Barkley-Professional-Development-Consultation-6ytf

ELIZABETH F BARKLEY Professional Development Consultation Elizabeth F Barkley Email: barkleyelizabeth@foothill.edu Websites: www.elizabethbarkley.net and http://www.collegeteachingtechniques.com ELIZABETH F BARKLEY BRIEF BIO Elizabeth F Barkley, Ph.D is Professor of Music History at Foothill College, Los Altos, California With four decades experience as an innovative and reflective teacher, she has received numerous honors and awards, including being named California's Higher Education Professor of the Year by the Carnegie Foundation for the Advancement of Teaching, formally recognized by the California state legislature for her contributions to undergraduate education, selected as "Innovator of the Year" in conjunction with the National League for Innovation, presented with the Hayward Award for Educational Excellence, and honored by the Center for Diversity in Teaching and Learning in Higher Education Additionally, her Musics of Multicultural America course was selected as “Best Online Course” by the California Virtual Campus She was also named one of two Carnegie Scholars in the discipline of music by the Carnegie Foundation in conjunction with the Pew Charitable Trusts A popular keynote speaker and workshop presenter, her interests include engaging students through active and collaborative learning; transforming F2F and online curriculum to meet the needs of diverse learners, especially those from new and emerging generations; the scholarship of teaching and learning; and connecting learning goals with assessment Barkley holds a B.A and M.A from University of California, Riverside and a Ph.D from University of California, Berkeley Her books include Learning Assessment Techniques: A Handbook for College Faculty (co-authored with Claire H Major, Wiley/Jossey-Bass, 2016), Collaborative Learning Techniques: A Handbook for College Faculty (co-authored with Claire H Major and K Patricia Cross, Wiley/Jossey-Bass, Second Edition, 2014), Student Engagement Techniques (Wiley/Jossey-Bass, 2010), Crossroads: The Roots of America's Popular Music (Prentice Hall, 2nd Edition, 2007), and three interactive digital textbooks for Kendall Hunt in conjunction with Great River Learning: Crossroads: The Music of American Cultures (2013), World Music: Roots to Contemporary Global Fusions (2012), and Great Composers and Music Masterpieces of Western Civilization (coauthored with Robert Hartwell, Kendall Hunt, 2015) !2 ELIZABETH F BARKLEY KEYNOTES, SEMINARS, WORKSHOPS AND WEBINARS Practical and Effective Strategies to Engage Students in Learning Description: A common challenge for many professors today is achieving persistent, high-quality student participation In sessions focusing on student engagement, I use a dynamic, five-element model for understanding what 'student engagement' means and then help faculty learn practical and effective strategies for promoting it In the workshops, participants start with small group work in which they list the challenges they face engaging students in their own classrooms We then return to these problems at the end of the workshop, using our new knowledge and understanding to identify solutions Attendees leave with a repertoire of strategies for creating a course that fosters sustained attention and elicits students’ best work in today’s varied teaching and learning contexts Formats: The theme of student engagement has been effective as a traditional keynote (c 50-60 minutes), an interactive keynote (c 60-75 minutes), an interactive webinar (c 60-75 minutes), a workshop (3-4 hours), or a keynote with follow-up workshop Building upon my book on student engagement (Student Engagement Techniques, Jossey Bass, 2010), I customize presentations to the needs of the requesting institution My classroom-based perspective on student engagement has proven to be particularly appropriate for institutions working with the National Survey of Student Engagement (NSSE) or any of its associated surveys, as I am able to tailor workshops to focus on areas survey scores indicate could use improvement and share a “Cross-Walk Table” correlating techniques with survey elements Learning Assessment Techniques: A New, Integrative Approach to Promote and Assess Significant Learning Description: Many college teachers seek to create significant learning experiences for students, but struggle with how to achieve this in ways that can also be efficiently and effectively assessed In this interactive presentation or webinar, I share a new approach to course-based, teacher-driven classroom assessment called Learning Assessment Techniques (LATs) that braids teaching, active learning and assessment together to create a seamless, unified process Participants will then explore techniques in depth that have been carefully crafted to help students cultivate genuine connections within and beyond the classroom in ways that cross boundaries and result in deep, significant learning and receive the tools they need to implement a similar assignment in their own instructional contexts Formats: This session has worked very well as a 60-75 minute presentation or webinar !3 ELIZABETH F BARKLEY Promoting and Assessing Significant Learning Description: This intensive workshop takes college instructors through all the steps required to promote and assess significant learning in an efficient, effective manner that is seamlessly integrated with their teaching Using a course of their choice as the focus, participants construct a detailed course-level assessment plan that includes 1) identifying significant learning goals; 2) designing effective, pedagogically sound instructional activities; and 3) developing a strategy for analyzing and reporting on learning outcomes in ways acceptable to a variety of stakeholders Formats: Drawing from my book Learning Assessment Techniques co-authored with Claire Howell Major (Jossey Bass, 2016) this is most effective as a 3-6 hour workshop Making Group Work Work Description: Evidence abounds that collaborative learning is a powerful teaching strategy, but it is challenging to implement group work effectively, and sometimes we rely on a limited number of familiar activities In this workshop, participants will (1) acquire practical information on how to structure collaborative learning tasks, orient students, form groups, grade and evaluate collaborative assignments, and avoid and resolve common problems; and (2) explore collaborative learning techniques in six categories: discussion, problem solving, reciprocal peer teaching, graphic information organizing, writing, and games Formats: Helping faculty implement group work more effectively has been effective as an interactive keynote (c 75 minutes), a workshop (3-4 hours), and a keynote with follow-up workshop Content is drawn from Collaborative Learning Techniques co-authored with Claire H Major and K.Patricia Cross (Jossey Bass, 2nd edition, 2014), and can also be adapted to focus on improving group work in online courses Multi-Topic Integrated Seminar Description: Based on faculty feedback that they need sufficient time to think through and work on curricular transformation in an extended, focused workshop environment, seminars are intensive, immersive multi-day sessions that typically integrate multiple topics See below for a sample seminar that was designed in consultation with Northern Arizona University’s Larry Gallagher (Director of Professional Development) and John Doherty (Instructional Design Manager for the E-Learning Center) Formats: This sample 1/2 day intensive seminar developed for Northern Arizona University was titled “Promoting and Assessing Engaged Learning.” It was attended by both individuals and teams of teachers who wanted to focus on a single course or a sequence of courses The last half day was devoted to showcasing final projects in a gallery setting to share seminar results not only to fellow participants but to invited senior administrators, program coordinators, and department chairs Because the seminar was such a resounding !4 ELIZABETH F BARKLEY success, we have decided to repeat the seminar with new groups of faculty and I have decided to recommend it to other institutions Although carving out a 1/2 day seminar may be a logistical challenge, the rewards are correspondingly rich Although this seminar would be customized to meet the needs of the requesting institution, the essential elements are provided below: Day - Student Engagement Attendees (either as individuals or as department teams) learn and brainstorm engagement strategies and then apply these ideas directly to a target course - the course of their choice upon which they focus throughout the seminar The topical areas include: ๏ Motivating students to invest effort and attention into their coursework ๏ Promoting active, deep learning ๏ Designing activities that students find optimally challenging (not too hard, not too tough) ๏ Creating a sense of classroom community ๏ Teaching in ways that result in holistic learning By identifying and integrating these strategies into their overall course design, participants set the context for promoting sustained student engagement and prepare to home in on how to document and report student learning in Day Day - The Learning Assessment Techniques Cycle For their target course, participants complete a process that includes the following steps: Clarifying Learning Goals: Identifying significant learning goals and then using these goals as the basis for crafting learning outcome statements Determining Assessment Purpose: Reflecting upon and identifying the multiple ways collected learning data can be used, including providing feedback to students, documenting effective teaching for tenure and promotion, and meeting requirements of institutional assessment initiatives Selecting a Learning Assessment Techniques (LAT): Reviewing the collection of 50 LATs - correlated to the Significant Learning Taxonomy - to choose a LAT that best meets the learning goals and assessment purpose Implementing the LAT: Designing the activity instructions and evaluation rubrics for implementing the LAT Analyzing and Reporting What Students Have Learned: Considering and learning about various quantitative and qualitative approaches for gathering and displaying data in order to select the most appropriate and powerful approach for their LAT !5 ELIZABETH F BARKLEY Closing the Loop: Guidance through a set of questions designed to help anticipate ways the assessment results can point to ways to continue to improve student learning Day - Project Showcase Individuals or teams use a template as the basis to create presentations or exhibits that illustrate how they have transformed their course to reflect what they have learned from the seminar The group divides and half the participants walk around and view displays while others stay with their display to explain and answer questions It can be particularly effective to invite guests - either from administration or faculty colleagues - to attend TESTIMONIALS “Your talk was phenomenal — inspiring faculty to motivate and engage their students in new ways.” Julie Estes, University of Southern Alabama “…there is something absolutely amazing about that Elizabeth Barkley!  She wowed our entire system as the keynote for our USG T&L Conference this year!  If we could afford to bring anyone to our own campus, I would choose Elizabeth.”  Christy T Price, Dalton State University “Thank you, Elizabeth, for choosing to come here and to share your amazing experience with our faculty We have already had numerous comments following Friday's workshop, such as ‘The presenter was fabulous!’ and ‘That was an incredible day,’ among many others!!” Kristy Johnson, Instructional Chair, Colorado Mountain College “After reviewing the evaluations, it looks like this year's symposium was a hit!” Thomas Atkins, Boise State University, Great Ideas Symposium “Thank you for the terrific webinar…We participated all the way from Beirut You are phenomenal.” Dr Huda Ayyash-Abdo, Lebanese American University, Beirut, Lebanon “We are so appreciative of you for coming and sharing your experiences, wisdom, and love of educating students.  I have heard many great comments from people who attended regarding the ideas you shared and the conversations that have begun because of the seminar.” David Askeland, Colorado Mountain College !6 ELIZABETH F BARKLEY “Your workshop was enlightening, encouraging, engaging, and fun, the way learning should be It was the highlight of our conference! We have had many people tell us how valuable it was for them.” Marie Lasseter, University of George Systems Teaching and Learning Conference, Board of Regents of the University System of Georgia “Thank you for your inspiring and informative webinar…We learned alot.” Dr Jane Scmidt-Wilk, Dean of Teaching and Learning, Maharishi University of Management “I had several folks comment to me on how much they enjoyed and learned from your presentation You really reached out and touched our folks and I very much appreciate what you did.” Mike Rogers, Assistant Vice Chancelor, Academic Affairs- Board of Regents USG “I HIGHLY recommend Elizabeth Barkley, author of both Student Engagement Techniques: A Handbook for College Faculty and Collaborative Learning Techniques: A Handbook for College Faculty We have had her at Illinois State twice now once about 4-5 years ago for a workshop for 80 faculty and again, earlier this month, for our own Teaching & Learning Symposium, which attracted 400+ faculty. She is pleasant, engaging, interactive and participatory, and really knows her stuff.  Many of our faculty are already asking us to have her back again!” Claire Lamonica, Illinois State University 
 !7 ELIZABETH F BARKLEY Institutions I have presented keynotes, seminars, or workshops at the following institutions… Wilmington University, Wilmington, Delaware Georgia Institute of Technology, Georgie University of West Indies, Trinidad St Philip’s College, San Antonio, Texas University of Hartford, Hartford, Connecticut University of Tampa, Florida Bay Path University, Massachusetts Southwestern Illinois College, Belleville, Illinois University of South Alabama, Mobile, Alabama California Maritime Academy, Vallejo, CA Fairmont State University, West Virginia Sullivan University, Louisville, Kentucky Illinois State University Teaching and Learning Symposium, Indiana University Northwest Bloomington, Illinois Seoul, Korea University of Nebraska, Lincoln Palo Alto College, San Antonio, Texas Tarleton University, Stephenville, Texas Central Piedmont Community College, Charlotte, North University of the West Indies, Mona Campus, Kingston, Carolina Jamaica Point Loma Nazarene University, San Diego, California Northern Arizona University, Flagstaff, Arizona Sinclair Community College, Dayton, Ohio Dalton State University, Dalton, Georgia Illinois State University, Bloomington-Normal, Illinois Inter-American University, San Juan, Puerto Rico University of North Texas, Denton, Texas Loma Linda University, Loma Linda, California University of Green Bay, Wisconsin New Mexico State University, New Mexico Georgia College and State University, Pike’s Peak Community College Calhoun Community College, Huntsville, Alabama Colorado Mountain College, Glenwood Springs, Colorado New Mexico Junior College, Hobbes, New Mexico Manitoba, Canada Palmer College of Chiropractic, Santa Clara, California Georgia University Systems Conference, Atlanta, Georgia Salt Lake City Community College, Utah University Del Norte, Barranquilla, Colombia Tacoma Community College, Oregon Bosque University, Bogota, Colombia University of Southern Nevada College of Pharmacy Oklahoma City University, Oklahoma Savanna College of Art and Design, Savanna International Symposium on Teaching and Learning, Kyoto George Mason University, Washington, D.C University, Kyoto, Japan College of the Canyons, Valencia, CA Victoria College, Victoria, Texas University of the Incarnate Word, San Antonio, Texas Universidad del Norte, Barranquilla, Columbia Lone Star College, Houston, Texas New York Associated Colleges, Hosted by Lawrence Cuyahoga College, Cleveland, Ohio University, New York Indiana University, Bloomington University of Wisconsin, Eau Claire, Wisconsin Muscle Shoals Community College District, Muscle Shoals, Monroe Community College, Rochester, New York Alabama Lewis University, Romeoville, Illinois University of Alabama, Tuscaloosa University of Limerick, Limerick, Ireland Everett and Greenriver Community Colleges, Everett, Union County College, Springfield, New Jersey Washington !8 Vanderbilt University, Nashville, Tennessee Columbia College, Chicago Edmonton, Alberta, Canada Lehigh Carbon Community College, Allentown, Pennsylvania Pasadena Community College, Pasadena, California Alan Hancock College, California Virginia Wesleyan University of Wisconsin, Systems
 University of New South Wales, Australia University of Illinois, Urbana-Champaign University of Wisconsin, Milwaukee Cerritos College, Cerritos, CA Quebéc City, Quebéc, Canada Vancouver, British Columbia University of Wisconsin at Oshkosh, Wisconsin University of Wisconsin Extension Blinn College, Bryan, Texas Council of Community Colleges of Jamaica Montego Bay, Jamaica Community School of Music and Art Mountain View, California University of Indiana, Bloomington, Indiana Truckee Meadows Community College, Nevada Rockhurst University, Kansas City, Kansas College Music Society National Conference, Santa Fe, New Mexico Tigten Business College of Norway and the French Ministry of Education, Presentation in Los Altos, California American Theatre in Higher Education Association National Conference, Chicago, Illinois College Music Society International Conference, University of Limerick, Ireland University of Wisconsin, Madison !9 STANDARD FEES The table below provides basic information on a variety of costs The fees for keynotes, workshops and seminars are in addition to travel costs Fees are somewhat flexible and are negotiated based on venue, location, number of attendees and your available budget Many institutions like to purchase copies of one or more books that can be provided to attendees to support their efforts improving their teaching following the workshop; these are often combined with book-signing sessions I am happy to use my author discount (20%) or help you with an institutional discount (up to 43%) to help defray book costs Description Cost 3500-4500 Keynote Half Day Workshop 4000 Full Day Workshop 5000 Day Seminar 9000 Webinar (Using institution-provided and managed delivery system such as Adobe Connect) 1000 Books from the College Teaching Techniques series (http:// www.collegeteachingtechniques.com) !10 20-43% discount