BEYOND A SYLLABUS

What can you do with what you know?

Understanding learning theory is pivotal to education. As college professors we have the unique opportunity to impart our knowledge to the novice mind. However, if we are to adequately meet this expectation than we must learn how to teach. Our classrooms are full of a diverse set of learners and preparing them for the world requires the ability to offer various pathways towards academic achievement. Take your expertise beyond stature and the preparation of syllabus. Incorporate strategies that motivate and sustain our learners.

References
Ciaccio, J. (2004). Totally positive teaching: A five-stage approach to energizing students and teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Harmin, M. & Toth, M. (2006). Inspiring active learning: A Complete Handbook for Todays Teachers. 2nd Ed. Alexandria, VA: Association for Supervision and Curriculum Development. Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente: Kagan Publishing. Sagor, Richard. (2003). Motivating students and teachers in an era of standards. Alexandria, VA: Association for Supervision and Curriculum Development. Seldin, Peter. (1995). Improving College Teaching. Bolton, MA: Anker Publishing Co. Friedman, T.L. (2013, March 31). Need a job? Invent it. New York Times, SR11.

BEYOND A SYLLABUS
Active Learning Strategies for the College Classroom

Suggested Reading
Arum, R. & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, IL: The University of Chicago Press. Anderson, M. (1992, Sep 08). What. me teach? I'm a professor. Wall Street Journal. Retrieved March 19, 2013 from http://ezproxy.sckans.edu/login? url=http://search.proquest.com/docview/398295063? accountid=13979 Chasteen, S., Perkins, K., Beale, P., Pollock, S., & Wieman, C. (2011). A thoughtful approach to instruction: Course transformation for the rest of us. Journal of College Science Teaching, 40, 24-30. Clayton, M. (2003). Rethinking thinking ; College classes that make one think - it's a basic concept assumed as a given. But many grads walk away with a diploma yet still lack critical-thinking skills. That's why some educators are asking students to close their textbooks and do a little more reflecting. The Christian Science Monitor. Retrieved March 19, 2013 from http:// ezproxy.sckans.edu/login?url=http:// search.proquest.com/focview/405683608? accountid=13979 Cole, R.W. (Ed.). (2008). Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. doi: http://dx.doi.org/10.1126/science.1201783 Handford, E. (2013). Rethinking the way college students are taught. American Radio Works. Retrieved March 19, 2013 from http://americanradioworks.publicradio.org/features/tomo rrows-college/lectures/rethinking-teaching.html Schell, J. (2012). Student -centered university learning: Turning traditional education models upside down. Revista: Harvard Review of Latin America, Fall, 20-14. Schell, J. Lukoff, B. Mazur, E. (2013). Catalyzing learner engagement using cutting-edge classroom response systems in higher education [PDF document]. Retrieved March 16, 2013 from the Mazur Group website: http://mazur.harvard.edu/publications.php?function=display&row id=701 . Wieman, C., Perkins, K., & Gilbert, S. (2010). Transforming science education at large research universities: A case study in progress. Change, March/April, 7-14.

Enlivening the Passion to Learn

Today because knowledge is available on every Internetconnected device, what you know matters far less than what you can do with what you know
Harvard Education Specialist Tony Wagner (as cited in Friedman, 2013, p. SR11).

Kirsten dos Santos

kirsten.santos@sckans.edu College Writing Instructor Southwestern College, Kansas

Southwestern College English Department 100 College Street Winfield, Kansas 67156 Kirsten dos Santos Phone: 620-229-6291 E-mail: kirsten.santos@sckans.edu

BEYOND A SYLLABUS: AWAKENING CONNOISSEURS OF KNOWLEDGE

ent ways of obtaining information until they find the one that works best for them.

In my experience as a college professor,

instruction doesnt stop at curriculum guidelines or a course schedule and simply knowing ones discipline will not fuel learning. A teacher also needs to be familiar with the proactive strategies and heterogeneous influences that factor into student achievement. There are tactics that can help most of our learners run alongside academic stars, but we must be open to the implementation of an approach outside the lecture paradigm. If we are truly committed to higher education then it is imperative that we inspire students to work harder so that they can reach the top of what Harmin and Toth (2006) refer to as the Active Learning Ladder. In their book Inspiring active learners: A complete guide for todays teachers, they explain that educators who promote this gradual climb esActive Learning sentially nudge Work Avoiders and Halfhearted Workers up the Ladder rungs until students become Responsible and Fully Active Learners. The ideas that follow compile literature about motivational strategies that promote learning through the vise of meeting the basic human needs required for this ascension (Ciaccio, 2004; Harmin & Toth, 2006; Sagor, 2003).

Developing an Appetite
Research indicates that if we want our learners to become connoisseurs of knowledge then we must tie our discipline to the world our students are immersed in (Ciaccio, 2004; Harmin & Toth; Sagor, 2003). In other words, we need an approach that helps learners understand how everyday ingredients can be transformed into something that delights the senses. Learning techniques must be malleable, because students are not rigid. Dont be afraid to let students have a hand in designing curriculum. Value and apply their insights. Encourage them to share their background and let that knowledge inform your lesson plans. Invite learners to bring music into the classroom, and analyze it. Bring in speakers that grab their attention while reinforcing content. Weave mobile devices into the discussion to get them involved. Blending their interests with subject matter inspires learning.

Maturing the Palate

It is not enough for a teacher to be a lover of excellence and fine taste. Our scholarship proves a hunger for knowledge and innovation. However, students do not learn through osmosis. Merely putting our own success on display will not help them achieve. Harmin and Toth (2006) and Seldin (1995) remind teachers that we are responsible for building a bridge composed of all the material learners need to assimilate new information. What this means is that we must acquire a caddy full of tools capable of preparing a chef-doeuvre. Students cannot master a subject if their teachers cannot translate the passion that leads to success. Come down off your pedestal. Get to know your audience and speak their language. We should still expect our learners to present the best version of themselves. Nevertheless, this cant be accomplished if we dont know what that potential is. This involves a process of inquiry. Talk to them. Take time to find out what makes them tick. Give them feed back as often as possible. Learn about their dreams and then mirror that potential.

Enjoying the Banquet

Dont make students hunt for the formula to success. Studies show that we should share our secret recipes and urge students to have fun adding their own spices until they find a combination that suits them best (Ciaccio, 2004; Harmin & Toth; Sagor, 2003). Its okay to close the text book once in a while. Find new and exciting ways to engage learners. Turn learning into a game. Get up and move around. Laugh with your learners. Provide multiple formats that appease all types of intelliStudents need to be taught how to recognize gence. This is a and play with different layers of knowledge process that is not only enjoyable but so that they can find the combination that suits them best. also fosters community. Research demonstrates that when students feel part of a family of learners it strengthens their security and achievement soars ( Ciaccio, 2004; Cole, 2008; Harmin & Toth, 2006; Kagan & Kagan, 2009; Sagor, 2003; Seldin, 1995). These same studies show that encouraging various forms of expression give students a chance to experiment with differ-

Missing Ingredients
When our recipes for success fail, we cant be reluctant to call on the experts. Just as you are a specialist in your field, those who have paid their dues to the scholarship of teaching have valid advice to share. Some of those professionals are listed in this brochure. Others can be obtained through your own research. However, Ciaccio (2004) in his guide for Totally Positive Teaching reminds us that sometimes the best help lies within our colleagues. Dont forget that you work in an institution of learning and these master teachers are in the office next door. They have made it their life's work to contribute to the study of learning. We are all in the business of preparing the next generation. That is a feat that requires expertise from various disciplines. So, call on each other often and make yourself available to those who may seek your guidance as well.
Kirsten dos Santos * Southwestern College kirsten.santos@sckans.edu

Adding Flavor to the Mix

Instruction needs more dimension than what is read in black and white. We need to add flavor to the mix and bring lessons to life. In fact, studies related to the subject indicate that we cant expect our students to find their way to understanding content if we as teachers dont find ways to translate the meaning of that knowledge (Ciaccio, 2004; Cole, 2008; Harmin & Toth, 2006; Kagan & Kagan, 2009; Sagor, 2003; Seldin, 1995). It would seem then, that if we want our students to not only acquire an appetite but also enjoy the entire banquet of learning in college, then we must inspire a desire to mature their palate.