• Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Keynote Address)

      Nilson, Linda B.; Office of Teaching Effectiveness and Innovation (OTEI); Clemson University (2016-09)
      Dr. Nilson is the director emeritus of the Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors (Jossey-Bass), now in its fourth edition, The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Anker/JosseyBass, 2007), Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Stylus, 2013), and Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015). Her next book, Online Teaching at Its Best, with co-author Ludwika A. Goodson, is in progress for Jossey-Bass. She is also beginning a book on discussion with Jennifer Herman for Stylus. Dr. Nilson's career as a full-time faculty development director spans over 25 years. In this time, she has published many articles and book chapters and has given over 450 keynotes, webinars, and live workshops at conferences, colleges, and universities both nationally and internationally on dozens of topics related to college teaching and scholarly productivity. She has also taught graduate seminars on college teaching. You will be able to explain what self-regulated learning (SRL) is and how it enhances student learning. You will be able to induce your students to practice SRL. You will be able to induce your students to practice SRL. You will be able to adapt and integrate SRL activities and assignments in your courses.
    • Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Workshop)

      Nilson, Linda B.; Director Emeritus, Office of Teaching Effectiveness and Innovation Clemson University (2016-09)
      Colleges and universities generally require that we submit letter grades to represent student performance, but how we determine those grades is up to us. Unfortunately, the way we have been grading student work for many decades earns low marks on a list of 14 criteria for assessing grading systems. This workshop presents an alternative system, specifications ("specs" ) grading, that does better, especially in motivating students to achieve outcomes and produce high-quality work. Better yet, it saves faculty time. The system works effectively because it gives students more choices and control while holding their work to high academic standards. The purest form of this new system offers a new gestalt on assessment, combining three elements: satisfactory/unsatisfactory grading of all assignments and tests, a token system that lets students "buy" limited flexibility, and "bundles" of assessments associated with sets of learning outcomes and final letter grades. By the end of the workshop, participants will be able adapt one or more of their courses to a pure or synthetic version of specs grading, including turning assignment directions into specs, bundling assessments, developing a token system, and revising their syllabus accordingly.