New Faculty Orientation

Transcription

1 New Faculty Orientation Scott Roberts, Ph.D. Dir. of Instructional Excellence & Innovation Stamp Grand Ballroom Tuesday, Aug 25, 2015 Ben Bederson, Ph.D. Assoc. Provost & Executive Director create. innovate. educate.

2 Learning Objectives CREATE INNOVATE How do I create effective learning experiences? How can the TLTC help me innovate? EDUCATE How might research findings affect aspects of how we educate?

3 Log in to channel 41 PRESS: (Ch) (4) (1) (Ch) The green light should display for 2 sec and go off You are now ready to respond

4 I look forward to teaching my class. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

5 I know exactly how to get my teachingrelated questions answered. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

6 I plan to try something I ve never done before in my upcoming class. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

7 This session will be a waste of my time. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

8 I sometimes worry about embarrassing myself in class. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

9 We have to create effective learning environments and teach effective learning strategies.

10 Devices can be effective tools

11 Devices can limit learning v Lower quiz scores (Roberts & Curtis, 2012) v Less effective notes (Mueller & Oppenheimer, 2014) v Cone of distraction (Sana et al., 2013) flickr.com/photos/stanfordedtech

12 Cone of Distraction (Diane Sieber; Sana et al., 2013) flickr.com/photos/stanfordedtech

13 PSYC 100 Survey Item: I learn LESS during our class meetings because of the no digital devices policy % agreed 2. 82% 3. 62% 4. 42% 5. 22% 6. 2 %

14 What do students think of the ban?

15 How I get buy-in from my students Distracting Walking Injuries

16 Do you have a written statement of your teaching philosophy? 1. Submitted one with my application for this job 2. Written, never shared 3. Drafted but not finalized 4. In my head, but not in writing 5. I have absolutely no philosophy about anything I do

17 Would your students get to read your written teaching statement? 1. Require they read it 2. Recommend it to them 3. Post it online but not direct students to it 4. Provide it if asked 5. Keep it private

18 THINK-PAIR-SHARE 1. Write down one thing that a teacher DID that made them so effective? 2. Discuss what that tell you, as a student, about their philosophy of teaching?

19 What am I about to do right now? Could they do this without me? YES NO It s homework. flickr.com/photos/visual_dichotomy flickr.com/photos/williambrawley

20 What am I about to do right now? Could they do this without me? YES NO It s homework. Could I do this without them in the room? YES NO teacher-centered learner-centered

21 Learner-Centered Teaching

22 We have to create clear learning objectives and valid assessments of their mastery & skill.

23 Course Syllabus: Introduction to Psychology We have to create clear I know I am biased, but I will still argue that psychology is one UNIVERSITY OF MARYLAND ~ DEPARTMENT OF PSYCHOLOGY Learning Objectives of the most interesting, relevant, and useful things you could possibly study. No matter what your personal and professional goals might be, the better you understand yourself and others the more effective you can be. Throughout this course we will focus on how scientists have advanced our understanding of thought and behavior beyond the myths of common sense and on how you can apply what you have learned to your advantage. PSYC 100 Fall 2015 Class Meetings Mondays & Wednesdays BPS 0283 ( Section FC02: 6:00-7:15pm Section FC01: 7:30-8:45pm learning objectives and Required Resources You need to purchase a clicker and user license. Visit the Students section of After successfully completing this course you will be prepared for details. You may not to provide research-supported answers to questions like: use a phone app, and you will want some spare! What do effective students do to help themselves learn? CR2032 batteries.! How can I use general theoretical perspectives to explain You do not need to purchase a complex thought and behavior? textbook. I have created a free,! What differentiates assumptions and myths from legitimate online, open-source resource with scientific findings? everything you will need:! (or What stop doing) something? differentiates assumptions and myths from legitimate valid assessments of! How would I go about training an animal (or human) to do scientific findings?! How would I go about training an animal (or human) to do! How is thought and behavior regulated by neurons, nerve systems, and different areas of the brain? their mastery & skill.! Why do my sensory systems cause me to experience things that do not really exist?! What determines our emotional reaction to things?! Why do various drugs affect people the way they do?! What makes people happy in their relationships?! How can we explain, diagnose, and treat mental illness? Dr. Scott Roberts! Why do people end up doing things that not seem consistent (or with stop their personalities? doing) something? psyc100@umd.edu! How does thought and behavior change over a lifetime? Office: 4120 McKeldin Library Mondays & Wednesdays 4-5pm Course Communication (or call to schedule) Please send all message to the course account: Course Teaching Assistant: psyc100@umd.edu. Do not use the ELMS inbox or Frank Fonseca (Class of 2014) comment box on assignments. has psyc100@umd.edu some helpful guidance on writing professional s. to schedule an appointment! How is thought and behavior regulated by neurons, nerve

24 UNIVERSITY OF MARYLAND PSYC 298E THE PSYCHOLOGY OF EVIL DR. SCOTT ROBERTS SECTION III Unit 11: What Makes Someone a Psychopath? After studying the resources outlined in the worksheet, attending our class meetings and reviewing your notes you should be able to do the following without anything in front of you We have to create clear at least two examples of specific items that would be included in that factor. (See! Define and differentiate antisocial personality disorder (ASPD) and psychopathy in terms of the specific diagnostic criteria that clinical psychologists would use. o DSM-V (proposed) criteria for ASPD o Hare s Psychopathy Checklist-Revised (PCL-R) " State and define the four conceptual factors in the Four-Factor Model and provide Table 1 and the note below it on page 53 of Anderson & Kiehl s article) " Explain how Hare operationalized the conceptual variable of psychopathy with a scale (e.g., number of checklist items, 1 vs. 2s, calculations made, score cutoffs)! Beyond the clinical definition, describe the overall disposition of someone who would be diagnosed as a true psychopath (i.e., self-control and affect). o How do the dispositional characteristics vary by primary and secondary psychopathy? o What does the research on recidivism rates and predictors for adults and juveniles? learning objectives! Describe in detail the genetic, structural and chemical differences of a psychopathic brain and the characteristics associated with them. o Gene - MAOA o Structures (locate on a diagram, describe its function and the nature of the difference) " Amygdala " Orbital/Prefrontal cortex valid assessments of " Paralimbic system After studying the resources outlined in the worksheet, attending our class meetings and reviewing your notes you should be able to do the following without anything in front of you o Chemicals - Serotonin! Explain the biopsychological perspective on psychopathy o Explain why the genes that cause moderate levels of psychopathic characteristics might exist today because in our evolutionary history those characteristics have directly helped increase fitness (or avoid fitness costs). Be very specific about the link between the characteristics and the benefits. o Explain why more extreme variants of that gene (i.e., clinical psychopathy) would be their mastery & skill. unlikely to dominate a population in terms of the fitness costs one would incur for having! Define and differentiate antisocial personality disorder (ASPD) and psychopathy in terms of the specific diagnostic criteria that clinical psychologists would use. o DSM-V (proposed) criteria for ASPD! Describe why comorbidity makes it difficult for researchers to study things like the neurological causes of psychopathy (and other psychological disorders). o Hare s Psychopathy Checklist-Revised (PCL-R) those characteristics. Again, be specific. " Relate this to the concept of intragenomic competition. " Relate the balance in the number of psychopaths in the population to Duntley and Buss discussion of antagonistic coevolution. " State and define the four conceptual factors in the Four-Factor Model and provide at least two examples of specific items that would be included in that factor. (See Table 1 and the note below it on page 53 of Anderson & Kiehl s article) Page 14 of 16 " Explain how Hare operationalized the conceptual variable of psychopathy with a

25 2. Form of aggression related to emotional reactions (e.g., provocation) 3. The weakening of physiological or affective responding over time 5. Feeling the same thing as another person 7. Conceptual variable in a study on violent media operationalized by the presence or absence of a walkie talkie 9. Expressing aggressive impulses through positive, productive outlets 10. -resentful: targeting anyone convenient enough to kill 12. Form of aggression related to indirect attacks on another (e.g., gossip) 17. Three-letter acronym for the tendency to make dispositional attributions for other people 18. Perceiving psychological pain as being inflicted by other people 21. A stimulus that increases the accessibility of a schema 23. A decreased state of self-awareness 25. The gene associated with an increased risk of psychopathy and aggression 27. The name of the clown that Bandura used in his study on observational learning of aggression 30. Feeling concern for another person's situation 31. The "good" geometric shape featured in the first segment of the video about Hamlin's research with babies 32. Correlated conditions 33. Prefix for sexual selection process related to selection 34. The tendency to perceive things as either purely good or entirely evil 36. Disorder, characterized by a patten of disruptive behavior 37. Term that refers to a criminal who is released from prison committing another crime and returning to prison 38. A dispositional need that motivated confluence 39. Term used when describing mass-murders who kill people they are in relationships with 40. -psychotic: targeting a group they (irrationally) believe has harmed or threatened them 1. The maximum possible score on Hare's checklist for psychopathy 2. Term for a focus on extremely low self-esteem: " self-awareness" 4. Learning more about the mindsets of mass-murders by reviewing their journals or manifestos: analysis 6. An example of a psychological instinct that may have evolved to protect babies from evil acts (two words, enter without a spaces) 8. Two or more people having a sustained and positive effect on each other (think evolution) 11. factors are things that a clinician might look that indicate the likelihood of a disorder getting better or worse 13. Many mass-murders experience this, a concern that others are out to harm them 14. Term used to refer to murdering an infant 15. System in the brain responsible for empathetic responding 16. Adjective related to the belief that nothing in life matters 19. Evolved because, when reciprocated, increases the inclusive fitness of the entire group 20. Term for mass-shooters characterized by rage and revenge 22. Prefix for sexual selection process related to competition 24. Motivation to harm others who have good things (2 words, no spaces) 26. Structure in the brain responsible for fright and aggression 28. The minimum score on Hare's checklist required to earn the diagnosis of a psychopath 29. Someone diagnosed with the specifier of "with limited emotions" is exhibiting many of the characteristics associated with psychopathy 35. The category of psychopathy associated with inherited anatomical deficiencies We have to create clear learning objectives and valid assessments of their mastery & skill. PSYC Across Down of Evil Section 3 Review Crossword Puzzle puzzlemaker.discoveryeducation.com

26 The Testing Effect (Roediger & Karpicke, 2006) v IV: Everyone studied a passage for 7 min o Studied 7 min more o Took a practice test v DV: Confidence o Study = confidence v DV: Performance Idea Units Recalled 90% 80% 70% 60% 50% 40% o Test = learning 30% Study, Study Study, Test 5 Minutes 2 Days 1 Week Final Test Delay

27 Summative Assessment v Comprehensive v High stakes v Final v Goal = measure

28 Formative Assessment v Frequent v Low stakes v Predictive v Goal = feedback How do I close the gap? What is the goal? Are we there yet?

29 Teaching Effects (Hattie, 2009)

30 The more I present in a class meeting the more students will learn and remember. 1. Strongly agree 2. Agree 3. Disagree 4. Strongly disagree

31 Less content, more mastery Too Much Content Too Little Content

32 Create your course backwards Traditional Assign text, plan lectures Backwards Clarify learning objectives Decide what will be on the test Write exam questions Determine valid evidence Plan learning experience

33 Create an effective syllabus v Learning objectives v Assessments v Course design v Write policy like a lawyer o faculty.umd.edu/teach/syllabus o Share common language o Ask others to review it Learning Objectives Course Syllabus: Introduction to Psychology UNIVERSITY OF MARYLAND ~ DEPARTMENT OF PSYCHOLOGY I know I am biased, but I will still argue that psychology is one of the most interesting, relevant, and useful things you could possibly study. No matter what your personal and professional goals might be, the better you understand yourself and others the more effective you can be. Throughout this course we will focus on how scientists have advanced our understanding of thought and behavior beyond the myths of common sense and on how you can apply what you have learned to your advantage. After successfully completing this course you will be prepared to provide research-supported answers to questions like:! What do effective students do to help themselves learn?! How can I use general theoretical perspectives to explain complex thought and behavior?! What differentiates assumptions and myths from legitimate scientific findings?! How would I go about training an animal (or human) to do (or stop doing) something?! How is thought and behavior regulated by neurons, nerve systems, and different areas of the brain?! Why do my sensory systems cause me to experience things that do not really exist?! What determines our emotional reaction to things?! Why do various drugs affect people the way they do?! What makes people happy in their relationships?! How can we explain, diagnose, and treat mental illness?! Why do people end up doing things that do not seem consistent with their personalities?! How does thought and behavior change over a lifetime? Course Communication Please send all message to the course account: psyc100@umd.edu. Do not use the ELMS inbox or comment box on assignments. has some helpful guidance on writing professional s. PSYC 100 Fall 2015 Class Meetings Mondays & Wednesdays BPS 0283 ( Section FC02: 6:00-7:15pm Section FC01: 7:30-8:45pm Required Resources You need to purchase a clicker and user license. Visit the Students section of for details. You may not use a phone app, and you will want some spare CR2032 batteries. You do not need to purchase a textbook. I have created a free, online, open-source resource with everything you will need: Dr. Scott Roberts psyc100@umd.edu Office: 4120 McKeldin Library Mondays & Wednesdays 4-5pm (or call to schedule) Course Teaching Assistant: Frank Fonseca (Class of 2014) psyc100@umd.edu to schedule an appointment

34 The TLTC is here to help you innovate for efficiency impact evaluation

35 Misconceptions about redesign

36 Innovate for efficiency Rubrics

37 Innovate for efficiency Canvas SpeedGrader

38 Innovate for impact 95% The weekly worksheets helped me learn the important concepts and material in the assigned reading.

39 Innovate with open-source options Top 100 most-enrolled courses cost UMD students $10 MILLION every year. (The Economist, 2014)

40 Innovate with open-source options Search online for your learning objectives. PSYC 100

41 Student have barriers & misconceptions

42 Students have misconceptions about us.

43 Students have misconceptions about themselves.

44 It s not about how much you study it s how you study. Placeholder for image attribution

45 Bad habits die hard Placeholder for image attribution

46 The TLTC is your one-stop shop for teaching v MOOCs v Learning analytics

47 TLTC Launch Program

48 TLTC Launch Activities v Undergraduate student experience v Course design workshop v Technology for learning v Teaching portfolio workshops v Classroom observations v Diversity and inclusion v Numerous foundational workshops v Invited speakers v Consultations Activities ~ 1 per semester

49 I look forward to teaching my class. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

50 I know exactly how to get my teachingrelated questions answered. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

51 I plan to try something I ve never done before in my upcoming class. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

52 This session was a waste of my time. 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree

53 Activity: One-Minute Paper 1. Name one new thing this session made you think about that you might try in a future course. 2. Name one thing related to teaching you want to learn more about.