Well said, Jim, if I may. 

We've brought speakers speakers on course design (Fink), critical thinking (Brookfield), collaborative approaches (C. Davidson), and many more in the last two-three years alone, and are always looking for new, evidence-based approaches to engaging students so that they become the producers. Our own Tricia Kelley was a U.S. Professor of the Year  http://www.usprofessorsoftheyear.org

Why? Because she and we embrace applied learning. While I admire a great storyteller, I will not bring a sage-on-the-stage lecturer to campus. Full stop. 

Best to all,
Jess 
Sent from my iPhone

On Oct 19, 2015, at 8:47 PM, Sibley, James Edward <[log in to unmask]> wrote:

Hi

You will always get articles like this

A life of personal experiences where the norm was being lectured to (we teach the way we were taught)......beliefs that any system that had me rise to the top must be good

The article ignores.....all the literature, research, and evidence points to lectures are used too much....not that lectures are bad....just they are over-used....short lectures for the right reason at the right time are great.....but the idea that I can learn to synthesize by listening is outrageous.....facts can be transmitted by lecture....but knowledge can't

Countering this argument is at the centre of a faculty developer work

Jim


Jim Sibley

Sorry for brief message -sent from my iPad

On Oct 19, 2015, at 2:21 PM, Wickham, Gerald <[log in to unmask]> wrote:

The article seems Cartesian or dualist and also takes John Henry Newman's quote out of context.  

Finest regards,

Gerry

Gerald P. Wickham, Ed.D.
Assistant Dean, Medical Education & Evaluation
University of Illinois College of Medicine at Peoria
  

On Oct 19, 2015, at 4:08 PM, Boersma, Jess <[log in to unmask]> wrote:

Hi, All,

My pedagogical training as a graduate student at Emory in Spanish language and culture, and my subsequent work as a faculty member and administrator have been almost entirely focused on student-centered learning techniques.  Within the language classroom, for example, lecturing would get the professor very poor marks on his/her peer teaching evaluations.  Upper-level courses in the languages, as well as in History, English, Philosophy and Religion, among others, all value small group discussion and problem solving over lecture. 

Best wishes,

Jess

 

 

Jess M. Boersma, Ph.D.

Director of ETEAL

Director of Team for Interdisciplinary Global Research

Associate Professor of Spanish

Foreign Languages & Literatures

University of North Carolina Wilmington

601 South College Road

Wilmington, NC  28403-5954

 

NOTICE: Emails sent and received in the course of university business are subject to the North Carolina Public Records Act (N.C.G.S. §132-1 et seq.) and may be released to the public unless an exception applies.

 

<image001.jpg>

 

 

 

 

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of David Smith
Sent: Monday, October 19, 2015 4:53 PM
To: [log in to unmask]
Subject: Re: reaction to NYT article

 

The author makes an argument for lecturing in the humanities. I would particularly like to hear comments from teachers in those disciplines.

Regards,

David Smith

 

On Mon, Oct 19, 2015 at 3:25 PM, Nicholas DiFonzo <[log in to unmask]> wrote:

Hello TBL-ers. Our dean recently sent the link below which is a recent piece arguing in favor of the traditional ‘lecture’ as a valuable pedagogical approach to teaching. I am curious what people think about it: http://www.nytimes.com/2015/10/18/opinion/sunday/lecture-me-really.html

 

Nicholas DiFonzo, Ph.D.

Professor of Psychology

Department of Psychology

18 Lomb Memorial Drive

Room 1-2363

Rochester Institute of Technology

Rochester, NY 14623 USA

[log in to unmask]*

Phone: 585-475-2907

Skype: nicholas.difonzo

Faculty Website*Personal Website

Rumor Psychology: Social & Organizational Approaches

The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors

Rumor-Gossip-Research Google Group

 

*Note: I typically process my email to zero around 10 AM and 4 PM each weekday.

 

 

 

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-- 

David W. Smith, Ph.D., MPH
Chartered Statistician

 

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<image001.jpg>

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Sent from my iPhone

On Oct 19, 2015, at 8:47 PM, Sibley, James Edward <[log in to unmask]> wrote:

Hi

You will always get articles like this

A life of personal experiences where the norm was being lectured to (we teach the way we were taught)......beliefs that any system that had me rise to the top must be good

The article ignores.....all the literature, research, and evidence points to lectures are used too much....not that lectures are bad....just they are over-used....short lectures for the right reason at the right time are great.....but the idea that I can learn to synthesize by listening is outrageous.....facts can be transmitted by lecture....but knowledge can't

Countering this argument is at the centre of a faculty developer work

Jim


Jim Sibley

Sorry for brief message -sent from my iPad

On Oct 19, 2015, at 2:21 PM, Wickham, Gerald <[log in to unmask]> wrote:

The article seems Cartesian or dualist and also takes John Henry Newman's quote out of context.  

Finest regards,

Gerry

Gerald P. Wickham, Ed.D.
Assistant Dean, Medical Education & Evaluation
University of Illinois College of Medicine at Peoria
  

On Oct 19, 2015, at 4:08 PM, Boersma, Jess <[log in to unmask]> wrote:

Hi, All,

My pedagogical training as a graduate student at Emory in Spanish language and culture, and my subsequent work as a faculty member and administrator have been almost entirely focused on student-centered learning techniques.  Within the language classroom, for example, lecturing would get the professor very poor marks on his/her peer teaching evaluations.  Upper-level courses in the languages, as well as in History, English, Philosophy and Religion, among others, all value small group discussion and problem solving over lecture. 

Best wishes,

Jess

 

 

Jess M. Boersma, Ph.D.

Director of ETEAL

Director of Team for Interdisciplinary Global Research

Associate Professor of Spanish

Foreign Languages & Literatures

University of North Carolina Wilmington

601 South College Road

Wilmington, NC  28403-5954

 

NOTICE: Emails sent and received in the course of university business are subject to the North Carolina Public Records Act (N.C.G.S. §132-1 et seq.) and may be released to the public unless an exception applies.

 

<image001.jpg>

 

 

 

 

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of David Smith
Sent: Monday, October 19, 2015 4:53 PM
To: [log in to unmask]
Subject: Re: reaction to NYT article

 

The author makes an argument for lecturing in the humanities. I would particularly like to hear comments from teachers in those disciplines.

Regards,

David Smith

 

On Mon, Oct 19, 2015 at 3:25 PM, Nicholas DiFonzo <[log in to unmask]> wrote:

Hello TBL-ers. Our dean recently sent the link below which is a recent piece arguing in favor of the traditional ‘lecture’ as a valuable pedagogical approach to teaching. I am curious what people think about it: http://www.nytimes.com/2015/10/18/opinion/sunday/lecture-me-really.html

 

Nicholas DiFonzo, Ph.D.

Professor of Psychology

Department of Psychology

18 Lomb Memorial Drive

Room 1-2363

Rochester Institute of Technology

Rochester, NY 14623 USA

[log in to unmask]*

Phone: 585-475-2907

Skype: nicholas.difonzo

Faculty Website*Personal Website

Rumor Psychology: Social & Organizational Approaches

The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors

Rumor-Gossip-Research Google Group

 

*Note: I typically process my email to zero around 10 AM and 4 PM each weekday.

 

 

 

To unsubscribe from the TEAMLEARNING-L list, please click here.

Further information about the UBC Mailing Lists service can be found on the UBC IT website.




--

David W. Smith, Ph.D., MPH
Chartered Statistician

 

To unsubscribe from the TEAMLEARNING-L list, please click here.

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Further information about the UBC Mailing Lists service can be found on the UBC IT website.


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Further information about the UBC Mailing Lists service can be found on the UBC IT website.

<image001.jpg>

To unsubscribe from the TEAMLEARNING-L list, please click here.

Further information about the UBC Mailing Lists service can be found on the UBC IT website.


To unsubscribe from the TEAMLEARNING-L list, please click here.

Further information about the UBC Mailing Lists service can be found on the UBC IT website.