Description
Are you teaching a class with a larger number of students? Maybe you’ve taught a class with 30 students before and now your class has 60. Or 400? Technology can, when used wisely, enhance larger classes by providing mechanisms for dialog and discussion, individual discovery and meaningful and interactive relationships with students.
This session addresses these issues and more through a panel discussion with recipients of the 2010 Improving Larger Classes with Technology teaching excellence grants program. Each panelist describes the problem she or he faced in the larger class, the technologies that were explored, what was learned in the process and how to improve student learning by creating greater student access and engagement through technology-assisted teaching materials.
About the Panelist
Peter Duffy is an Assistant Professor of Theatre Education at the University of South Carolina. He is the head of the MAT program in theatre education, and works mostly with students and teachers infusing theatre into the basic curriculum both here and abroad. His research interests include using Theatre of the Oppressed techniques with youth and activating the basic curriculum through theatre.
Allison Marsh is an Assistant Professor in the Department of History. She teaches undergraduate surveys of modern US history, public history, and the history of science and technology. She also supervises the museum studies track of the Masters in Public History, leading graduate seminars in material culture and museum theory. Her current book project, The Ultimate Vacation: Watching Other People Work, traces the history of factory tours in America from 1890-1940.
Mindi Spencer is an Assistant Professor in the Department of Health Promotion, Education, and Behavior, with a joint appointment in the Institute for Southern Studies. She teaches undergraduate courses on health problems in society, current public health issues and strategies, programs, and policy development designed to address these issues. Her research interests include gerontological health, cultural meanings of health and disability, and health in the American South.
Debbie Sturm is a Clinical Assistant Professor in the Department of Educational Studies. She teaches in the counselor education graduate program and is currently involved in developing a new undergraduate program in counselor education. Her research interests include poverty, trauma, and community violence, child-centered play therapy, resiliency, group counseling, and using physical activities such as yoga and running to build confidence and competence.
This workshop is sponsored by the Center for Teaching Excellence.