Tag Archive: Teaching and Learning

Apr 25

UNG at the 2017 USG Teaching and Learning Conference

On April 5-7, 2017, the University System of Georgia (USG) hosted the USG Teaching and Learning Conference at the Georgia Center for Continuing Education in Athens, Georgia. Faculty, staff, and students gathered to share their research, experiences, and other work related to Best Practices for Promoting Engaged Student Learning. Irene Kokkala, Director of Distance Education & Technology Integration (DETI), is a founding co-director of this system-wide conference.

The University of North Georgia (UNG) was well-represented with forty-five UNG faculty, staff, and students chosen to present their work at the conference. Their presentations highlight UNG’s commitment to academic excellence and contribute to the teaching and learning communities of UNG and USG.

The following faculty and staff presented their work at the 2017 USG Teaching and Learning Conference:

“A Tale of Two Labs: Adapting Field Biology Labs into Online Formats”
Eleanor Schut

“Addressing STEM Undergraduate Deficiencies Reading and Writing Scientific Literature Using a Learning Community”
Evan Lampert and Steve Pearson

“An Integrated First-Year Cohort Experience”
Tom Cooper, Alison Hite, Phillip Mitchell, Nathan Price, and Robert H. Scott

“Biology Boot Camp: A Peer-Assisted, Active Learning Program Designed to Increase Student Engagement and Promote Critical Thinking in Biology”
Cathy Whiting

“Building Meaningful Bridges: Innovative Approaches to Learning Communities”
Rosaria Meek, Lance Bardsley, Dan Cabaniss, and Michael Kemling

“Cheating on Online Exams: How to Recognize, Foil, and Prevent It”
Margaret Williamson, Katherine Kipp, and John Williams

“Conditional Feedback: Using Google Drive to Encourage Revision Effort”
Matthew Horton

“Empowering Faculty, Staff, and Students: Applying Growth Mindset to Writing Instruction”
Diana Edelman and Jim Shimkus

“Engage Me! Free or Low-cost Web-based Technology to Interact and Engage Students in Your Classroom and online Courses”
Jim Wilkison and Ching-Yu Huang

“Excel Spreadsheets as a Tool for Teaching and Learning Quantitative Courses Online”
Christine Jonick

“False Assumptions: the Challenges and Politics of Teaching in China”
Laura Getty

“Heightened Critical Thinking: Requiring a Prospectus and Annotated Bibliography in the Research Paper Process”
Donna Gessell

“Ideological Exploration: Responses to Zakaria’s In Defense of a Liberal Education”
Tanya Bennett

“Implementation of a Biology Resource Center” (Cancelled)
Jeanelle Morgan

“Innovative Publishing: Developing Low- and No-Cost Textbooks with UNG Press”
Bonnie Robinson and Corey Parson

“Learning to Talk/Talking to Learn: Using Critical Dialogue to Promote Critical Thinking Learning Communities”
Patrice Prince with students, Chelsea Belezaire, Alexis Schubiger, and Sarah Williams

“Problem-Solving in the Literature Classroom: Creative Responses to Literary Texts”
Leigh Dillard and Macklin Cowart with student, Callie Bryant

“Research Tools for SoTL”
Rebecca Rose

“Spark and Sway”
John Williams

“SoTL Communities of Practice for Research on Teaching and Learning”
Mary Carney and Laura Ng

“The Process of Building OER Materials that Promote Student Engagement” (Listed in email from Marie Lasseter)
Patty Wagner

“The Research Consultation: Teaching Students Critical Thinking Skills Outside of the Classroom”
Virginia Feher, Sean Boyle, Randall Parish, and Karen Redding

“Using a Collaborative Laboratory Exercise to Connect Different Sub-disciplines of Biology”
Swapna Bhat and Evan Lampert

“Yelling Whitman: Teaching Prosody by Performance”
Samuel Prestridge, Esther Morgan-Ellis, and Laura Ng

Apr 18

Lesson Plan Template for Scaffolding Student Learning

As an educator at the University of North Georgia (UNG), I spend my time with preservice teachers, preparing them for K-12 classrooms. The information that I share with my preservice teachers can also be valuable for instructors in higher education. I have discovered that many of our preservice teachers are apprehensive about the program when they transition into teacher education. The angst is largely based on what to expect as they navigate their classes in the program. Let me share one approach that I have found to be invaluable in reducing anxiety and preparing instructors to teach their own classes.

Many of us who teach, whether in higher education or K-12, experience some anxiety about lesson delivery. Over time, many become comfortable with the content, specifically the knowledge base that Shulman (1986) refers to as content knowledge. However, some educators eagerly want to learn how to execute the various segments of their lessons. For instance, many preservice teachers are more concerned about how to teach the content (Jackson, 2015) than the content itself. Schulman (1986) classifies the ability to teach content as pedagogical knowledge. Having knowledge about the content is critical to teachers’ instruction; however, Ayers (2015) posits that having sufficient knowledge of content does not automatically suggest that a teacher can adequately deliver instruction of the content. In answering the call for concern, I decided at the start of the academic year that I would do my best to help ease this particular anxiety. I wanted to create a template that our preservice teachers and instructors could utilize, which aligns with state standards, reflects pedagogical framework, and includes pertinent instructional language to support preservice teacher instruction. Guided by Intern Keys, which are standards used to rate teachers on several performance indicators including professional knowledge, instructional planning and instructional strategies (Georgia Intern Keys), I designed a strategy lesson plan template (See appendix).

There are multiple goals for creating the lesson plan template. For one, I wanted the template to mirror a framework of how teachers could teach students about strategic reading. Harvey and Goudvis (2007) describe strategic reading as “thinking about reading in ways that enhance learning and understanding” (p. 23). While it is important for preservice teachers to demonstrate a command of subject matter (Georgia Intern Keys), it is also necessary to provide a framework for them to launch a lesson, from introduction, through teaching and closure, which is clear, sequential and makes sense (Georgia Intern Keys). As a result, I incorporated Pearson and Gallagher’s (1983) gradual release of responsibility model for instruction in the lesson plan template. Gradual release of responsibility is an instructional framework which promotes modeling of a strategy, followed by guided, collaborative, and independent practice respectively. I also wanted to provide language prompts that preservice teachers could borrow as they model and provide guided as well as collaborative practice for their students.  I adapted and added sentence starters from Harvey and Goudvis’ (2007) as well as Harvey, Goudvis, Muhtaris & Ziemke’s (2013) texts. Harvey and Goudvis (2007) state that what and how teachers speak “shapes and expands thinking” (p.36). To this end, it was critical to have the Pearson and Gallagher’s instructional framework and Harvey and Goudvis’ language prompts in one document. Additionally, I hope that instructors at the university would be able to utilize the template as a teaching tool to support preservice teacher learning. Vygotsky (1986) describes zone of proximal development as the scaffold more experienced peers offer to help learners reach their full potential.

Here, I explain the layout of the lesson plan template in detail and provide rationale for each decision. One of the Intern Keys for excellence is beginning a lesson by connecting students’ previous learning to new information (Georgia Intern Keys). As such, the language prompt I include first in the template for introduction is “last week…or yesterday,” which indicates a commitment to connecting students’ previous learning. Next, I include the stem question “have you ever,” which is a method of eliciting responses from students, thereby linking their background knowledge to new learning. In keeping with the pacing and sequence of a typical lesson, the teaching segment follows with a stem statement which introduces the day’s lesson with the phrase “Today readers, we will be.”  Teachers are then prompted to define the comprehension strategy that they are teaching (Pearson & Gallagher, 1983) by including potential key words or sentence starters. Best practice suggests that teachers not only tell, but show students how to engage in a target strategy (Harvey & Goudvis, 2007; Pearson & Gallagher, 1983), thereby making comprehension instruction explicit and meaningful. After this, preservice teachers are cued to do a Think Aloud (Davey, 1983), where they “verbalize their own thoughts” as they model the target comprehension strategy to their students (p. 45). In keeping with a gradual release of responsibility (Pearson & Gallagher, 1983), the template further includes opportunities for students to engage in guided practice, before participating in collaborative and independent practice. Examples of the language prompts within the template are “try it with me,” “try it with a partner,” an adaptation of turn and talk, which is a collaborative strategy that affords opportunities for all students to participate in the lesson (Harvey & Goudvis, 2007). The template culminates with closure, which allows students to share how they used the strategy. Pearson and Gallagher (1983) highlight that the gradual release instructional model is important to effective teaching and student independence. Offering language prompts within the lesson plan framework allows greater opportunities for refining teaching practice and increasing confidence.

This template offers not only a strategy lesson plan for preservice teachers, but also exemplifies a methodical approach to help students practice and assume more responsibility for comprehending course material. It teaches students to strategically approach their reading instruction. Additionally, the template offers all educators an opportunity to deepen their understanding of lesson planning frameworks. This innovative tool may help reduce anxiety in implementing and teaching lessons. With practice, educators will gradually internalize the sequencing, pacing, and necessary language of a lesson and ultimately possess stronger self-efficacy towards administering strategy lessons and, potentially, other lesson structures.

 

References

Ayers, C. A. (2016). Developing Preservice and Inservice Teachers’ Pedagogical Content
Knowledge in Economics. Social Studies Research and Practice, 11(1), 73- 92.

Davey, B. (1983). “Think Aloud: Modeling the Cognitive Processes of Reading Comprehension.”
Journal of Reading, 27(1), 44-47.

Jackson, Annmarie, “Language Teacher Development: A Study of ESOL Preservice Teachers’ Identities, Efficacy
and Conceptions of Literacy.” Dissertation, Georgia State University, 2015.
http://scholarworks.gsu.edu/mse_diss/6

Georgia Intern Keys, Candidate Assessment on Performance Standards, 2013
http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf

Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension for
understanding and engagement
. Portland, Maine: Stenhouse Publishers.

Harvey, S., Goudvis, A., Muhtaris, K. & Ziemke, K. (2013). Connecting comprehension &
technology: Adapt and extend Toolkit Practices. Portsmouth, NH: Heinemann.

Pearson, P.D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary
Educational Psychology
, 8(3), 317-344.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15
(4), 4-14.

Vygotsky, L, S. (1986). Thought and language. Massachusetts: Massachusetts Institute of
Technology.

 

Appendix

Strategy Lesson Plan Framework

A.  Introduction/Activator
Connection to previous learning/ activate to concept:
”Last week/yesterday we . . .”
“Have you ever . . .”
“Turn and talk to your partner about what you remember about . . .”

B.  Teaching/Instructional Strategies & Learning
Purpose/goal of the lesson:
“Today, we are going to . . .”
“I’m going to teach you how to . . .“

Strategy Definition (prompts will vary based on strategy):
“When good readers make predictions, they . . .”
“Visualizing means . . .”
“Context clues will help readers . . .”

Modeling/Think Aloud:
First, I want you to watch me as I show you how to . . .”
“I am going to read some of the book. Watch how I stop and Think Aloud about what will happen . . .”

Guided Practice:
“Try it with me. As I read, I want you to… make a Prediction . . .”.   (Repeat again)

Collaborative/Independent Practice:
“Try it with a partner . . .”
“Try it on your own . . .”

C.  Closure
Summarize Strategies/Share:
“Turn and Talk with your partner about your prediction . . .”
“During my reading, I made a prediction . . .”

Jan 09

Governor’s Teaching Fellows Program

Two faculty from the University of North Georgia (UNG) participated in the selective 2016-2017 cohort of the Governor’s Teaching Fellows (GTF) Program, a statewide initiative advancing instructional excellence in Georgia’s colleges and universities. Michallene McDaniel, Associate Professor of Sociology, is part of the 2016-2017 cohort, and David Smith, Associate Professor of Media Studies, completed the summer 2016 program.

“Although I have been in teaching for almost 20 years, I believe there is always something new to learn about this profession,” said McDaniel. “I view my participation in the Governor’s Teaching Fellows Program as an opportunity to brush up on changes in technology that benefit teaching, and to become familiar with the latest findings on effective teaching methods that lead to better student learning.”

Established in 1995 by Zell Miller, governor of Georgia (1991-1999), GTF provides Georgia’s higher education faculty with expanded opportunities for in-depth study of research-based pedagogies. The program is offered through the Institute of Higher Education at the University of Georgia (UGA). More than 75 different disciplines, professions, and teaching areas have been represented, and they have come from over 45 institutions statewide: large and small, public and private, everywhere from the northern mountains to the Florida state line and between the Atlantic coast and the Alabama border. To date, 32 Fellows have represented UNG in the GTF Program.

“I was introduced to new ideas and tools like Nearpod, which I found to be interesting and helpful. Throughout this semester during my Film Appreciation courses, I will be putting into practice the ideas I developed during GTF,” Smith said.

According to the University of Georgia’s Institute of Higher Education’s website, a candidate’s selection is based upon “the basis of their teaching experience, their interest in continuing instructional and professional development, their ability to make positive impact on their own campus, and a strong commitment by their home institution.”

“I consider myself to be very fortunate to have the opportunity to participate in GTF this academic year, and lucky to work at an institution and for a department that supports professional development opportunities for educators,” said McDaniel.

Other recent UNG fellows in the program have been Rosaria Meek, Assistant Professor of Spanish; Laura Ng, Associate Profesor of English; and, Jennifer Graff, Associate Department Head and Assistant Professor of Visual Arts.

Applications for the UNG GTF 2017 Summer Symposia and 2017-2018 Academic Year Symposia is now open. For more information, please visit the CTLL GTF webpage.

Mar 10

Finding Government Information

This article is the fourth part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016. Please note: login required for off-campus access to some links.


 

Information created by the United States federal government seems appealingly useful because it is authoritative and much of it seems reliable; finding the government information you need, however, isn’t always easy. Sure, you can do a Google search or you can search USA.gov (the official web portal of the United States government), but you may have to sift through many – even hundreds of thousands of results to find a particular document or information resource. Even after you’ve drilled through all the results, you still may come up empty-handed. Fortunately, there are some governmental databases that are especially useful for locating U.S. government information.

Catalog of U.S. Government Publications

CatalogofUSpubsOne of the most user-friendly federal government databases is the Catalog of U.S. Government Publications (CGP). Sponsored by the Government Publishing Office (GPO), the CGP creates records of print and digitized government information that is distributed through the Federal Depository Library Program. Users can choose from basic, advanced, and expert search options—although most people start with the basic search and type one or two keywords in the search box. Recent government publications are often fully digitized and the CGP provides links that will connect the user to digitized information resources.(figure 1)

 

ListofLinkedDocuments

figure 1


MetaLib

metalibIn addition to the CGP, the Government Publishing Office created MetaLib, a search engine that searches over 60 governmental resources. MetaLib allow users to select and search up to ten databases at once. These include “catalogs, reference databases, digital repositories or subject-based Web gateways.” Once the results are generated, then the search can be narrowed by clicking on one of the facets (e.g. topics, dates, authors, etc.) on the right side of the search results page (see figure 2 below). People accustomed to getting search results at the speed of a Google search may become frustrated using MetaLib. Users may have to perform multiple searches to locate the desired information resources and that can get to be a bit tedious. As is true with all database searches–the better your search terms, the better your results.

authors

figure 2


Federal Digital System (FDsys)

FDSYS

Another tool from the Government Publishing Office is the Federal Digital System, or FDsys. The emphasis of FDsys is on “authentic government information.” Because digital text and images can be manipulated, it isn’t always easy to determine if the information presented is both original and legitimate. FDsys provides authentic, verified, and digitally signed PDF documents that mitigate those concerns. In addition, the GPO guarantees “permanent public access to all FDsys resources.” FDsys include around 50 collections from the executive, judicial, and legislative branches of the Federal Government.

 


Google: Effective .gov Searches

CGP ix

figure 3

The Catalog of U.S. Government Publications, MetaLib, and FDsys are important tools for discovering government information. These tools work well for researchers and advanced students. But some students are going perform a Google search, almost by instinct. For these students – and anyone else seeking government information – there’s a way to search Google more effectively. One can limit the domains that Google searches by typing the word site followed by a colon and then dot gov. (In other words, type:  site:.gov,) followed by your specific search terms. Google will only search website with a .gov domain (see figure 3).

 

cgp X

figure 4

 

These searches will also pull in government information authored by the state legislatures, departments, agencies, and so on. If you want to limit your search to just information from Georgia state governmental and regulatory bodies, simply type site:.ga.gov followed by your search terms (see figure 4).

If you have any questions about finding government information, please ask the UNG librarians. We’d love to help you.

Nov 09

No Time for Tolerance

Tolerance is not enough.

Too often, we look at diversity with a superficial mindset or view it as a panacea. We talk of “tolerance” and think that we have contributed meaningfully to a conversation, yet we do not act. Tolerance is not enough – it is too passive. The word itself implies distaste for something, yet not a strong enough emotion to take action. We must move to a culture of accepting, embracing, and empowering our students and each other. I want to take a moment to ask you to reflect on who you are and how you reached this point in your lives. Did you have assistance? Was your achievement based solely on your individual talents and aspirations? I challenge you to think critically about these questions and reflect for a moment on what a diverse environment is to you.

Critically analyze how you have benefited from your position in society, or conversely, how you have experienced minoritization within society. To experience the benefits of the privileged group, you do not have to be actively oppressing another element of society; this distinction is important to remember. That is the tricky thing about power and privilege – you benefit because they exist, not because you actively engage in detrimental behaviors towards others. As a woman of Caucasian background and middle class upbringing, I am in both the dominant group (middle class and Caucasian) as well as the minoritized groups (female). Many of us will find that we have overlapping roles (intersectionality) where we enjoy some benefits of privilege while also experiencing some of the effects of oppression. For an interesting perspective on privilege to share with students (and to examine for yourself), watch this video by BuzzFeed Yellow. (also linked here.)

Power as Privilege

Why focus on power and privilege, rather than race, ethnicity or religion, the excellent sub categories that seem to have devoured television news as of late? Because decisions are made by those who hold power, those who are privileged. These power groups are the gatekeepers of our society. They determine the opportunities that arise through industry, curriculum in P-12 schools, and even the type and quality of healthcare to which we have access. Power and privilege are the forces that drive our experiences within the larger society. The PBS Newshour clip, linked here, demonstrates just how easy it is to fall into a mindset of priviledge.  The clip is alarming in many ways, but primarliy how easily the “privileged” group changed.  Just because we do not perpetuate acts of racism or oppression, does not mean that we do not benefit from systemic and institutional mechanisms that govern the behaviors and attitudes of our society. We cannot rest, thinking that because we do not spread hate, we have no action to take or responsibility to bear. We, as a society, must engage in a dialogue that deconstructs what we think we know and reframes concepts of equality and equity.

Equality, the state of being equal – especially in rights, status and opportunities — would be the ideal state of a culture, in that all members of the society have the same opportunity. Equity, the quality of being fair and impartial, is simply an extension of the concept, whereby all members of the society have access to an equal opportunity.

Experiencing Diversity

Ultimately, we must help our students understand what it means to live and work in a diverse society. We must provide opportunities for them, through the curriculum to build on their experience base and learn to navigate a world that is wonderfully rich and brimming with colors, flavors and ideas that may be different than their own. In my own classes I require students to spend 10 hours in a setting that is dynamically different than their own cultural background. Students must keep field notes (this also reinforces research practices) related to their experience and file their field notes with me. Students must spread their hours over a minimum of three visits. This is orchestrated to provide multiple views into the same setting, as well as give the students the opportunity to interact with participants. Experiences can include religious services (the Baptist to Methodist conversion doesn’t count – it must be DYNAMICALLY different), service opportunities that benefit the homeless or less fortunate, elder care settings, ethnically diverse settings like the Chinese Cultural Center in Atlanta, etc. The options are endless and all experiences are guaranteed to engage and enlighten. You are not going to convert someone that refuses to be enlightened, but you are going to give them the ability to learn to interact with others in a respectful way and to reflect on the experience with a critical, and more informed, eye. You may even impart the lesson that we are all more similar than we are different. Ultimately, the goal of this activity is to teach students respect for self and others, not to create activists.

Gatekeepers of the Future

We as a college community have a rare opportunity to chart our own course, determine the values that we want to exhibit, and embrace all students who share their time and talents with us: to create a community of acceptance. We are the gatekeepers to our future world. I encourage you to empower your students to value this by teaching them what it means to be caring, empathetic humans who are also successful professionals – educate the whole student. Teach them to be scholars, to be critical thinkers who have the ability to use our lessons and interactions as the building blocks to a better world. Model for them what it means to be educators who are inclusive of all backgrounds and persuasions in your classes. I challenge you to explore your own biases (everyone has them, and it is normal) and work to mitigate them. We have the ability to transform our campus community and contribute to the communities that surround each of our campuses in a very significant way. Promote acceptance, as tolerance is the way of the past.


Resources and Information

13 Resources for Teaching about White Privilege

Booklet on Diversity in the Student Body. Inside Higher Ed.

Diversity Initiatives and Resources at UNG

Graduate study in Diversity Issues (EDUC 7991)

High  Impact Practices: Integrating Diversity and Global Learning in your Course Curriculum

Quick Facts about the Student Population at UNG

UNG Library Guide on Teaching Resources for Diversity and Global Learning

What Is Privilege?. Prod. BFMP. By Chris Coleman. Dir. Marquita Thomas. Perf. BuzzFeed Yellow. Youtube.com. BuzzFeed Yellow, 14 July, 2015. Web.

Further Reading

Adams, M., L. A. Bell, and P. Griffin, eds. 2007.Teaching for diversity and social justice: A sourcebook, 2nd ed. New York: Routledge.

Barnett, P.E. (2013) “Unpacking teacher’s invisible knapsacks: Social identity and privilege in higher education.” Liberal Education. Association of American Colleges & Universities. 99.3 . Retreived from https://www.aacu.org/publications-research/periodicals/unpacking-teachers-invisible-knapsacks-social-identity-and

Goodman, D.J. (2010) “Helping students explore their privileged identities.” Diversity and Democracy.  Association of American Colleges & Universities. 13.2 .Retrieved from https://www.aacu.org/publications-research/periodicals/helping-students-explore-their-privileged-identities

Goodman, D.J. 2001. Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, CA: Sage .

Johnson, A. 2006. Privilege, power and difference, 2nd ed. Mountain View, CA: Mayfield.

Kimmel, M., and A. Ferber. 2010. Privilege: A reader, 2nd ed. Philadelphia: Westview Press.

Kivel, P. 2002. Uprooting racism: How white people can work for racial justice. Gabriola Island, British Columbia, Canada: New Society Press.

 

Nov 02

GALILEO database: Artstor

This article is the third part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016. Please note: login required for off-campus access to some links


Pictorial Quilt; Harriet Powers (1837-1910); United States; 1895-98; Textiles: Cotton plain weave, pieced, appliqued, embroidered, and quilted; 175 x 266.7 cm (68 7/8 x 105 in.

Pictorial Quilt; Harriet Powers (1837-1910); United States; 1895-98; Textiles: Cotton plain weave, pieced, appliqued, embroidered, and quilted; 175 x 266.7 cm (68 7/8 x 105 in.)  This image was provided by Museum of Fine Arts, Boston. All rights reserved. (see footnote)

“One picture is worth ten thousand words.

~ Chinese proverb

Images are powerful communication tools and the UNG Libraries subscribe to a fabulous collection, Artstor Digital Library. Artstor Digital Library shares almost 2 million images in the arts, architecture, humanities, and sciences from museums, photo archives, photographers, scholars, and artists for teaching and educational use.  Any UNG student, faculty, or staff member can immediately start searching and using images through the Libraries’ link to Artstor on campus. You can also opt to create an account to save and organize images into collections and write personal annotations. Faculty and staff may also request “instructor privileges” that allow additional folder rights and the ability to upload your personal images (Login, click My Profile, then click Instructor Privileges tab). The tools within Artstor allow you to easily export images directly into PowerPoint or use their offline presentation tool (OIV) to zoom in to see minute details of a work for presentations.

2_AMBOSTONIG_10313626059

Apples; Thomas Worthington Whittredge (1820-1910); United States; 1867; Oil on canvas; 38.73 x 30.8 cm (15 1/4 x 12 1/8 in.) This image was provided by Museum of Fine Arts, Boston. All rights reserved. (see footnote).

Looking for ideas on how to integrate images in your teaching? This collection is more than “fine art” to be used to teach Art History. Check out Artstor’s case studies and curriculum guides! You can find them at the Teaching Resources link under the Browse section in the Digital Library homepage. (If you’re visiting Artstor on your phone or tablet, you’ll find the case studies under Global Folders.) Artstor’s curriculum guides are broken down into topics or themes, each composed of approximately ten images that illustrate or support the subject. Artstor’s case studies describe the innovative ways subscribers in a variety of disciplines are using the Artstor Digital Library in their teaching, research, and scholarship.

Looking for images for your own publications? Select images in Artstor are part of the Images for Academic Publishing (IAP) program. Initiated by The Metropolitan Museum of Art in 2007 to help address the challenges of scholarly publishing in the digital age by providing free images for academic publications through an automated Web-based service, the Images for Academic Publishing (IAP) program makes available publication-quality images for use in scholarly publications free of charge. All IAP contributors are Artstor image contributors and you can use Artstor to search for IAP eligible images.

  1. Login to Artstor with your username and password
  2. Use the Keyword Search and add IAP to your search criteria.
  3. Click (the IAP icon) to download a high resolution file for publication. A new window will open explaining the process. If you are eligible for the program, click Proceed. In the next window, click Download.
  4. In the next window, review the IAP Terms and Conditions of Use. You may also print this window for reference with the print link at the end of the document. Check the box indicating that you have read and accept these terms before clicking Continue.
  5. Provide the information requested in the space provided. Click Download.
  6. Two windows will open. One warns this download will take some time. The other shows your computer’s directory, where you can choose a place to save this file and continue to download as usual.
CreatorMade by, Ma Yuan, Chinese, active ca. 1190-1225 Culture China Title Scholar Viewing a Waterfall; Guanpu tu Period Southern Song dynasty (1127-1279) Date late 12th-early 13th century Material Album leaf; ink and color on silk Measurements 9 7/8 x 10 1/4 in. (25.1 x 26 cm)

Scholar Viewing a Waterfall; Guanpu tu; Southern Song dynasty (1127-1279); late 12th-early 13th century; Album leaf; ink and color on silk This image was provided by The Metropolitan Museum of Art. All rights reserved. (see footnote)

 

Want to learn more about Artstor? Artstor offers a webinar series that cover both the general usage and Artstor tools as well as subject specific sessions such as “More than Just Art: Image of Psychology” and “The Do’s and Don’ts of Image Copyright and Image Use”. Also, their support center has a wealth of learning aids in a variety of formats for just in time learning.

 


 

*All images provided are available for uses permitted under the ARTstor Terms and Conditions of Use, such as teaching and study, as well as for scholarly publications, through the Images for Academic Publishing (IAP) initiative. Please review the IAP Terms and Conditions of Use.

Oct 12

Space to Teach: The Teaching Professor Technology Conference

In 2013, the English Learning Support department at UNG was awarded a $100,000 grant from the Bill and Melinda Gates Foundation. As part of the “Adaptive Learning Market Acceleration Program” (ALMAP) grant, several learning support English professors – myself, Ashley Armour, Kelly Dahlin, Dr. Shannon Gilstrap, and Dr. Matthew Horton – took on the task of incorporating adaptive technologies into our courses. We decided to use the McGraw-Hill LearnSmart program, which uses an algorithm to constantly update each student’s learning challenges and successes in order to offer a so-called “personal learning plan.” For three semesters, we incorporated the technology into our pedagogy and into our assessments, and, for three semesters, we gathered data on the students. Were they successful in completing the “learning plan”? How did their work with the technology affect their success in the course? How did using the technology impact our teaching?

The answer, right now, is that the verdict is still out, at least empirically speaking. We do see some correlation between course completion rates and learning plan completion, but we’ll need to look a bit closer to determine whether it’s causative or simply correlative, as the plans were also a percentage of the course grade. We did decide, nearly unanimously, that the program gave us room; we had more space in our classroom lessons to address more holistic issues, such as paragraphing, organization, and critical thinking. We spent less time lecturing about grammar, and we spent more time teaching, and practicing, revision and editing strategies. In other words: we could workshop student papers. Students could collaborate in peer review sessions, feeling more confident about their foundational knowledge.

It was this pedagogical freedom that we focused on in our poster presentation at the Teachning Professor Technology Conference in New Orleans. Our eposter, “Space to Teach: Adaptive Technology in the Developmental English Classroom” (watch it here) drew a bit of attention, as we fancied it up with a Google Slides presentation. The most interesting conversation was with a faculty member from a large university. She was not only skeptical of the technology; she simply refused to believe that we had time to “workshop” and to “work with students” in a writing classroom. We insisted that, as long as the instructor scaffolds the lesson appropriately, with specific tasks and expectations, peer reviewing and student-teaching interaction can work quite well in our courses. Despite our clear experience with this format, the faculty member remained doubtful, and she walked away with a firm shake of her head and a dismissive comment, “I don’t believe that’s possible, what you’re saying. There’s no way to work with individual students to that degree.”

For us, her doubt was suprising, since our student-centered pedagogy has served us so well for so long. We weren’t, however, bothered overmuch by her disregard of our approach. In fact, the exchange reaffirmed the unique beauty of what we’ve been able to accomplish with a focus on teaching and learning at UNG. The adaptive technology, for us, simply allows us more space to do what we want: teach every student how to communicate effectively and confidently, in any context.

 

Further Reading

2015 Teaching Professor Technology Conference

news@UNG (Press Release) “Grant will expand project to support student success at UNG”

Space to Teach: Adaptive Technology in the Developmental English Classroom (ePoster Handout)

Space to Teach: Adaptive Technology in the Developmental English Classroom (ePoster Slides)

 

Sep 28

GALILEO Database: ProQuest Historical Newspapers: The New York Times™

This article is the second part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016. Please note: login required for off-campus access to some links.

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The ProQuest Historical Newspapers: The New York Times™ database offers researchers full coverage of the New York Times from 1851 to the recent past*. This invaluable resource provides a record of over 160 years of significant historical events. It also gives students and researchers a glimpse into changing social perspectives and values over the decades.

Teaching with this Database

The ProQuest Historical Newspapers: The New York Times™(listed in GALILEO as: Historical New York Times (via ProQuest)) database is a fantastic resource for primary sources in history. In addition to articles by staff writers, this database includes documents like satirical cartoons, letters to the editor, classifieds, and advertisements. History classes could read feature articles about significant historical events, then look at related cartoons, editorials, and letters to the editor to examine the social response to the historical event.

Sociology classes might use ProQuest Historical Newspapers: The New York Times™ to compare current and historical attitudes toward groups of people. For example, this 1904 classified ad page features job applicants openly discussing their own religion, ethnicity, physical appearance, and disabilities. This could spark a class discussion about whether these attributes are a factor in modern-day employment.
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Political science classes might use this database to examine the evolution of current hot-button political topics. The immigration debate didn’t originate with the 2016 Presidential election, after all! Students can search for “immigration” or “immigrant” within an assigned decade, then compare and contrast the issues discussed in historical articles versus current articles.

In the field of journalism and media studies, students might analyze how newspaper layouts have changed over the course of time. The “Browse this issue” feature shows an entire original page at a glance, including advertisements and images, and allows navigation to other pages within the issue. This retains all the original context and allows users to experience the newspaper much as the original reader would have.

Searching and Navigating

Like many databases, ProQuest Historical Newspapers: The New York Times™ can search through articles’ full text by keyword and narrow by publication date. Search refinements allow users to search for terms specifically within articles’ title, author, dateline, section, and more. Users can also search for a term anywhere outside of the article full text, which is helpful for common terms that appear frequently in irrelevant articles.

proquestsearchProQuest Historical Newspapers: The New York Times™ can also search according to document type. Since this database offers full coverage, search results cover far more than just feature stories. Users can search for specific item types like advertisements, birth notices, classified ads, real estate transactions, obituaries, fire losses, soldier lists, and many more.

Some item types, including advertisements and comics, lack descriptive labels that would allow users to search for specific topics. Instead of keywords, you can select “advertisement” as the document type, select a date range of interest, and leave the keyword search box empty. This will bring back all advertisements from the specified date range.

Users can browse entire issues and experience them in their original layout. If you’re already reading an item in this database, click “Browse this issue” at the top or at the right of your page. If you’re starting from the Advanced Search page, click “Publications” and navigate to your desired issue based on its publication date.

For more tips on searching within this database, see this guide from ProQuest.

Expanding Beyond ProQuest Historical Newspapers: The New York Times™

Many more newspapers, both current and historical, are available through the UNG Libraries. Explore more current and historical newspapers through GALILEO, including the current New York Times.

 

*Coverage ends three years prior to the current year. Right now, coverage ends on December 31, 2012. Coverage of 2013 will become available in 2016.

Aug 31

GALILEO Database: History Reference Center

This article is the first part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016.

A comprehensive and multi-faceted history database, History Reference Center® is an essential student resource for historical research with full-text journals, reference tools, and primary resources, all in one search.

History Reference Center® offers the full text of more than 2000 reference books, encyclopedias and non-fiction books from leading history publishers, and includes full text for articles from more than 150 leading history journals and periodicals combined with thousands of primary research documents.

Excellent as a “first stop” research tool for most topics in history, History Reference Center® results display basic overview sources alongside the texts of research documents.  The Browse by Topic feature lets students browse, refine and explore selected topics in either U.S. History or World History.  For many topics, the database includes related videos and images: over 80 hours of historical videos and 40,000 historical maps and images.

CivilrightsUsing History Reference Center® in the Classroom

Like other EBSCO databases, History Reference Center® offers all the basic features of an EBSCO resource including emailing, printing, citing, or saving, but there are still other features which help students explore and use content.

For instance, students may create a personal My EBSCOhost account which allows them to create customized folders to which they may permanently save their search results. EBSCO’s folder feature allows students to collect results from different searches, store them in the session folder, and manage the folder contents — printing, emailing, or saving them.  Folders created in one EBSCO database are visible in all EBSCO databases and remain accessible to the user indefinitely.

Additionally, the “shared folder” feature in the History Reference Center® database allows students and instructors to create and share their custom folders with others.  Shared folders make it is easy for students to share materials within the database for classroom projects and support the collaborative process as students work together in groups to search, review and save journal articles, reference materials and primary resources.  For more about using folders for any of the EBSCO databases, select the Help link at the top of the page of the database and Yaltasearch for “folders”.

As it has for many of its databases, EBSCO has created and offers to users a student “Scavenger Hunt” activity for the History Reference Center®.  By using the “Scavenger Hunt” for History Reference Center®  instructors help their students become familiar with the topics and content covered in the database, explore database features and create effective search strategies.

Creating Search Alerts

Instructors can keep the most up-to-date materials and resources for their classes handy by setting up an EBSCO search alert in the History Reference Center® database.  Search alerts locate relevant materials based on a prescribed topic without having to craft the search string over and over again. Once instructors set up a search alert, they will receive automatic notification by email whenever new search results become available. Instructors can also retrieve those alerts and search immediately, instead of waiting for the alert to run.   In the same way search alerts work, journal alerts can be set up to provide automatic email notifications whenever a new issue of a particular journal becomes available in the EBSCO database.  For more information about setting up journal or search alerts for any of the EBSCO databases, select the Help link at the top of the page of the database and search for “search alerts”.

For more information about History Reference Center® or any of the EBSCO databases in UNG Libraries’ collection, please call us at Gainesville, x3915, Dahlonega, x1889, Oconee, x6238, or Cumming x3840, or email UNG Libraries at askus@ung.edu. Students — and faculty — may also find the “Ask a Librarian” chat window on the UNG Libraries home page a useful tool for assistance finding resources and working through searches.

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