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Friday, May 5
 

1:00pm CDT

Leveraging Teachable Moments
Student Remarks that Make You Wince—And The Learning Opportunities They Present
Craig Miller (School of Computing)
"I'm sorry I wasn't at the first class. Did I miss anything important?" Most every instructor gets such remarks from students, but what are effective responses to them? In this session, we will interactively construct responses by first adopting the student's point of view, striving to identify student experiences that would make remarks like these perfectly understandable. Drawing upon a few "favorites" shared by fellow instructors, we will consider each by first acknowledging what it is about the remark that makes us wince. We will then construct effective responses that make contact with the student's point of view. 

Collaboration in the Classroom: Opportunities for Community Building through a Service-Learning Lens
Jen Finstrom (College of Liberal Arts and Social Science)
Service learning appears in many disciplines across the university and is integrated with academic content and objectives in a given course. Working with Community-based Service Learning (CbSL) to plan a course with the end goal of working with a community partner rather than for a community partner has also led to outcomes in the classroom of greater student agency, engagement, and sense of community. A variety of assignments will be used to view how class planning through a service-learning lens can lead to these outcomes across disciplines, even for the non-CbSL classroom.
 


Friday May 5, 2017 1:00pm - 1:30pm CDT
LPSC 314B 2250 N. Sheffield Avenue Chicago, Illinois 60614-3673
  30 Min. Sessions

1:00pm CDT

Intercultural Communication and Social Justice
Engaging Students Around Diversity and Social Justice
Olya Glantsman,  Liz McConnell (College of Science & Health), and Trey Victor Dellucci (Northwestern University)
Undergraduate years are a time for cultural exploration and self reflection, and university classrooms are ideal environments for engaging students around oppression, privilege, and social justice. While these topics help students learn more about themselves and their world, engaging them is not always easy, and there are many possible barriers to successful social justice education. Presenters will help the audience members gain skills and knowledge as well as practice creating contexts and curricula that value student diversity and engage issues of social justice. 

Intercultural Communication & Contexts Within Diversity 
Veronica Appleton (College of Communication) 
We define intercultural communication very broadly as communication between people from different countries, different co-cultures within the same country, gender, age, religion, (dis)ability, sexual orientation, language, socio-economic class, or whose lives vary in other seeing and interacting. At times, people perceive their intercultural interaction as intergroup rather than interpersonal. With this in mind, the 30-minute interactive session will encourage students to acknowledge their biases, and examine the significance, nature, processes, contexts, and applications of intercultural communication. 


Friday May 5, 2017 1:00pm - 2:00pm CDT
LPSC 120AB 2250 N. Sheffield Avenue Chicago, Illinois 60614-3673
  30 Min. Sessions

1:00pm CDT

Learning Through Community Engagement
Agile Assessment: Involving Students in Course (re)Design and Implementation
Michael H. Chase (School of Computing) and Kevin Lyon (Faculty Instructional Technology Services)

As a Junior Year Experiential learning (JYEL) and CBSL course, IT 394 and IT 395 focus on introducing students to the Agile software development methodology through partnerships with local non-profit organizations. Since the projects are based on unique requirements defined along with the clients, the course has no set agenda and no set series of lectures or topics at the start. Instead, the class involves the students self-learning and working in groups using the agile methodology to define and solve a problem. Team members have to learn collaboration and client communication skills while working through a real-life project for a real client that gives the teams true ownership of the problem and of the learning. Students are assessed through weekly writing assignment and reflective journals, the contents of which are then re-applied to the subsequent class activities continuously. This presentation will touch upon elements of course design and facilitation, such as backward design, flipped classrooms, Just In Time Teaching, CBSL, and group collaboration and feedback. 

Learning Studios and Authentic Assessment: Taking It Beyond Papers and Rubrics 
Gabriele Strohschen (School for New Learning) 

By way of a course in civic engagement, we collaborated with community youths and adults on Chicago's West Side to bring the theories and philosophy of Asset-based Community Development and Freirean education principles to life. Our instructional model emphasized Learning Studios (Metagogy; Strohschen, 2016), which allow for authentic assessment of learning by and with students, teachers, and community members in and beyond the classroom.

In our collaboration with community members on the project team, we planned and implemented a community-wide event to celebrate the resilience, strengths, and hope of West Side residents.  We also created learning objectives, assessment criteria, and performance-and criterion referenced assessments that led to authentic evaluation of those objectives by the team.  

In this interactive session, we delineate the learning activities, learning products, and corresponding assessment of this recent community-building project. We invite critical questions and dialogue in this brief exchange as we share our insights
 

Speakers
GS

Gabriele Strohschen

Session Title: If Chicago is our classroom, then what are we doing here? 


Friday May 5, 2017 1:00pm - 2:00pm CDT
LPSC 324 2250 N. Sheffield Avenue Chicago, Illinois 60614-3673
  30 Min. Sessions

1:00pm CDT

It Takes More Than a Major: Employer Priorities for College and Student Success
It Takes More Than a Major: Employer Priorities for College and Student Success
Karyn McCoy and Lynne Copp (Career Center)
The changing nature of work and the focus on the value of a degree impact how colleges prepare students for life after DePaul. In a national survey of business and non-profit leaders, nearly all surveyed said they prefer hiring graduates with skills that enable them to contribute to innovation. With no adjustment to curricular content or course structure, DePaul can help build student awareness of the transferable skills gained inside and outside the classroom. This experiential workshop provides a platform for helping students identify and articulate the practical skills they have learned at DePaul, that are crucial to post-graduate success. 

Speakers
avatar for Lynne Copp

Lynne Copp

Faculty and Program Director, University Internship Program; Chair, Experiential Learning Advisory Committee, DePaul University
Interests in academic internship development, faculty development and experiential learning
avatar for Karyn McCoy

Karyn McCoy

Assistant Vice President | Career Center, DePaul University



Friday May 5, 2017 1:00pm - 2:00pm CDT
LPSC 325 2250 N. Sheffield Avenue Chicago, Illinois 60614-3673
  60 Min. Workshop

1:00pm CDT

Persisting in Presence: Rhetorical Listening for Conversation
Persisting in Presence: Rhetorical Listening for Conversation
Hannah Lee (Writing, Rhetoric & Discourse)
In our societal communications of immediate and individual rhetorical acts, facilitating productive conversation between different subject positions continues to pose a teaching challenge. This workshop seeks to prompt reflection on our own biases and cultural logics, so that we might develop pedagogical approaches to facilitate meaningful conversation. To equip ourselves with strategies for a lexicon of sharing our differences and meanings with others, we turn to Krista Ratcliffe's pedagogy of rhetorical listening and Appiah's notion of conversation. 

Speakers
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Hannah Lee

Reflection to Uncover Knowledge: Opening Students to Open our Curriculum


Friday May 5, 2017 1:00pm - 2:00pm CDT
LPSC 314A 2250 N. Sheffield Avenue Chicago, Illinois 60614-3673
  60 Min. Workshop