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Blog » Teaching and Learning Symposium: Collaboration and Inclusion Resources

Rebecca Johnson—On August 14, Teaching and Learning Services hosted the inaugural Teaching and Learning Symposium. The theme this year was collaboration and inclusion, with four sessions on how faculty across RIT have employed collaboration in a variety of contexts.

  • Nicholas DiFonzo: Team-Based Learning: A Structured Problem-Based Approach
  • Carol Marchetti, Susan Foster, Gary Long, Michael Stinson: Broadening Access to Team Work: Effective Tools and Strategies
  • Bruce Leonard, Amos Scully, and Richard Shearman: Staging Chaos: How to Prepare for and Facilitate Student Collaboration
  • Dianna Winslow: Stepping Out of the Way: Student-Centered Learning and Collaborative Projects

Presenters also discussed the challenges of and strategies for ensuring that all students, whether deaf, hard of hearing, or hearing, are able to participate fully in these collaborative communities.

For more information on Team-Based Learning, consult the Team-Based Learning Collaborative website.

faculty working on collaborative exercise   faculty working on collaborative exercise

On a broad, national level, DeafTEC: Technological Education Center for Deaf and Hard-of-Hearing Students, a National Science Foundation Advanced Technological Education National Center of Excellence, serves as a resource for high schools and community colleges that educate deaf and hard-of-hearing students in STEM-related programs and for employers hiring deaf and hard-of-hearing individuals. DeafTEC is also establishing a model within targeted regions of the country to create partnerships among high schools, community colleges, and industry to improve access to technological education and employment for deaf and hard-of-hearing individuals. Their website contains a wealth of resources, including ClassACT, a website for instructors and staff who work with deaf and hard of hearing students in mainstreamed academic environments.

The Teach2Connect website contains information intended to provide instructors with classroom teaching strategies that foster collaborative learning among deaf, hard-of-hearing, and hearing students. Additionally, this site provides valuable resources to assist faculty in finding answers to questions they might have when working with deaf and hard-of-hearing students in and outside of the classroom.

Michael Stinson presenting on   faculty working on collaborative exercise

Cafe to go! is a concise guide to hosting World Café discussion groups and covers the basics of the World Café process. It includes brief outlines of each principle, a description of Café Etiquette, an outline of key elements of the World Café conversations, and tips for creating Café ambiance. More information on the World Cafe method is available on their website.

This study guide for students engaging in group projects was created by the University of Leicester. Within this guide are additional links to guides for students on organizing their time, planning a presentation, and writing reports.

The Faculty Focus website, produced by Magna Publications, contains a wide range of information on teaching strategies for instructors in higher ed. See in particular this resource by Maryellen Weimer on 10 Recommendations for Improving Group Work.

faculty working on collaborative exercise   faculty working on collaborative exercise

Finally, from our own Teaching and Learning Services website, here are a variety of resources related to student collaboration and inclusion.

  • GoReact.com is an online video recording tool designed to provide feedback for public speaking/speech, presentations, sign language/interpreter training, student teaching observation, and music/dance/theatrical performances.
  • Hosting an online discussion is a way to encourage students to share perspectives on course topics outside of class time or as part of a blended or online course mode.
  • PeerEval is an online peer evaluation tool, which integrates with myCourses.  It provides a way for students to anonymously share their feedback on how their group worked together on a project.
  • Peer Instruction is a structured teaching practice that requires students to examine their own and their classmates’ reactions to and analysis of the content can be a simple and effective way to engage students.
  • Process Oriented Guided Inquiry Learning (POGIL) is a structured approach that requires students to work in self-managed teams to explore content in a manner that requires them to solve problems, conduct analysis, and cooperate to draw valid conclusions.
  • The Teaching Element on Small-Group Work helps you avoid common pitfalls and provides additional information about supporting student group work.

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