Monday, October 26, 2015
Breakout Session III: 2:45-3:30pm
Session 3A
Location: Indian Trail (2nd floor)
Facilitator: Christie Bledsoe
Facilitator: Christie Bledsoe
Removing Barriers to Non-Traditional Student Success: Suggestions for Institutions of Higher Education
Maria B. Peterson, Ph.D., Caroline Knight, Ph.D. & Hsiao-Ping Wu, Ph.D.
Texas A&M University-San Antonio
Maria B. Peterson, Ph.D., Caroline Knight, Ph.D. & Hsiao-Ping Wu, Ph.D.
Texas A&M University-San Antonio
Research indicates that students who are committed to a university will typically put in the extra effort to matriculate through, however, students who considered leaving college described dissatisfaction and had little or no connection with that institution (Freeman, Hall, & Bresciani, 2007; Raley, 2007). This presentation will offer information from a pilot study investigating potential barriers to non-traditional, undergraduate student success in a south Texas university. Suggestions and discussion will be facilitated among institutions of higher education with populations of non-traditional students in regard to student-identified barriers and how to potentially remove such barriers to increase student success and retention.
Session 3B
Location: Bass-Bush
Facilitator: Lisa Hobson
Facilitator: Lisa Hobson
Designing High Quality Rubrics
Dr. Lance Tomei, University of Central Florida
Matthew Kaylie, LiveText, Inc.
Dr. Lance Tomei, University of Central Florida
Matthew Kaylie, LiveText, Inc.
After a brief overview of a basic assessment system design strategy and its implications for rubric design, the focus will shift to the value-added of high quality rubrics including their important role in helping to improve teaching and learning in educator preparation programs. Next, examples of commonly encountered rubric weaknesses will be presented and analyzed with audience participation. Advantages and disadvantages of various rubric templates will be discussed. Finally, a possible framework for evaluating rubric quality will be suggested along with a meta-rubric designed to help assess the quality of other rubrics.
Session 3C
Location: Hamilton-Lebanon
Facilitator: Zach Rozell
Facilitator: Zach Rozell
A Focus on Retention: Promoting High Impact Educational Practices in the First Year
J. Ulyses Balderas, Ph.D., Jean-Philippe Faletta, Ph.D., Ana-Lisa Gonzalez, Ph.D. & Jo A. Meier, Ph.D.
University of St. Thomas
J. Ulyses Balderas, Ph.D., Jean-Philippe Faletta, Ph.D., Ana-Lisa Gonzalez, Ph.D. & Jo A. Meier, Ph.D.
University of St. Thomas
Two critical components to the health of a university are found in its enrollment numbers and retention rates. Enrollment of first-year students has decreased across campus communities. Additionally, graduation rates at four- and six-years at many schools are dismal, particularly when focusing on underrepresented student populations. Colleges, now more than ever, need to develop innovative programs to retain students and graduate them in a timely manner. Our presentation will focus on three programs developed to increase student retention and timely graduation rates by combining High-Impact Educational Practices into innovative programs targeting first-year students.
Session 3D
Location: Ranger Sea Biscuit
Facilitator: Sandra Labby
Facilitator: Sandra Labby
High School Teachers' Views of Cellular Devices as Teaching Tools
Lisa Diane Black-Fuller, Hunstville ISd
Sylvia Taube & Sam Sullivan, Sam Houston State University
Lisa Diane Black-Fuller, Hunstville ISd
Sylvia Taube & Sam Sullivan, Sam Houston State University
This paper presents findings from individual interviews with 22 teachers from one high school in east Texas regarding their views and experiences in infusing cellular devices in their classrooms. Non-users (27%) of cellular devices did not see the benefits for using cellphones to teach their content areas. The occasional users (73%) allowed their students to use cellphones for researching information, taking pictures, and downloading audio files. No teacher respondent received content specific technological support. Respondents felt unprepared to incorporate cellular devices during instruction and they strongly urged for effective, need-based, and ongoing professional development by content areas in secondary education.
3d-cellular_devices_as_teaching_tools.pdf | |
File Size: | 362 kb |
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Session 3E
Location: Frisco I
Facilitator: Wendy Storms
Facilitator: Wendy Storms
Preparing Candidates for the PPR - An Intervention that Worked!
Elda E. Martinez, Ed.D.
University of the Incarnate Word
Elda E. Martinez, Ed.D.
University of the Incarnate Word
This Teacher Certification Program (TCP) conducted a randomized, controlled pilot study to evaluate a Pedagogy and Professional Responsibilities (PPR) Review Series that was designed to prepare students for success on the TExES PPR exam. Findings indicate that the average practice test scores of students who participated in the facilitated intervention, the PPR Review Series, were nine points higher than those who did not participate in the review and all passed the state exam. This presentation will describe the format, instructional methods, and study guide used in this successful PPR Review Series.
3e-ppr_intervention_study.pdf | |
File Size: | 590 kb |
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Session 3F
Location: Frisco 3
Facilitator: Gayle Butaud
Facilitator: Gayle Butaud
What Does Reading and Writing Have to do with PE? Adjusting the Disciplinary Literacy Class to Meet the Needs of Preservice PE Teachers
Ann D. David, Ph.D.
University of the Incarnate Word
Ann D. David, Ph.D.
University of the Incarnate Word
Disciplinary literacy courses are often “the cheese standing alone” in preparation programs. By trying to meet the needs of every discipline in one class, none are fully met. This is a particularly vexing problem for the non-¬‐academic subjects like physical education (PE), music, art, and theatre. This presentation will, first, present provisional findings from a study that examined how preservice PE teachers use literacy for their own health and fitness and conceptualize it in their future classrooms. Second, the presentation will discuss planned adjustments for the disciplinary literacy course in the hopes of better meeting the candidates’ needs.
GOOGLE SLIDES HERE
GOOGLE SLIDES HERE
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Session 3G
Location: Frisco 4
Facilitator: Jan Seiter
Facilitator: Jan Seiter
Curriculum Planning is not for Sissies: Connecting Standards, Evidence, and the Naysayers for Quality Teacher Education Programs
Dr. Janet Tareilo
Stephen F. Austin State University
Dr. Janet Tareilo
Stephen F. Austin State University
Regardless of the accreditation measures that take place outside the realm of an educator preparation program, within the framework of an EPP meeting standards and providing authentic assessments help to ensure program candidates will be of the highest quality. However, not everyone is ready to jump on the bandwagon when asked to relate course content to curriculum measures. Navigating this process with faculty is sometimes difficult and has no room for the weak of heart. This presentation details how even the naysayers will be able to align standards, build meaningful rubrics, and complete these tasks in a painless way.
3g-curriclulm_planning.pdf | |
File Size: | 1296 kb |
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Session 3H
Location: Frisco 5
Facilitator: Marlene Zipperlen
Facilitator: Marlene Zipperlen
Building Consensus Using the Delphi Method: Preservice Teachers' Beliefs about Effective Teaching Practices
Michael Faggella-Luby & Michelle Bauml
Texas Christian University
Michael Faggella-Luby & Michelle Bauml
Texas Christian University
Can we change preservice teacher’s minds? This presentation reports findings from a study to identify what juniors and seniors in a university-based teacher education program believe are characteristics of effective teachers. Using Delphi methodology, the researchers collected three successive rounds of data using the online platform QualtricsTM. Findings revealed that although consensus was achieved on all survey items within cohorts, there were key differences in responses between the junior and senior years. The session concludes with discussion about how programs can replicate the Delphi self-study procedures and action planning steps. Important study limitations and roadblocks for success will be presented.
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Session 3I
Location: Frisco 7
Facilitator: Beth Nelms
Facilitator: Beth Nelms
Digital Native Does not Equate to Digitally Literate
Kimberly Hornsby, M.Ed. & Angelica Villafuerte, M.Ed.
University of Mary Hardin-Baylor
Kimberly Hornsby, M.Ed. & Angelica Villafuerte, M.Ed.
University of Mary Hardin-Baylor
Today’s youth are “digital natives”, having never known a life without cell phones or the internet. A common misconception is that because of the amount of time teens spend online, adolescents are well-versed in the use of technology as a whole. It is vital for educators to know that digital native students are not always digitally literate. Even with extensive online usage, teens need formal training to effectively navigate technology and produce scholarly work. Teachers are essential in helping students develop digital literacy to become responsible participants in the digital world.
Theme Roundtables
Location: Frisco 2
Facilitators: Deirdre Sharkey (Table 1), Daniella Varela (Table 2)
Facilitators: Deirdre Sharkey (Table 1), Daniella Varela (Table 2)
Consistent with our theme, "Future: The Time is NOW!", each breakout session will have a Theme Roundtable to include three tables with assigned facilitators who will guide the conversations and record the ideas shared. Come and hear the ideas and actions of others in taking more proactive roles in our profession. Share what’s happening in your work. Our specific focus will be on how to enable an effective, incentivized teacher career pathway in our schools, which consistently recruit for the profession. Instead of waiting for a top down initiative, let’s start our own from the bottom up.