imperfect process, giving them more confidence. Example: After letting students choose to write a Star Wars program, I will program it with them in class. They will give me feedback on what to name characters (which is fun for them), but also on how to write the code. And, from time-to-time, students even help correct sincere mistakes I make.

Strategy #3: Take & Respond to Student Feedback 

  

Idea: Take anonymous feedback after 5-6 weeks. Ask two simple questions: o What’s one thing we do that helps you learn? (partly for your confidence…before asking…) o What’s one thing we could do that would help you learn better? Process: Aggregate the results into common themes and take time to respond in class. Benefit 1: Students see you are willing to listen to what helps them and that they have a say! o Example: “Most of you say you get burnt-out from 2-hr lectures, so let’s take more breaks.” Benefit 2: Students see that there are other student needs that you are balancing, which can diffuse frustrations and thoughts that you just don’t care. o Example: “From your feedback, half say the course is too fast and half say it is too slow.”

In Short – It’s OK to Show a Little Uncertainty 

Communicate (both verbally and non-verbally) that you have a solid plan and schedule for the course, but that you are willing to deviate depending on class pace, interests, etc.

Living Analogies: Doing The Analogy Instead of Just Listening to It Nabil Hanna, MD, Doctor of Medical Sciences-Anesthesiology Professor Graduate Department, School of Nursing Azusa Pacific University nhanna@apu.edu This is a technique I developed and started applying in my classes of Pathophysiology and Pharmacology for graduate Nursing students as well as for the undergraduate nursing students. In these two courses a lot of complex scientific and medical concepts that need thorough explanation to be understood completely; this understanding will be the basis for a sound nursing practice. In an attempt to explain these complex concepts, I follow the footsteps of my Master, the Great Teacher: Jesus Christ and do a lot of analogies. Analogies-to me- are like bridges that take you from the land where you are standing currently, and walk you over some barrier river, in order to help you land safely on the other side where you become in a new position that wouldn’t be achievable without using them. Analogies are used frequently in teaching, and especially in medicine. I often make use of this technique in my lectures to explain to students the difficult medical physiological and pathological concepts. A lot of analogies are out there and constitute some medical teaching heritage, other analogies I developed myself inspired by those critical moments when I see staring faces of students who do not “get it.” I receive an encouraging positive feedback every time I use these analogies, and I can instantly see the difference they make. This encouraged me to take a new step in practicing this analogy lecturing technique, that makes these analogies “live.” It all started when I was invited to an undergraduate pathophysiology class to lecture on acid-base balance, one of the most difficult concepts to understand in medical teaching. I developed the analogy of the “Tug of War” and used it before to explain these tough concepts. What I did differently that time is that I purchased a tug of war rope, and made sure to have a red one as it was going to refer to the blood, and I asked students to form two teams (each consisting of two players), and we started to play a real game in which the teams played and the rest of the class cheered for them!! I repeated the game and each time I introduced one concept in the acid-base balance until I finally explained the major points I had in my lecture for that day. Then, I went through these points using my PowerPoints while referring to the items in the game and linking them to some key concepts and so on.

In my opinion, this technique that I call “Living Analogies” serves many purposes: 1- It’s an ice-breaker: some students have bad experience with some particular hard medical concepts and they get intimidated whenever they encounter them in a test or even in practice. Living analogies create a lot of fun and help alleviate students’ fear from certain hard concepts. 2- It’s a hands-on experience: when students “do” the analogy they will remember it without the need of memorization. 3- Most importantly, it helps students draw the conclusions themselves based on a “first-hand” experience. 4- It helps students become creative, and they can think of similar analogies, or they can add some modifications to the already used analogy to make it more relevant or expand it to cover related concepts.

Reflections from a Student’s View Carol Hines Ph.D. Assistant Professor in School of Education chines@apu.edu Reference: Brookfield, S. D. (2006). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, Second Edition. San Francisco, CA: John Wiley & Sons, 35-54. This technique gathers student input at the end of each class session. Students are asked to respond anonymously in writing to 5 prompts.     

At what moment in class did you feel most engaged with what was happening? At what moment in class were you most distanced from what was happening? What action that anyone (student or teacher) took did you find to be most affirming or helpful? What action that anyone took did you find most puzzling or confusing? What about class surprised you the most? (This could be about your own reactions to what went on, something that someone did, or anything else that occurred.)

Students fill out the form at the end of class and leave it face down near the door. The instructor reads through the forms, looking for common themes and begins the next class session with a summary of the results. Things that are mentioned on three or more forms are mentioned, as well as major differences in students’ perceptions of activities. Single comments may be shared if they shed light on class or teaching methods. Disparaging comments about individual students are not reported publicly. Benefits: 1. 2. 3. 4. 5. 6.

Become alert to problems before they are disasters. Encourage students to be reflective learners. Build a case for diversity in teaching. Build trust. Suggest possibilities for instructor development. Model critical thinking.

Logistics:  

For larger classes, collect a percentage of responses each session For small classes, have one of the students collect the forms and summarize the responses to preserve anonymity.

Reflections from a Studentâ&#x20AC;&#x2122;s View Date _____/_____/_____ 1. At what moment in class did you feel most engaged with what was happening?

2. At what moment in class were you most distanced from what was happening?

3. What action that anyone (student or teacher) took did you find to be most affirming or helpful?

4. What action that anyone took did you find most puzzling or confusing?

5. What about class surprised you the most? (This could be about your own reactions to what went on, something that someone did, or anything else that occurs.)

Reference: Brookfield, S. D. (2006). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, Second Edition. San Francisco, CA: John Wiley & Sons, 35-54.

Reflective and Interactive Blog  Alexander Jun, Ph.D. (Professor of Higher Education)  Department of Higher Education (BAS)  ajun@apu.edu

In the doctoral level diversity and social justice course I teach every fall, I require student to create a blog, and to post (a minimum of four posts a month) each week. The blog is worth nearly half of their grade for the semester. They will enter personal reflections and reactions on any particular area related to the readings assigned for that particular month. The blog posts are not intended to be a summary of chapters. Their engagement in their posts ought to reflect careful analysis of the chapters. The intent of this assignment is to provide a safe and confidential space for personal and spiritual introspection, analysis, and reflection based on readings, as well as their own personal reflections of discussions with family members, co-workers, classmates, and friends. The blog is meant to help reflect upon and process all thoughts, emotions, reactions, challenges, and frustrations regarding issues of power and privilege from the readings and with others. The goal of this assignment is to help foster more meaningful personal interaction with me as the faculty member, as they travel through this course. I utilize some of my strengths (individualization, communication, empathy) to create open, judgment free dialogue and exchange. I reinforce the following in my syllabus: *There is no minimum length or frequency for this assignment. You will submit at least four reflections per month August – December. *I only ask is that you are genuine and honest in your reflections, and are able to thoroughly address and reflect upon the readings. *This is an entirely different style of writing. You do not need to follow APA style…you can write in streams of consciousness with incomplete sentences of unrefined thoughts if that helps you process. *These blog entries are not intended for public consumption, and your blog exchanges will be kept strictly between you and me, because, again, I want to create a safe space. *I will respond to and comment on your entries, unless you make specific arrangements with me in advance (yes, you can always change your mind at any time).

 What this technique effective?

In addition to incorporating technology into the classroom, my students are able to really express their fears and frustrations with a very delicate topic of diversity and social justice, knowing that they can interact freely and openly with the faculty member. This is much better than group dialogue, for it creates a culture of debate and competition. Also the students have regular weekly (and oftentimes three or four times a week) communication with their professor through the entire semester. This is important in a blended program like ours where students potentially feel out of out of touch with faculty and their program.  Special considerations

Must spend time in class to set up a free (there are many) and user-friendly blog on line. Must ensure that it is private and closed. Must ensure that the faculty member’s email is listed in the communication settings so that any post will default to the faculty member’s inbox. This ensures that faculty are aware of new information.

READING THE SUBJECT THROUGH THE SACRED READING OF SCRIPTURE Name: Title: Department: Email:

Paul Kaak Executive Director / Professor Faith Integration / Center for Teaching, Learning, & Assessment pkaak@apu.edu

Description Lectio divina (or, “sacred reading”) is an ancient way to read the Christian scripture repetitively. It comes to us from the contemplative/monastic tradition. The typical “movements” used in lectio divina are 1) lectio (reading the text), 2) meditatio (meditating on the text), 3) oratio (prayer, or dialogue with God around the text), and 4) contemplatio (being attentive to God). Here are the movements that I have used, finding them valuable both personally and with others in groups, including in the classroom. 1) Read the scripture text out loud once. Ask the listeners to simply hear the text, to receive it, without feeling obligated to interpret or apply it. PAUSE 2) Tell the listeners you will read the text again and this time you are asking them to listen for a word or a phrase that comes to their attention and to contemplate that word or phrase quietly. PAUSE 3) Before reading the text for the third time, tell the listeners to consider the emotion that wells within them as they hear the text. What “feeling” is generated within them as the listen? PAUSE 4) In preparing them for the final reading, ask the listeners to consider what the text is calling them to do. What is their call to obedience or application from the scripture passage? PAUSE Once a session of lectio divina is finished, it is appropriate to invite people to share whatever they would like to share, based on their experience. So, how can lectio divina be useful in academic faith integration? In preparing for class, consider a topic or issue within your subject for which you would like to consider more than “just the facts” and, in particular, to give God the opportunity to provide an alternative perspective or unique faith-based insights. It may be that you are dealing with a matter of social justice in your field, or an ethical dilemma, or an interpersonal challenge associated with your course. Once you’ve identified the topic or issue, carefully search the scriptures for a story or passage, perhaps something from the gospels, a Psalm, a word from a prophet or a cluster of Proverb that you sense speak to the theme you have chosen. Take some time, with 2-3 Biblical commentaries, to study the passage to ensure that your supposition about the text is correct.

Develop a way to bring the topic of theme to the student’s attention. Do you have a current event that would help them find their way into the topic? Maybe a short excerpt from the textbook will do. Perhaps you have an experience you could from your professional background or perhaps you will take them on a field trip to experience the issue themselves. The goal is to be sure they are somewhat immersed in the topic. Use the best means possible to take them in to the issue. Then shift, asking them to put all materials away, so their desk/table is clear. Explain that you are going to read a portion of scripture, multiple times, asking them to listen while also keeping in mind the issue you have raised. Follow the movement given above. After finishing, ask them to (1) discuss or (2) write a short essay or (3) both, using something like the following prompts: 1) In what way did God use the scripture that was read to help you better understand the issue? 2) In what way did God use the scripture that was read to help you see the issue differently than the textbook or other “typical” viewpoints? 3) What are some ways a Christian is likely to feel about this issue, based on your experience listening to the passage? 4) What are some practical responses a Christian is likely to have about this issue, based on your experience listening to the passage? 5) What additional faith-based insights What makes it effective? Lectio divina is a way to read scripture slowly, providing an opportunity to consider the passage being read for oneself (rather than be taught what it means) and to also prayerfully receive guidance in understanding and applying what is read from the Holy Spirit. From a faith integration perspective, it uses the scripture in a simple, but powerful way, to show students the power of Holy Spirit to speak through the scriptures regarding the issue(s) they are studying. In a small group Bible study, it can remain “generic”; in faith integration, a particular subject matter is carefully linked to a well-chosen passage of scripture and a thoughtful means for reflection is part of the pedagogical design. References Casey, M. (1996). Sacred reading: The ancient art of lectio divina. Liguori, MO: Triumph Books. Pennington, B. (1998). Lectio Divina: Renewing the ancient practice of praying the scriptures. The Crossroads Publishing Co. Peterson, E. (2009). Eat this book: A conversation in the art of spiritual reading. Grand Rapids: Eerdmans.

Student Reflective Learning Blogs

Shawna L. Lafreniere, Ph.D. Director of Curricular Effectiveness and Assistant Professor Center for Teaching, Learning, and Assessment slafreniere@apu.edu Description: Student Reflective Learning Blogs can be used in any discipline at any level! These blogs are a wonderful tool to ensure that students both read and think critically about course material before class, and critically reflect on their learning post-class. Pre-class Blogging: By assigning pre-class reading and using the following 3-2-1 prompts for the blog: (What are your 3 most important takeaways? What 2 questions do you still have about the material? And what is 1 application idea you have?), students are better able to engage with course material through reflective practice before class, allowing faculty to use class time to fill in the gaps of understanding and utilize active learning practices to enable the learning to come alive and better engage students. Post-class Blogging: By using specific and brief prompts, faculty can facilitate deep learning by assisting students to reflect on their classroom learning experience and interact personally with them. I use a modified version of Brookfield’s Critical Incident Questionnaire (http://www.stephenbrookfield.com/ciq/) to gauge my student’s reflection on their learning and make necessary adjustments to my own pedagogy. What Makes It Effective: 1. The use of graded blogs forces students to do the pre-class reading – the ultimate flipped-classroom learning tool. 2. The use of graded post-class blogs gives the students opportunity to reflect on their learning and gives faculty immediate formative assessment feedback to make just-in-time curriculum and pedagogical adjustments. 3. Students are able to critically reflect on course materials and create a semester-long archived learning portfolio of the salient materials by using their own voice. 4. Faculty are able to personalize feedback in a quick and convenient electronic exchange through the comment feature of the blogs. It’s a wonderful relationship-building tool. Special Considerations or Logistics to Consider:  Google Blogger is my favorite tool for this strategy. The benefits include: o Student’s blog can be set to private so their work is not open on the web, just to you as the professor. o All of your student’s blogs will appear in one screen on your homepage – this makes it much more manageable for grading and giving feedback. o I recommend that your student set up their blog in class with you so that they can invite you to it right away. Otherwise you will enter an email chase if either party encounters problems. o Don’t fear! I have a step-by-step screenshot Google doc that you can send to your students to get their blog up and running. Just email me and I will send it to you.  It is important to set time limits for blogging to ensure that students do their reading and come prepared. For example, pre-class blogs must be posted by 4:20 the day of class and post-class blogs must be posted by midnight the same day of class. References for more information:  If student reflective learning blogs are something you would like to implement and need more information, please contact me and I’d be happy to assist!

Sample Reflective Blog Rubric Criteria

Unsatisfactory

Emerging

Developing

Highly Developed

Follows Prompts

Does not follow criteria for both blog entries. Postings show no evidence of insight, understanding or reflective thought about the topics.

Follows some, but not all criteria for both blog entries. Postings provide minimal insight, understanding and reflective thought about the topics.

Follows most, but not all criteria for both blog entries. Postings provide moderate insight, understanding and reflective thought about the topics.

Follows all criteria for both blog entries.

Postings present no specific viewpoint and no supporting examples.

Postings present a specific viewpoint but lack supporting examples.

Postings present a specific viewpoint that is substantiated by supporting examples.

Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication. Postings do not reflect an awareness of the audience and it is difficult to identify the authorâ&#x20AC;&#x2122;s voice.

Written responses include some grammatical, spelling or punctuation errors that distract the reader.

Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.

Postings present a focused and cohesive viewpoint that is substantiated by effective supporting examples. Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.

Postings are written in a style that does not fully consider the audience, and the authorâ&#x20AC;&#x2122;s voice is difficult to identify.

Postings are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice.

Postings are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout.

Does not update blog within the required timeframe.

Updates blog when reminded; posts are often missing a date stamp.

Updates blog when required; most posts are date-stamped with the most current posting listed at the top.

Updates when required; all posts are date-stamped and the most recent posts are placed at the top of the page.

Content and Critical Thinking

Quality of Writing and Proofreading

Voice (remember that your professor is your audience)

Timeliness

Postings provide comprehensive insight, understanding, and reflective thought about the topics.

First-day-of-class Postcard Activity for a Diversity and Social Justice Course

Background: The first day of class in a course related to topics on diversity and social justice can be the most awkward. Students may come in feeling apprehensive or uncomfortable. Purpose of the Activity: To help put them at ease, to build trust in the classroom, and to begin to help students have deeper conversations that are planned in the course, I use postcards with social justice themes as a first-day activity. Description of the Activity: From a collection of 6 to 8 different postcards that have social justice themes (see examples above), the cards are spread out on a table at the front of the room. The students come up and choose one that they like. They return to their seats and they reflect on these questions: ď ś Why did you choose the postcard? ď ś What is it about the subject that drew you to choosing it? After giving them some time to think about their answers, they then share with a partner. Partners can then share with another set of partners. This then leads to the large class group sharing.

To debrief this activity, the following questions can be asked:  How was this activity for you? How did it feel?  Did talking about your choice of postcard mean you talk about yourself?  What came up in your conversations?  What did you learn about each other? Pedagogical Effectiveness: This activity is effective because the postcards are a catalyst for the students to talk about their perspective and what they see in the image of the postcard. Inevitably, this leads to talking about themselves and their background with their partner. This puts the students at ease and they are ready to talk about the course. It is also effective because in the event that students picked the same postcard, they discover that they each have a different perspective in how they are looking at the image of the postcard and their reasons for having a different perspective. This activity generates purposeful conversations and discussions on the first day of class and is a safe place to start for this type of course. This activity also begins to builds trust with their classmates and with me, as their instructor. To conclude the activity, I give the postcards to the students for them to keep and they can place at home or in their workspace. Special considerations: I choose postcards with social justice themes. These types of postcards may be hard to find. I use this website as a resource: https://www.syracuseculturalworkers.com/ The themes of the postcards I provide include: race including indigenous populations, Latino/as, African Americans; woman’s issues and leadership; religion; and/or social justice advocacy. Application to other types of courses: I use this activity on the first day of class specific to the course I teach with Masters students about diversity in American higher education. This activity could be adaptable to other courses such as art, geography, communications, leadership, social work, etc. Postcards that can be selected can relate to themes or topics to these academic disciplines. Contact Information: Dr. Mari Luna De La Rosa, Ph.D. Assistant Professor Department of Higher Education mlunadelarosa@apu.edu

THE PROMISING SYLLABUS Sandra Richards Mayo, PhD, Associate Dean for Academic Affairs, School of Education srichardsmayo@apu.edu, (626) 387-5817

“If the syllabus didn’t exist and you wanted to invent one based on what we think we know about human motivation and learning, what kind of syllabus would you produce?” (Ken Bain, 2004) We know that students learn best when…  they are actively involved in the process.  they share control over the learning.  they are able to reflect on what they are learning and how they are learning it. More than a set of rules and expectations, the course syllabus is a valuable tool that can help students become more effective learners.

Three Parts of the Promising Syllabus Based on Ken Bain (2004). What the Best College Teachers Do. Harvard University Press. Cambridge, MA, pp. 74-75. 1. The Promises (formerly known as the course objective) What kind of learning does your course promise students? What kind of skills or abilities will it help them develop? What kind of questions will the course help students answer? 2. Ways to Fulfill Those Promises (formerly known as course requirements) What will students do to meet those promises? What are the learning activities (e.g., readings, projects, writing, service learning/community engagement opportunities) that will be utilized in the course? 3. Understanding When The Promises Are Achieved (formerly known as grading policy) How will you know when students have achieved the promises? How will progress be evaluated? What knowledge, skills, and abilities will be evidenced when students have met the promises of the course?

FOR AN EXAMPLE OF THE PROMISING SYLLABUS VISIT http://www.communicationcache.com/uploads/1/0/8/8/10887248/the_promising_sylla bus_enacted-_one_teachers_experience...pdf

What Makes the Promising Syllabus Different from the Traditional Syllabus?  GETS TO THE ”WHY” Focuses on the meaning of what students will be learning rather than the tasks to arrive at that learning. Faculty might include a “Why this course” section in the syllabus highlighting the ways students will use their learning from the course.  COMMUNICATES HIGH EXPECTATIONS FOR STUDENT PARTICIPATION Focuses on helping students understand their role as members of a learning community. For instance, faculty might discuss academic integrity policies in the context of students offering their authentic selves as learners and making unique and meaningful contributions to the course.  INVITES STUDENTS ON A JOURNEY Ken Bain (2004) describes highly effective teachers as those who are able to build their courses around big, provocative questions that arouse curiosity and invite students to become engaged in answering those questions. The syllabus should be a place where these questions are first introduced.  COMMUNICATES EXCITEMENT ABOUT THE LEARNING PROCESS This can be accomplished in a number of ways. For example, faculty can help students see connections between the course and a broader set of intellectual interests, by linking students to a range of resources, including websites, literary texts, primary documents, museum exhibitions, and documentaries that are relevant to course material.

Suggested Reading:

Creating and Using Videos to Improve Student Learning Sharon McCathern Associate Professor, Department of Mathematics and Physics smccathern@apu.edu Why use videos (outside class time)? --there’s never enough time in class! --use them to shift “lecture time” to outside of class meetings --save class time for interaction, Q and A, group work, guided practice --students don’t seem to read textbooks (and when they do, they don’t do it well) – we can use video to help them figure out where to focus, then send them to the book for details if needed --review prerequisite material without taking class time --sometimes a student asks a good question that will take too much time to answer in class, but you want to explore the ideas with/for the students (video then is a reference for this semester and future semesters!) --check student understanding (with quizzes embedded in video, or “video questions” handed in at beginning of class) --increase engagement – students like them! --they enable you to hit the ground running at the beginning of class --extra example problems we don’t have time for in class --go over a test or homework problem that many people missed Student comments (from Math 161, Calculus 1): 

“Once we hit proofs and the definitions of functions I was lost and only the videos helped. Also, I'm an auditory learner so the videos are much better for me.”

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“I am a visual learner so the videos help a lot. The videos give me a clear example of what to do and shows the process of getting the answer.”

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“I really enjoy the videos, they are much more helpful than reading the book.”

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“The videos definitely help clear up any confusing material in the book. I also like working with a partner on some of the in-class assignments we do. We catch each others’ mistakes, and helping someone else with their problems is the best way to learn.”

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“The videos are really helpful as I get a visual walk through a problem before class.”

How to use videos? --there are lots of ways to use videos – experiment and find what works for you! --use them occasionally, or make a regular part of course --assign students to watch (and summarize? Answer questions about?) pre-existing online videos --or, make your own videos and assign students to watch (etc.) before class (Note: I make my own most of the time, since I’m particular about what I think is the best approach for each topic) --Useful resource: EdPuzzle (www.edpuzzle.com). This site allows you to embed your audio commentary and/or questions for students (multiple choice or free response) at any point(s) during video. Also tracks who watches each video (or part of video), and how many times --use quizzes or embedded questions or bring-to-class questions to keep students accountable --short videos are MUCH more effective than long ones (<8 min ideal, but I sometimes go up to 15 because I talk a lot) --usually I have students watch before class. But sometimes I’ll make extra example videos for students to watch (optionally) after a section or while working on homework/preparing for test --if you’re on top of things, you can use edpuzzle or other systems to gather data on student understanding before each class, to let you know where to focus during class meeting --production values are good, it’s more important to focus on making videos easy to understand and a good length. Students are very forgiving about bobbles, occasional flubs, etc. Don’t make the perfect the enemy of the good!

How to make and host videos? --there are lots of video capture/screen cap programs. IMT can help! I know several people use Camtasia or Snagit --I use Doceri for iPad (it’s free for iPad. There is a PC/Mac companion program (not free) for inclass presentations, but I don’t use that) --there are lots of other apps for iPad and other tablets --Host videos on youtube, vimeo, edpuzzle (has extra features – see above), others --make playlists (on youtube etc.); make video names/descriptions consistent so students can find what they need --You can also host videos on Sakai (or other course management systems – Google Classroom, etc.)

Comprehensive Faith Integration for Majors Bradley “Peanut” McCoy (bmccoy@apu.edu) Department of Mathematics & Physics Motivation:  Do you have trouble thinking of faith integration topics appropriate for your courses?  Are the faith integration topics that your students engage with repetitive in multiple courses?  Do your major’s graduates seem to be not much better at faith integration than they were when they matriculated?  Are there important aspects of faith integration that your majors might never encounter? This handout can help with any of the above challenges. Premise: Just as organizing discipline content in a coherent curriculum, with specific topics assigned to each course in a sequence that make up a program, faith integration can be strengthened by a curricular structure. A faith integration curriculum might include  Specific topics assigned to each course in a major or a dedicated course(s) focused on faith integration  Major themes in faith integration developed throughout a major  Themes introduced in courses early in the program, then developed in more depth in upper-level courses  Strategic readings, activities, and assignments Example themes that can be used by any discipline (with topical areas): Characteristics/traits of professionals in the discipline  Personal values and strengths  Public perceptions of the discipline  Habits of practitioners  Comparison to Christian virtues Nature of knowing and learning in the discipline  Structure of the discipline  Foundational assumptions  Limitations of the discipline  Comparison to other disciplines and Christianity Society and the discipline  Institutions that support the discipline  Benefits of the discipline to society  Ethics of the discipline Theological aspects of the discipline

What a faith integration curriculum looks like in physics: Themes Characteristics of scientists  Curiosity, persistence, passion, etc.  Stereotypes of mad scientists  Observation, organization, collaboration, etc.  Science and Christianity as two “truth-seeking communities” Nature of science  Theory and experiment  Limitations (measurability, falsifiability, objectivity, etc.)  Fundamental assumptions (reproducibility, consistent laws, reliability of observations, etc.) Science and society  Funding research  Research ethics  Public policy  Disseminating results  Creation stewardship Theological implications  Logic, order, and design  Randomness, causality, free will, and God’s sovereignty  Creation and cosmology  Materialism, determinism, and reductionism Intro-level courses  Each theme surveyed through short daily topics (approximately 120 topics over 3 semesters)  5 minutes discussion at the beginning of class  Students participate in threaded discussion on Sakai for credit Upper-level courses  One topic from each theme assigned to each course in the major  Typically readings, extended class discussion, and essays Reference: Detailed topics available by request McCoy, B. (2014, September 25P. Developing a Program-Level Faith Integration Curriculum: A Case Study From Physics. Christian Higher Education, 13(5), 340-351.

Who:

Jon Milhon Ph.D.

Professor, Department of Biology and Chemistry jonmilhon@apu.edu

What: Application Questions  For Cell Biology, class size approximately 30 o But this idea can be used in any number of courses in other fields  Set of five questions given to the students for each exam  The questions relate to and use the material found in the lecture  But, the questions require much more information that found in the lecture alone  The questions require independent research and piecing together complex

concepts are more complicated than students can be expected to accomplish as a normal exam questions  Students are either guaranteed than one will be on the exam or required to bring written answers to all 5 question to the exam and then asked to turn in the answer to one of the questions when the exam starts  Student are welcomed to come by my office to get help o I tend to give direction, but not answers. The harder they have worked the more direction I give. I usually start by asking what they know. If they know nothing and have not done any research then I send them away.  Students can work in groups but must write independently  The questions can ask for opinion or facts. They could ask for data interpretation or they could have multiple right answers as long as the explanation is valid  All four sets of questions (we have 4 exams) are placed on Sakai at the beginning if the semester  They

Why: To practice and evaluate independent research and problem solving   

Programs in the sciences are asking for students with problem solving skills yet still require a broad base of factual knowledge Students at this level need an introduction to and practice with searching data bases for scientific information I have wanted evaluate students on their ability to solve problems independently but they need practice and time. My exams are timed (since most of their exams in the sciences will be) so there is not time in an exam to do research, think about how pieces go together, and then write an answer

Special considerations: 

During the first part of the course we do the research and thinking about one application question together in class to give them idea what I am looking for

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A small number of students feel that they should be given all the material they need for exams in lectures. Some do not want to put in this type of work outside of class. As a result I have had some complaints about this exercise. But, I have had far more students be very excited by this work and tell me that they learn so much from the questions. You could have students turn in more than of these questions but it would require additional grading I have questioned whether or not this work is truly independent since they can work in groups. My anecdotal observations indicate that students who don’t do the research and problem solving themselves seem to struggle with writing answers I have had very little problem with students plagiarizing each other o You could have students upload their answers on Turnitin.com to check for proper referencing and plagiarism It takes time from my schedule to meet with students who have questions, but I like this part. They often come in groups. The interaction with their faculty is an added benefit In some cases I remove the material found in the application question from the lecture so it adds an element of self learning

Carrie Miller Associate Professor of Chemistry Department of Biology and Chemistry cmiller@apu.edu

Top Hat Classroom Engagement Tool Top Hat is a subscription-based classroom engagement tool that allows students to use their own devices to respond to in- and out-of-class questions. More information can be found at www.tophat.com The main issue that Top Hat addresses is student engagement during class. Top Hat works similarly to a clicker system (though I have heard anecdotally from students that they prefer the Top Hat system because it lets them use their own smart phone or laptop). The instructor receives instantaneous feedback on how many students are answering (and if they are answering correctly or not). PROS:

Students can see in- and out-of-class questions, their answers, their attendance, and other files that are uploaded by the professor at any time through their individual accounts. Professors can upload their powerpoint slides (or pdfs) into the website and embed questions directly in the presentation. The program provides analytics of student responses. Professors can import existing question packs which can be given as review to students. The Pages mode in Top Hat allows professors to easily create their own interactive material. For certain subjects, interactive textbooks are available (for additional cost to the student, although itâ&#x20AC;&#x2122;s lower than most traditional texts). Support for students and professors is very strong â&#x20AC;&#x201D; both through the website and email with Top Hat support. CONS:

The textbooks come with homework modules, but functionality is still being developed.

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half a million students 84%

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Professor

64% of students did homework more thoroughly

Student

Top Hat facilitates an interactive learning experience; itâ&#x20AC;&#x2122;s a tool for the next generation of students.

Syon Bhanot

Top Hat creates connection and gets me engaged in the discussion. My opinion appears to make a diďŹ&#x20AC;erence and motivates me to participate. U of Georgia

Harvard University

Ready when you are. Get in touch. www.tophat.com 48

Rob Muthiah Professor of Practical Theology Azusa Pacific Seminary rmuthiah@apu.edu Mutual Invitation1 A Strategy for Power-Sharing and Cultural Inclusion in Classroom Discussions The process: A bean bag is thrown sequentially to various people around the room. The person with the bean bag is the only person who gets to speak. The setup: Begin by describing the process to the students.  I will be giving you a discussion prompt and then I’ll invite the first person to respond by throwing this bean bag to that person.  The person who receives the bean bag has the floor and no one else gets to chime in while that person has the bean bag.  When a person receives the bean bag, she may o respond immediately to the discussion prompt, o take a few moments to collect her thoughts and then respond, o or pass.  Then that person invites another person to share by tossing the bean bag to him. You’re asked to invite a specific person to speak rather than just throwing the bean bag in a general direction. It’s ok if you don’t know a person’s name – just point to the person and toss the bean bag. Please don’t just pass it around the circle or down the row.  This is key: no one is allowed to ask for the bean bag! It is the privilege of the person with the bean bag to invite the next voice into the discussion.  Don’t over-think this, but when it is your turn to invite the next person, consider whose voices are not heard as much in the classroom, whose voices regularly dominate the classroom, and how social location affects who usually speaks most in the classroom.  Let’s begin! Tips: 

This full explanation is usually only needed the first time this exercise is used in a class. Give students reminders as needed in subsequent discussions. These are the two most common reminders I give: 1) you are not allowed to ask for the bean bag, and 2) you are welcome to pass if you’d rather not say anything today.

I’ve adapted this process from Eric Law, who writes on leadership in multicultural congregations. A description of his process and his analysis of its use can be found in Eric H. F. Law, "Mutual Invitation as Mutual Empowerment," in The Wolf Shall Dwell with the Lamb: A Spirituality for Leadership in a Multicultural Community (St. Louis, Mo.: Chalice Press, 1993). 1

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Be ready to step in to keep students true to the process if someone asks for the bean bag or if someone just throws the bean bag in a general direction without a specific invitation. If a student seems uncomfortable with the bean bag, I give these reminders: you are welcome to take as much time as needed to formulate your thoughts, and you are welcome to pass if you’d like. Interestingly, I seldom have students pass. Depending on the time available and the nature of the prompt, I might let the process continue until every student has had a chance to respond (ideal), or I might say up front that we probably have time to hear from 4-5 participants on this topic.

The dynamics in play: First, Mutual Invitation shifts the power dynamics in the group; power is no longer centralized in a professor who chooses whom to call on and in what order. Nor is power centered in those who are most eager or quickest to jump into the discussion. The power to choose who speaks and in what order is distributed to the class. Each speaker exercises power first by choosing whether or not to even speak. Then, regardless of whether or not a person chooses to speak, that person gets an opportunity to exercise power by inviting the next person to speak. This communicates that each person is respected and able to make choices in the group context. Eric Law suggests that these repeated mini-actions of power promote a greater sense of agency in those who have previously experienced powerlessness and that these people become more comfortable and confident in participating in the group.2 Second, Mutual Invitation accommodates differing cultural norms for dialogue. White males in particular are often socialized to engage in rapid-fire critical dialogue, a process that excludes those who are not comfortable wedging themselves into the first break in the conversation. This issue, which can limit who speaks even when the classroom is diverse, is mitigated by Mutual Invitation. Third, the process allows for differing personal and cultural ways of processing. Internal processors can take a few moments to collect their thoughts before speaking. Those who are less at ease with the language spoken in the classroom can take a moment to come up with the words they want to use. If the professor simply asks the class in general to respond to a prompt, these two types of people are often still formulating how they might want to respond while the conversation has already passed them by. Anecdote: Once I had a class that was half white male and half female and/or people of color. I began the discussion by tossing the bean bag to a person of color. After five people had spoken, I stopped the discussion and asked the class to reflect on who had been invited to speak (though this was not the point of the discussion prompt or the exercise). In a class in which half the people were not white males, the four invitees after the first one were all white males. This was shocking to many in the class and led to a significant discussion of whiteness and cultural privilege. By the way, this shows a limitation of Mutual Invitation: just because power is de-centered from the professor, it does not mean that power will be distributed equitably. 2

Ibid., 87. Of course, the professor retains significant power: she gets to decide to use the process in the first place and then gets to decide how long to let it go on.

Daniel Palm, Department of History and Political Science, dpalm@apu.edu Student Roundtable Presentations: An Example of Active/Collaborative Learning This assignment places students together in small groups with the goal of making an informed presentation to the class on an assigned topic of current interest. Students cooperate in dividing up tasks, researching on their own, and bringing their work together toward a smooth, coherent presentation. It also introduces them to professional presentation standards and expectations. International Relations

Prof. Palm, Spring 2016

Roundtable Discussion and Paper, Instructions and Schedule Roundtable Panel Presentations: Class during weeks 3 – 7 will include in-class research and presentations during which students in a small group will individual writing a short essay of 1000 words (+/- 25) on a topic of current interest as assigned. Each student will summarize a specific current part of the overall situation in about 4-6 minutes, including policy recommendations. Required for this assignment on the day of your presentation is your 1000-word essay ready to hand in. Roundtable Groups will meet briefly during the first few weeks of class, and later, as needed. Each student’s presentation should be three slides, and include no more than a total of 50 words on screen. Following individual presentations, panel members may question each other if they choose, and the class will be required to pose at least three questions to the panel. The class may ask questions at any time during your presentation. Select one member of your group to be the person responsible for receiving ppt slides from everyone, and consolidating into one presentation that can be smoothly presented without interruption. Background: Roundtable panel discussions are a typical forum at professional academic conferences. Unlike panels in which prepared scholarly papers are presented and discussed, roundtables allow a similar number of scholars to share information or perspectives on a topic, followed by time for informal interaction among themselves and their audience. The Paper: Make your paper 1000 words, +/- 25 words, with approximately one half of the paper summarizing where the situation presently stands, and the second half assessing where things appear to be headed, including your policy recommendations for specific people (President, U.S. Secretary of Defense, Sec. of State, other nations’ heads of state, etc.) who will influence events. If you’re writing about U.S. foreign policy, keep in mind its three foundational elements — national interest, political principle, and prudence, as discussed in class. Your paper is due the date of your Roundtable Presentation. Papers submitted after class will be considered late. Footnotes done following Chicago Manual of Style/Turabian are required, and you should include references cited with footnotes to recent events, developments and trends that are relevant. Use footnotes to cite anything that’s not common knowledge and that you refer to that you’ve found in another source. Look for a good mix of primary and secondary sources as described in the course syllabus. Include on a separate page at the end of your paper a bibliography of news and other sources consulted. Most should be sources from the past 24 months. The grade you receive on this short assignment will be based on quality and clarity of writing, the quality of your analysis, and the quality of sources consulted. See the rubric in the course syllabus for details.

Powerpoint Presentation: Your presentation should include a map or maps of the country and region. Also useful, but not required are:  Statistics or charts, w/ source and date on screen.  Quoted material from important figures involved, or notable observers, in quotation marks w/ date and source on screen.  Brief and relevant news video, again w/ date and source, or video interview that you have done with someone knowledgeable on the issue. On the day of your Roundtable, don’t plan on reading your paper to the class; use note cards or a page of bullet points from which you can speak during your presentation. Familiarize yourself with the correct pronunciation of foreign names and terms. After each member of the panel has spoken, there will be time for the panel members to question one another if they choose, and for the class to pose questions to you. It’s not necessary for the panel to be in agreement on a particular policy. It is essential that you are familiar with the latest developments on your country/issue. Aim to make your oral presentation as professional as possible. Have a clear point that you want to make, support it well, and avoid unprofessional and imprecise slang adjectives (e.g., random, lame, bogus, sketchy, etc.). For this assignment you’ll receive a score on your written paper; the quality of your class presentation will be included as part of your class participation grade. Primary criteria include the following:    

General comprehension of the topic; Quality of sources consulted (demonstrate familiarity with primary and secondary sources, and properly cited); Arguments clearly stated and comprehensible, non-English language names and places pronounced capably. Logic/orderliness of presentation.

Five bonus points awarded for having your paper stapled and handed to the professor on the day of your presentation. International Relations Roundtable Presentations Schedule Unless otherwise noted, presentations will be scheduled on Wednesdays. RT 1: Russian Relations w/ “Near Abroad” Neighbors, 2016: [4-5 student names] RT 2: Afghanistan Status, 2016: [4-5 student names] RT 3: Egypt’s 2016 Crisis and Foreign Relations: RT 4: U.S. Policy and the Syrian Crisis, 2016: RT 5: Case Studies in Successful Economic Development, 2016: RT 6: U.S. Policy Options for a Nuclear Iran, 2016: RT 7: IR and the Korean Peninsula, 2016:

Remember the Ultimate Evaluator Daniel Park, Ph.D., Professor (Finance) School of Business & Management Dpark@apu.edu

As a faculty who teaches finance, a subject that many business students do not like or are afraid to take, I have developed and applied many different techniques and strategies in my classes. With God’s grace, I received a teaching award when I taught at the University of Oklahoma. After joining at APU, I have tried to improve my teaching with trial and error for the last 15 years. From these experiences, the most important strategy (or principle) when I prepare and teach my finance classes that I want to share is remembering that the ultimate evaluator is not students or APU but God. Here are benefits of sticking to this strategy (or principle). 1. It makes me remember whom I serve. It is not APU nor students but God and His Kingdom and makes me to focus on my calling 2. It makes me focus on my students’ learning in my classroom, not others (such as their evaluation, my contracts, etc.) 3. It makes me think about my students’ future, not one semester but their whole life. I focus on their character building too, not just class materials. 4. Since God is my ultimate evaluator, it makes me do my best and ask my students to do their best, too. I found that even when I push them a lot, since we are spiritual beings, my students know what and why I push them. 5. Remembering God is my ultimate evaluator allows me to let my students know ‘I am the teacher’ and tell the boundary clearly (for example, sometimes they ask too much grace and I tell them “no” firmly). 6. It makes me humble and allows me to keep asking for His grace in my classroom, my students, and myself. While I am not one of the best teachers, nor one of the most knowledgeable professors in my field, God has provided me a lot of positive feedback using my students, which is much more than I deserve from a tough subject to teach.

Self-Assessment Technique: Critical Incident Questionnaire (CIQ) Katharine Putman Associate Professor of Psychology Graduate Psychology kputman@apu.edu Description: This technique, developed by Stephen Brookfield, entails routinely distributing a questionnaire at the end of class to assess student experiences in the classroom. The goal is to understand what was helpful for student learning as well as what techniques were confusing or distancing to students. These are the questions recommended by Brookfield that I use: 1) At what moment in class today did you feel most energized with what was happening? 2) At what moment in class today were you most distanced from what was happening? 3) What action did anyone (teacher or student) take in class this week that you found most affirming or helpful? 4) What action did anyone (teacher or student) take in this class that you found most puzzling or confusing? 5) What about the class this week surprised you the most? (This could be about your own reactions to what went on, something that someone did, or anything else that occurs.) (Brookfield, 2015). How I use the CIQ: I introduce this tool the first week of class. I let students know that I will be routinely handing it out to obtain their optional feedback so that I can best gear my teaching toward their unique learning styles and needs. I allow 5 minutes at the end of each class for completion of the questionnaire. Brookfield recommends using the CIQ after every class, and I collect it for most classes. A variation on the CIQ could be writing the questions on the board and asking students to write a paragraph or two in response. I tally the responses and give a summary of the feedback to all students in their own words, so they can hear their own and othersâ&#x20AC;&#x2122; experiences in the classroom. I provide the summary in written form, by email, or through discussion at the start of the following class period.

What makes the CIQ effective? Here are some of the ways the CIQ has been effective in my teaching:  Identifying what teaching techniques engage learners in the classroom and which ones engage distance students.  Raise awareness for myself and for students that the same teaching technique can be engaging for some and distancing for others.  Use the feedback to explain to students why they might need to sit through a short class exercise that is outside their comfort zone to support fellow students with different learning styles.  Identify micro-aggressions and other difficult dynamics in the classroom and use the student feedback to raise the issue for discussion in class.  Identify areas where I can grow as a teacher.  Identify topics that were not clear for students so I can revisit them the following class. Resource for more information on the CIQ and other techniques: Brookfield, S. (2015). The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom. (3rd. Ed.) San Francisco: John Wiley & Sons.

Ursula Reveles, Ed. D. â&#x20AC;&#x201C; Assistant Professor Department Educational Leadership ureveles@apu.edu

TEAM CONCEPT MAPS

Team Concept Maps can be used to help students convey background knowledge, assess levels of understanding, and clarify and confirm concepts learned. Step-By-Step Directions 1. Choose a concept, procedure, or process for students to map that is important to our course and that is rich in associations and connections 2. Brainstorm a few minutes, writing down terms and short phrases that represent the most important components of the concept. 3. Choose a graphic image that you believe best captures the relationships of the concept (for example, a spoked wheel, a flowchart, a network tree, or a fishbone) and map the concept yourself so that you can uncover potential problems. Your own diagram can also serve as a model against which to assess group work 4. Map a parallel concept to demonstrate the process to students 5. Decide what to use as a shared writing space (for example, flip charts, large pieces of paper, the whiteboard, or a computer) and bring it and colored markers or crayons to class. 6. Describe and demonstrate the process to students 7. Form teams, distribute paper and markers, and present the central concept that you want students to graph. 8. Have students sketch out a diagram starting with the central idea or first step in a process and adding words, phrases, or images connected by lines or arrows. Why this is effective Students review key concepts together. This allows them to extend their learning with peers as well as validate or clarify their understandings Special Considerations Works best with groups of 3-4 students Reference Barkley, E. (2010), Student Engagement Techniques: A Handbook for College Faculty, pages 219-234.

Types of Maps

Teaching virtually in a Traditional Classroom Calvin G. Roso, Professor, Educational Leadership croso@apu.edu

Educators often talk about which instructional methods in the traditional classroom do or don’t apply in an online setting. Based on over 20 years experience in curriculum design and over ten years in online learning, this workshop discusses techniques in online learning that also apply to the traditional classroom. The discussion analyzes current research and methods used to upgrade online learning that, perhaps, have been key to instructional design in the traditional classroom all along. This workshop will discuss the following three elements of effective online learning and what they can look like in the traditional classroom:   

Sex-appeal Chunking of the content Student-autonomy or choice

Other best practices for online learning to use in the traditional classroom include:  Objective-driven  Research-based  Collaboration  Authentic discussions  Problem-solving  Predictability  Availability  Teacher presence  Reinforcement  Valid assessment  Easy access  ADD compliant  Vertical and horizontal alignment  Threading of the school vision and mission  Higher-level learning  Classroom culture  Netiquette  Pop-up explanations (only when necessary)  Flexibility in due dates  Respect for the learner (and the teacher)  Follow-up  Reflective learning  Differentiated instruction

Jigsaw Learning Laurie Schreiner, Ph.D. Department of Higher Education lschreiner@apu.edu

Overview of Strategy, Assignment, or Technique In this technique, students are assigned different readings or parts of a chapter to prepare for class. They know ahead of time that they will be placed at random into small groups where each person has read something different. Thus, each person is the only one to have read his or her particular assignment and by definition is the group’s “expert” on that reading’s content. The group will depend on them for specific information that will help the group accomplish its task at the next class session. For example, you may have a chapter with 4 subsections assigned for the next class period and you have 40 students in the class. Have the students number off from 1 to 4 and all the 1’s read the first section of the chapter, all the 2’s read the second section, and so on. Then when students arrive for class the next time, they are told to create a group containing a 1, 2, 3, and 4. Then—and this is the key to the whole thing—you give each group a task that absolutely depends on content from each of the 4 sections of the chapter. The task is something that takes creativity and application of the concepts in each section. Examples might include: (1) The chapter is on Depression. Students number off from 1 to 4 and those with a “1” read the section on the incidence and prevalence of depression – who is affected most, the symptoms of it, how it typically runs its course. Students with a “2” read about the biological theories of depression, those with a “3” read about the cognitivebehavioral theories, and those with a “4” read the psychodynamic theories. When students come to class, the group assignment is to create a recommendation for the Secretary of Health and Human Services about specific steps that could be taken to prevent adolescent depression in the U.S. This task depends on content from each person, so each student is automatically an expert that the group depends on for providing insights into the group task. (2) A graduate program has 4 research articles assigned on intervention programs that contribute to student success. Students number off from 1 to 4 and are told to prepare for class by reading their assigned article and ensuring they are fully aware of the research evidence supporting the program or strategy that they read about. When they come to class and get into groups, the group task is to compare and contrast the research evidence supporting each strategy and then to imagine they are part of the President’s Cabinet at their university and are trying to reach a budget decision to fund one program that has the highest likelihood of enhancing student success; they are to argue for the intervention program they believe is best and are to keep discussing the issue until they reach consensus as a group.

Benefits/Advantages  Each person has their own unique expertise that the group cannot succeed without. Thus, it’s not just the “smarter” students who help the group accomplish its goals, but it’s every student who has a voice and a contribution. Students know that others are depending on them and that it won’t be sufficient to just tell their group what they read— they have to argue persuasively or communicate to the group the most pertinent facts and concepts from the reading in order for the group to accomplish its goal. Thus a deeper level of processing is necessary, and the group task ensures that an application of the reading also occurs. The more the reading connects to real-world problems or real-life questions, the more likely students are to remember it and utilize it.  Students can read smaller chunks of material and still effectively learn the concepts you think are important.  And best of all – students come to class having done the required reading and are ready to engage! (no more pop quizzes) Considerations/Logistics:  The group must have a task to complete that requires the input from each person and what they have read before coming to class. This process is NOT about having them “teach” or tell each other what they read; it’s to USE what they read to make a group decision or complete a task.  If you are concerned that students may not have fully grasped what they read, you can have them “check in” at the beginning of class with the other students who read their same assignment. Give students 5-10 minutes to collect their thoughts together before going to their individual groups where they will be the only expert on this reading.  If there is an uneven number of articles and students, so that the groups don’t work out exactly, get as close as you can with the numbers you have and either assign a couple of students to read more than one reading/chapter section so that their group won’t be disadvantaged, or create a group task that doesn’t critically depend on each and every assignment.  If you are having difficulty thinking of good group tasks, talk with other faculty in your department, brainstorm with former students, or think of things that connect to their world or problems in which they are interested. References:  The best website about jigsaw learning: https://www.jigsaw.org/  Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Cahleen Shrier, Ph.D. Professor of Biology cshrier@apu.edu

Encourages students to read before class Helps students develop a personal study guide Emphasizes areas that students need help on

Ticket Preparation Completing a “ticket” for each class greatly aids in the comprehension of the material. Therefore, these are expected to be completed for each class session and will be used for attendance credit for that day. They will be requested at random like a pop quiz. You will be counted absent for 1) failing to turn in a “ticket,” or 2) turning in one for the wrong reading assignment, or 3) turning one in that is incomplete. You will be counted as present for that lecture when a completed “ticket” for the correct reading assignment is submitted when requested. If you are not physically in the room, you will be counted absent even if you turn in a “ticket.” A “ticket” would be expected to be one to two pages long per assignment. A “ticket” includes the following: 1- What I understand. Helps to assess what topics need less amount of study effort. 2- What I don’t understand. Helps to alert you to what items to pay special attention to during the lecture, to get help on, and will require more study time. 3- Ah-ha’s or connecting questions that arise. (This section is not a reiteration of “What I don’t understand.”) Scientists ask questions. That is what they do. It is expected that as beginning scientists you will further develop the skill of asking questions. This section of the “ticket” is included to provide practice of this skill. In addition, this section may include any insights that occurred during your reading of the material. (Hint: A “ticket” is not a copy of your reading notes.) Example (Abridged Version): What I do understand. Regulator Promoter Genes Transcription RNA polymerase Lac operon – inducible operon

What I don’t understand. Repressible operon Transcription Factors

Ah-ha’s and Questions. - Now I understand that not all proteins are made all the time. I didn’t realize this before. I understand now the control mechanism for selecting which ones are made at selected times. - This process is so amazing and very well engineered. It made me realize that God is very smart. - Could an error in this process cause cancer? Adapted from Edward “Chip” Anderson, Ph.D. http://www.apu.edu/strengthsacademy/about/chipanderson/

Example: Actual student’s “Ticket” for one reading assignment

Eight Steps for Changing a Class that Sucks into a Class that Rocks Paul Shrier, Professor of Practical Theology, pshrier@apu.edu My senior class, MIN 417, The Art of Leadership, is a class that many students became vocally dissatisfied with during the Fall 2014 semester. I was teaching the students project management because I believed that in our program they learned motivational and relational skills in other classes. A significant minority of students, however, could not connect with how I was teaching the class. Many students did learn, but the tone of the class became negative. To explain how I responded, I will use a variation on the Twelve Steps of AA for fun, and also because they somewhat mirrored the internal and external process that I went through to change the class. I found that I had internal barriers to change, including cynicism about student preparation, desire to learn, etc. Ralph Winter, my friend who makes movies, says one of the most important things to remember is that audiences are smart. I had to change my attitude to believe that students are smart, and different from me. 1. I admitted that I was powerless over how my students learned - that our class had become ineffective. Admitting that the class was not working and that I was to blame was difficult for me. To admit that, instead of complaining about students I had to accept them as they were when class began. Finally, I admitted I was powerless to change the cultures in which students were raised, the late adolescent culture surrounding us, the habits, bad and good, that students brought to the class: how they prepared, whether or not they took notes, how they completed readings and homework for my class and so many other factors about 2. Came to believe that a Power greater than ourselves could restore our class to restore our class to relevance. Students were dissatisfied, my department chair was dissatisfied, and I was worried. So what I did first was begin to pray about the class. 3. Made a decision to turn my will and my classes over to the care of God as I understood God. While I was praying, I decided to put aside my ego, quit defending what I was doing, and allow God to help me change the class. Instead of trying to be a better teacher I decided to maximize the impact that I had on the students, maximize student motivation and skill development in the class.

4. Made a searching and fearless inventory of the class, and where I was ineffective promptly admitted it. I decided to change the last assignment. Instead of a written assignment based on a reading, I gave the students in my class an hour to write their answers to these four questions: 1. What did I learn about my internship as a result of this class? 2. What did I learn about leading a group as a result of this class? 3. What are the three most valuable lessons you learned from this class? 4. What did you not learn that you wanted to learn in this class? 5. How can you best learn these things? [A question I have now added] I then went through all of these papers and compiled the answers, looking for common themes. 5. Admitted to my students the exact nature of the deficits in the class and asked them to help me improve them. In the early spring I met with several students. They had to be students who put in effort, were consistently attempting to participate, and were very unhappy with the class. I presented the results to them, and asked them how they would change the class. I wrote down all of their suggestions. 6. Made specific, concrete changes to the content of the class, and to the ways that I taught it, except when to do so would reduce essential student learning. I made several changes: I changed the textbooks. I reduced my lectures to a maximum 20 minutes in length, with activities in between. I added several worksheets instead of reading assignments. Students had to complete activities to learn what I wanted them to learn, instead of reading about the ideas. I added more emotional intelligence material, in the context of project management. These are just a few examples. 7. Continued to take an inventory of class activities and learning, in fall 2015, and when I was doing something ineffective promptly admitted it and changed it. 8. I decided to practice these principles in all of my classes. After making these changes several things happened: Students came to class eager to learn. They started telling other students and professors about the class. The comments at the end of class were very positive. I still taught project management and financial materials and the students were eager to learn these things. Finally, my IDEA scores were very high. I canâ&#x20AC;&#x2122;t wait to teach my class again in this fall!

Dr. Kristen Sipper-Denlinger Department of English Ksipper@apu.edu

E-mail Etiquette and Syllabus Accountability Area of Focus: Start of semester activity. This activity is designed to set a positive tone for the semester.

Activity: Establish on the first day of class your expectations and views on use of email correspondence. Then have students email you before the start of the next class to say that they have read and understood the syllabus, using the techniques and guidelines you have established. Explanation: As we are living in a digital age, it is becoming increasingly important for students to learn how to conduct themselves over email. Providing guidance for email usage can not only save professors’ time in responding to unnecessary and lengthy emails, but will also serve students well in their professional lives. My hope is that through frequent reiteration of these ideas, we can create an email-savvy student body. For an easy and straightforward approach, professors can point students in the direction of the Email Etiquette PowerPoint on the OWL@Purdue website (see below) that students can review outside of class time. Professors can also pin their own email guidelines to Sakai. If teaching a writing class, it may be necessary to spend more time discussing the topic, especially as it relates to your discipline. This is also useful for graduate students, as it opens up a discussion about the differences in their correspondence with professors, undergraduates, and their professional field. Having students email, following the set guidelines, to say that they have read and understood the syllabus can serve as students’ agreement to syllabus policies. For reference: https://owl.english.purdue.edu/owl/resource/694/1/ Or Google “OWL Purdue email etiquette”

Signing Off !  When

signing your email, include your name and course. This will also save you the trouble of putting this in the body of your email.

Eg. Thanks so much! Harry Potter Potions, MWF 8.10-9.05am

Why does this matter?

Dear Professor

!  As

we live in a digital age, it is increasingly important that you understand how to communicate via email. !  This will serve you well in both your professional and academic life.

!  When

Some Other Basics

Bad Topics for Email

Think twice about whether or not the content of your email is appropriate for virtual correspondence – Would this be better to discuss in office hours?

Try to keep the email brief (one screen length)

Check your university email regularly. Treat this as you would your future work email.

Check for spelling, punctuation, and grammar errors before clicking Send

Don’t write anything you wouldn’t want shared/forwardded

Good Topics for Email

Closing Thoughts

!  If

!  Be

respectful

!  Be

concise

!  Be

professional

you have a quick question that you cannot easily find the answer to. !  Some professors appreciate quick reminder emails. (eg. Athletes that need to miss class) Ask your professor if they’d like this. !  Submitting assignments that you’ve been authorized to email.

addressing your email, always err on the side of formality and use your professors’ preferred title. When in doubt, use “professor.” Avoid calling female professors “Ms” or “Mrs” or using first names unless otherwise told to.

Never ask a professor something that you can easily find on your own (eg. something stated in the syllabus or university website) !  Complaints/delicate topics are often best handled in person during office hours. !  Asking for extension is also often best done in person. !  Don’t submit an assignment through email unless your professor has asked you to do so. !

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Leading through Failure Caleb D. Spencer, Phd Assistant Professor, Department of English cspencer@apu.edu Students at APU are often very convinced of our faculty competence and at times need to be reminded of our humanity. More specifically, they need to be reminded that we, like them, are broken, inadequate people who have come to our positions through a lot of failure and insecurity. I have found being up front about stories where I have failed and grown helps to build fast community with my students, which then buys me their attention, and very often their respect as the class moves forward. As a result, I would suggest you create a first day narrative following the following narrative map that highlights a time where you have failed and grown… Failing to Grow: 1. Recall a time in your life where you failed. How did this cause you to feel insecure? What were you worried about? Write these things down with detail as specific as you can? i.e. I lost sleep, had stomach cramps, was convinced that I wasn’t going to finish my BA, thought that my parents wouldn’t continue to pay for school, etc. 2. Write down the outcome: how did this situation resolve itself? What was the relationship between your expectations and anxieties and the eventual reality? 3. What did you learn from this experience? How did you grow? What did failing teach you? What did you learn about failing? Now that you have this written down, think about how you could narrate this story to students as a first day activity. You might ask them to write down what they hope to learn from the class and what they are worried about in the class. You want to help to get at two things: 1. Their insecurities 2. How insecurities and worries lead to growth. Your story can then be told as an example of a time in your life that you had insecurities (itself a revealing fact to many of our students, as they think that they are the only ones who worry or feel insecure) and it can also demonstrate that you, like them, have been on (and depending on the story, still ARE on) a journey of learning. Value: Ultimately, this story telling activity helps you to build credibility with your students by showing that you are not perfect and don’t have it all together, but that you, like them, are growing and learning, that you, like them, are insecure, and that you, like them, are still a student. I have found that this will builds vulnerability and community very quickly with students: lead with your failure. Success just might follow.

David Stevens School of Education / Teacher Education dastevens@apu.edu

Community Building Activities Idea 1: Using Text Messages appropriately to communicate urgent/time sensitive messages. Texting can be an appropriate tool because today’s students live in a world where they expect/appreciate immediate feedback. I tell my students that they need correspond by email (so I have a written record of our communication through APU email accounts) but if the message is urgent or requires my immediate attention they may text me that they have sent me an important email. I view this as a form of service to students that emulates Christ in that he met people “where they are” and “when they are.”

Idea 2: Using “Personal Artifacts” to describe who we are as “learners” on day two of each class. In my presentation, I would bring my artifact from my childhood and discuss how it shaped me or represents who I am as a scholar. On day one, I bring in an artifact from my childhood (award / book / photo / etc.) and use it to explain how it shaped me or represents who I am as a scholar. I have my students do this on day two and we learn a TON about each other and, in most cases, develop empathy for each person’s pathway to APU.

This… Is…

A fun way to review for Midterm and Final Exams! How to play: 1. Download a Jeopardy PPT template. These are available on multiple websites. I recommend the following (it even has sounds!!!!): krauseinnovationcenter.org/wp-content/uploads/2013/05/Jeopardy-Template.ppt 2. Fill in with questions and answers from the course material covered on the exam. You can include images, videos, text, etc. 3. Divide the class up into teams of 3-4 students. Tell them they are playing for extra credit on the Midterm! 4. Each team chooses a team name. Bonus point if it has a clever course subject matter reference  5. Each team sends a team member to the front of the class to play 3 questions. First hand up gets to answer the question. If no one knows the answer, they get to “phone a friend” (i.e. ask a team member). Then rotate to the next team member. 6. No points off for guessing a question incorrectly. 7. Must answer in the form of a question  8. Final Jeopardy question: Topic is the title of the class (very broad). Students write down a wager amount. You give the question; they have 30 seconds (or up to 2 minutes) to write down an answer. Go around the teams, get answers and wagers, points for correct answers, points off for incorrect answers. 9. Team with the most points gets 5 extra credit points on the Midterm, second most points gets 4 extra credit points on the Midterm, etc. 10. Then post the Jeopardy PPT to your Sakai site before the Midterm and encourage students to use it as a study resource. These questions might show up in some form on the Midterm! 11. You will be acting as Alex Trebek! Have fun with it! Questions? Contact: Lyrica Taylor, Ph.D. Associate Professor of Art History, School of Visual and Performing Arts ltaylor@apu.edu

(626) 3875746 | ctla@apu.edu | apu.edu/ctla