Keynote address at George Fox University Faculty Conference.

1. hDps://itunes.apple.com/us/album/a-­‐change-­‐is-­‐gonna-­‐do-­‐me-­‐good/id255365734?i=255367023
“Change
is
gonna
do
me
good”
(Especially
when
it’s
based
on
good
prac:ce)
Keynote
presenta:on
George
Fox
University
Faculty
Conference
January
10,
2014
David
Wicks
Associate
Professor
SeaDle
Pacific
University
dwicks@spu.edu
TwiDer:
drdavidwicks
Google+:
hDps://plus.google.com/+DavidWicks1

2. Why
make
changes
when…?
…
my
classes
are
full?
…
course
evalua:ons
are
good?

3. “It
s:ll
takes
one
professor
to
teach
one
class”
Richard
Vedder,
Ohio
University
economics
professor
Center
for
College
Affordability
and
Produc:vity
hDp://www.newsweek.com/megan-­‐mcardle-­‐coming-­‐burst-­‐college-­‐bubble-­‐64671

4. Or
does
it?
hDp://en.wikipedia.org/wiki/File:France_in_XXI_Century._School.jpg
hDp://www.scien:ficamerican.com/ar:cle.cfm?id=how-­‐big-­‐data-­‐taking-­‐teachers-­‐out-­‐lecturing-­‐business

5. Can
you
be
scared
into
making
changes
to
your
instruc:on?
hDp://i.dailymail.co.uk/i/pix/2012/03/08/ar:cle-­‐2111901-­‐12138F69000005DC-­‐682_634x403.jpg

6. Pew
Study:
The
Future
of
Higher
Educa:on
Findings:
• Higher
educa:on
will
be
significantly
influenced
by
a
changeover
to
new
methods
driven
by
opportunity,
cost,
and
student
and
parent
demands.
• Economic
reali:es
will
drive
technological
innova:on
forward
by
2020.
Yet,
that
might
create
a
class
structure
where
the
rich
get
an
immersive
in-­‐person
experience,
while
others
get
inferior
online
offerings.
hDp://pewinternet.org/Reports/2012/Future-­‐of-­‐Higher-­‐Educa:on/Overview/Introduc:on-­‐and-­‐overview-­‐of-­‐responses.aspx

7. Newsweek
2012
• Promo:onal
literature
for
colleges
speaks
of
student
loan
debt
as
an
“investment
in
yourself.”
• More
than
half
of
all
recent
graduates
are
unemployed
or
in
jobs
that
do
not
require
a
degree
• The
amount
of
student-­‐
loan
debt
carried
has
more
than
quintupled
since
1999.
hDp://www.newsweek.com/megan-­‐mcardle-­‐coming-­‐burst-­‐college-­‐bubble-­‐64671

8. Newsweek
1976
• “[Middle-­‐class
parents]
are
concerned
about
soaring
costs
which
put
enormous
strain
on
all
but
the
faDest
family
budgets...
They
also
worry
whether
their
children
will
find
themselves
well
prepared
for
the
world
of
work
arer
gradua:on.”
• “The
sta:s:cs
that
depict
the
recent
drop
in
the
monetary
value
of
a
tradi:onal
college
educa:on
are
compelling...
By
all
es:mates,
the
rising
costs
of
college
have
been
paced
by
diminished
economic
returns
on
the
college
investment.”
hDp://www.huffingtonpost.com/rob-­‐asghar/college-­‐degree-­‐worth_b_1913309.html

9. “Going
back
to
who
I
was”
Scare
tac:cs
don’t
work.
Help
professors
“discover”
helpful
tools
that
solve
problems
as
they
implement
change.

10. Make
changes
that
improve
instruc:on,
assessment,
or
professional
produc:vity

11. Seven
Principles
for
Good
Prac:ce
in
Undergraduate
Educa:on
1. Encourage
contact
between
students
and
faculty
2. Develop
reciprocity
and
coopera:on
among
students
3. Encourage
ac:ve
learning,
4. Give
prompt
feedback,
5. Emphasize
:me
on
task
6. Communicate
high
expecta:ons
7. Respect
diverse
talents
and
ways
of
learning
Chickering,
A.
W.,
and
Gamson,
Z.
F.
(1987).
Seven
principles
for
good
prac:ce
in
undergraduate
educa:on.
March
1987
AAHE
Bulle2n.

12. Implemen:ng
the
Seven
Principles:
Technology
as
Lever
Chickering
and
Ehrmann
Chickering,
A.
and
Ehrmann,
S.
(1996)
Implemen:ng
the
Seven
Principles:
Technology
as
Lever.
AAHE
Bulle:n,
October,
pp.
3-­‐6.

13. Implemen:ng
the
Seven
Principles

14. 1.
Encourages
contact
between
students
and
faculty
Daniela
Geleva,
Ph.D.
Associate
Professor,
Nutri:on
14

15. Example
“The
anima:on
was
very
helpful
and
clear.
Personally,
diagrams,
videos
and
drawings
are
tools
that
help
me
to
learn
best…
and
this
anima:on
was
a
good
example
of
that.”
-­‐
Student
“I
liked
the
video
very
much.
It
was
clear,
did
not
go
too
fast,
and
the
labels
helped
me
iden:fy
what
I
was
looking
at.
The
drawings
were
colorful
so
it
was
easy
to
see
where
everything
was
going
and
what
the
lipoproteins,
enzymes,
etc.
were
doing.
Thanks.”
-­‐
Student
The
anima:on
was
well
received
and
by
making
it
available
to
students
on
Bb,
I
feel
more
confident
that
students
have
the
tools
they
need
to
comprehend
this
por:on
of
the
material.
15
-­‐
Daniela
Geleva,
Ph.D.

16. 2.
Develops
reciprocity
&
coopera:on
among
students
Arthur
Ellis,
Ph.D.
Professor,
Educa:on
Wicks,
D.,
Ellis,
A.,
&
Lumpe,
A.
(2013).
The
Use
of
Collabora:ve
Tools
and
Student
Percep:on
of
Social
Presence.
Will
present
at
the
EdMedia
2013:
World
Conference
on
Educa:onal
Media
and
Technology,
Victoria,
BC,
Canada.

17. • “Well,
we
were
down
to
the
wire,
but
our
team
was
able
to
band
Example
complete
a
well-­‐
together
and
wriDen,
thought
provoking
essay
for
the
fourth
phase.
Although
(Student
1),
in
all
her
travels,
had
difficulty
accessing
a
computer,
(Student
2)
and
I
were
able
to
prepare
the
structure
of
the
outline
and
rough
essay.
Then,
(Student
1)
was
able
to
weave
in
her
ideas
and
edits
when
she
was
able.
Overall,
I
feel
we
work
very
well
as
a
team.
Communica:on
is
key;
I
appreciate
that
(Student
1)
was
able
to
give
us
a
heads-­‐up
on
her
travel
plans/requirements,
so
that
(Student
2)
and
I
could
move
forward
knowing
(Student
1)
would
jump
in
when
she
was
able.”
–
Student
3

18. 3.
Encourages
ac:ve
learning
hDp://www.youtube.com/watch?v=szGCwwcDc-­‐g
Kim
Sawers,
Ph.D.
Associate
Professor,
Accoun:ng
Nyaradzo
Mvududu,
Ph.D.
Professor,
Educa:on
Sawers,
K.,
Copeland,
R.,
Mvududu,
N.,
Seeley,
L.,
and
Wicks,
D.
(2013)
The
effects
of
ac:ve
learning
spaces
on
professors’
instruc:onal
prac:ces.
6th
Annual
Interna2onal
Symposium
for
Emerging
Technologies
for
Online
Learning.
Las
Vegas,
NV.

19. 4.
Gives
prompt
feedback
Geri
Mason,
Ph.D.
Assistant
Professor,
Economics
19

20. Cell
phone
hDp://www.youtube.com/watch?v=HxEqUl6ceHc
20

21. 5.
Emphasizing
Time
on
Task
David
Denton,
Ed.D.
Assistant
Professor,
Educa:on

22. 6.
Communicates
high
expecta:ons
Kimberly
Segall,
Ph.D.
Associate
Professor,
English
22

23. blog
23

24. [It
is]
the
literaliza:on
of
our
reconcilia:on
mission,
that
it
is
not
over
but
you
keep
on
working
towards
it.
And
the
blog
becomes
this
collec:ve
memory
that
inspires
students
to
break
through
the
aliena:on
and
remember
together,
not
individually.
It
does
social
work.
It
is
itself
an
agent
of
reconcilia:on.
–
Kimberly
Segall,
Ph.D.
the
literaliza:on
of
our
reconcilia:on
mission
24

25. 7.
Respects
diverse
talents
and
ways
of
learning
Melani
PleD,
Ph.D.
Associate
Professor
Electrical
Engineering
25

26. Teaching
using
Connect

27. How
can
you
get
started?
• Know
that
you
don’t
have
address
all
seven
principles
• Iden:fy
a
problem
you
want
to
solve
with
your
teaching
• Consult
with
colleagues
and
instruc:onal
technology
staff
about
possible
solu:ons
• Start
small

28. “Changes”
to
a
new
program
I
am
proposing
1. Each
course
is
team-­‐taught
by
a
full-­‐
:me
SPU
professor
and
an
experienced
prac::oner
in
the
field.
2. The
program
uses
a
cohort
model
with
a
fall
quarter
start.
3. The
program
has
45
credits.
The
seven
required
courses
are
five
credit
courses.
All
elec:ves
(6)
are
one
credit
courses.
The
program
begins
with
a
one-­‐credit
orienta:on
and
ends
with
a
three-­‐credit
prac:cum.
4. The
six
elec:ve
courses
are
delivered
through
the
Center
for
Professional
Educa:on.
This
is
done
for
three
reasons:
1)
Maximizes
topic
and
:me
flexibility;
2)
Provides
an
alterna:ve
program
entryway;
3)
Reduces
the
overall
cost
of
the
program
for
students.
5. Open
access
and
free
tools
are
used
where
possible
in
the
program
6.
The
courses
should
be
taken
sequen:ally
as
listed.
This
45
credit
program
can
be
completed
in
eight
quarters.
7. The
courses
are
delivered
asynchronously
using
a
project-­‐
based
learning
model
with
weekly
synchronous
interac:ons
between
instructors
and
students.
8. A
strong
emphasis
is
placed
on
using
only
open
educa:onal
resources
(OERs)
for
course
content.
9. A
prac:cum
where
students
get
prac:cal,
on-­‐the-­‐job
experience,
applying
what
they
have
learned
in
the
program
with
real
teachers,
learners
and
administrators.
10. This
is
a
digital
program.
The
use
of
paper
should
be
kept
to
a
minimum.

29. Comments
or
Ques:ons?
David
Wicks,
EdD
Associate
Professor
School
of
Educa:on
SeaDle
Pacific
University
dwicks@spu.edu
hDp://spu.edu/soe
hDp://davidwicks.org
29