|Evidence-Based Strategies to Increase Skills, Engagement and Retention in College Students|
|Saturday, September 3, 2022|
|10:30 AM–11:20 AM |
|Meeting Level 1; Liffey Hall 2|
|Area: TBA; Domain: Applied Research|
|CE Instructor: Dawn Allison Bailey, Ph.D.|
|Chair: Dawn Allison Bailey (Oregon Institute of Technology)|
|DAWN ALLISON BAILEY (Oregon Institute of Technology- Klamath Falls Campus)|
|SPENCER COREY (ORABA)|
|MARIA LYNN KESSLER (Oregon Institute of Technology- Portland Metro Campus)|
Research on empirically supported university teaching practices has generally focused on the broad categories of active student responding (e.g., response cards, guided notes) and inter-teaching. Other areas of practice in need of more study include SAFMEDS (Say All Fast Minute Every Day Shuffled), components of PSI, and behavior skills training. In this panel we will discuss how active student responding using open-education resources and open pedagogy, variations on inter-teaching, and SAFMEDS are used in a variety of courses across campuses at Oregon Institute of Technology. Additionally, panelists will present data on the use of self-instruction manuals in training of student workers at our university-based clinic. Panelists will describe methods for including these practices in in-person, online and hybrid teaching formats and discuss limitations of these methods and potential solutions. Data will be presented on performance within classes and comparatively across courses. Panelists will suggest new directions for research in each of these areas.
|Instruction Level: Intermediate|
|Target Audience: |
Faculty (BCBAs) who are teaching undergraduate or graduate students in ABA, psychology or related fields. Attendees should have been the instructor of record for at least one year.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) identify three ways to incorporate evidence-based teaching strategies that encourage active student responding 2) identify at least two potential limitations of the evidence-based strategies and a feasible solution for in-class, online and hybrid teaching formats 3) identify at least one research question for further study to be used in their own classrooms|