October 16, 2018
Volume 3, Number 5
How Pausing to Question Students
Boosts Learning
Many studies have demonstrated that the act of retrieving previously learned information to answer a question helps facilitate new learning. That’s why using clickers to quiz students during a lecture can be effective. But how does this work? A new meta-analysis of research in this area offers some answers.

After looking at some 150 previously conducted experiments, a research team from Iowa State University considered four theories to explain how retrieval boosts future learning. The theories are not mutually exclusive, but the evidence best supports one known as integration. The idea is that people spontaneously recall previously learned information they have been quizzed on when they learn something related. And that helps them integrate the two sets of material. 

This literature has clear implications for instructors. Pausing during a lecture to ask students questions can help them learn the material, said Jason C.K. Chan, an associate professor at Iowa State and lead author of the paper. But it only works, he added, if students must retrieve information to answer the question — and only if all students do so, not just the ones who raise their hands.

Having students answer too many questions, however, may actually hinder new learning. The problem comes when people have to switch back and forth between retrieving old information and learning new information too frequently. One way to avoid that? Having students retrieve information in larger blocks.

And, on a related topic, this study explores how multiple-choice exams can help students learn.

– Beckie Supiano, Teaching Newsletter: The Chronicle of Higher Education

Thanks for reading Teaching. If you have suggestions or ideas, please feel free to email us at  dan.berrett@chronicle.combeth.mcmurtrie@chronicle.com, or  beckie.supiano@chronicle.com. If you have been forwarded this newsletter and would like to sign up to receive your own copy, you can do so  here.
Blackboard Buzz
Notification Options for Students
Help your students meet deadlines and succeed in your course by making them aware of the Notification Options in Blackboard.

When students activate this feature, Blackboard automatically sends alerts to the students’ course homepage, email address or mobile device. This YouTube video demonstrates how this feature works (see thumbnail, below).   

Students will can receive alerts when:
  • new content is posted;
  • new discussion board postings are submitted;
  • tests are available;
  • and much more.

Email msuonline@moreheadstate.edu for additional information and on-campus support.
In-The-Know
Mini Grants Available for
Alternative Spring Break Trips and Activities
Applications open October 1st

 KyCC has received Volunteer Generation Funding from the Corporation for National and Community Service (CNCS) for alternative service activities that:
  • are in Kentucky
  • include reflection for participants
  • include an intergenerational component

For more information, see their website:  https://kycompact.org/americorps/alternative-spring-break-funding/.
Kentucky Convergence Conference
Save-The-Date: October 17-19, 2018

The 2018 Kentucky Convergence Conference will be held October 17-19 at the University of Louisville Shelby Campus. The call for proposals will be issued in spring 2018. This year’s theme is “The Next Reality: Doing it Farther, Faster, and Better.”

Convergence is the single event that brings together professionals in information technology, academic libraries, online learning, and instructional design from all the public and private colleges and universities in Kentucky and the surrounding states. Sponsored by Kentucky post-secondary institutions and private sector partners, Kentucky Convergence is a conference that emphasizes innovations and best practices in the fastest-growing areas of higher education. For more info: http://kyconvergence.org
2018 Assessment Institute in Indianapolis
October 21-23, 2018
*Registration deadline is October 5th *

The Assessment Institute in Indianapolis is the nation's oldest and largest event focused exclusively on outcomes assessment in higher education. This event is designed to provide opportunities for (1) individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, (2) individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and (3) those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute.

For more info, click here.
The Teaching Professor Conference - (June 7-9) - New Orleans
The Teaching Professor Conference, is accepting proposals for concurrent sessions and poster presentations. New this year is a proposal to present a 20-Minute Mentor session, which will be published as a Magna Webinar (yes, that's the ones we feature in our Workshop Wednesday newsletters). The deadline for submitting a proposal is  October 31. The conference is June 7-9, 2018, in New Orleans, Louisiana.
Conference Information and session proposals can be found here.
Stem+ Monthly Webinar
First Friday of Every Month: 3-4pm EST
The Next Webinar: November 2, 2018

 KyCC has created a monthly webinar for STEM+ faculty to connect with each other and learn about effective practices. The webinar is on the first Friday of the month from 3-4pm EST.  For more information, please see their website: https://kycompact.org/what-we-do/stem-network/.
2019 Gateway Course Experience Conference
Atlanta, GA / March 17-19, 2019
Proposal Due Date: November 26, 2018

 Higher education faculty, professionals, students and educators are invited to  submit proposals  on a topic addressing:
  • Share innovative ideas and practices you are using to solve problems and enable transformative course redesign at your institution.
  • Connect and collaborate with colleagues from other institutions who are working to integrate active learning and other strategies into how they teach gateway courses.
  • Share evidence about how your course redesign efforts are improving student success and learning and/or advancing more equitable outcomes. 
  • We value your students' perspectives in all aspects of teaching and learning and encourage you to consider having a student(s) as co-presenter(s).

Early submissions are welcomed and appreciated.
Ambassadors for Excellence in Teaching
Morehead State University