Magna 20 Minute Mentor 2013 Catalog

Tackle your key facultydevelopment challenges in just 20 minutes

What Should I Do Whena Student Challengesmy Authority?

32 http://www.magnapubs.com/online/mentor/Magna Publications • 800-433-0499 Ext. 2

Build your faculty development resource library with Magna’s 20 Minute Mentorprograms.Each Magna 20 Minute Mentor cuts to the point, answering a critical

question and offering strategies you can start using today.

With the 20 Minute Mentor programs you can:• Show one of these programs at the beginning of a department

meeting

• Show the program over lunch and discuss the topic as a group

• Have individual faculty members view the program then meet as a

group to discuss

• Have faculty show the program to students and discuss the topic

with them—i.e. the program “How Do I Get More Students to

Participate in Class?”

Magna 20 Minute Mentor programs are a convenient, cost-effective

way for faculty to tap the expertise of instructors who’ve solved some of

the most perplexing issues facing educators today.

Gain actionable insights and solutions delivered by some of the

most respected experts in higher ed:

• Alice Cassidy, Ph.D.

• Ann Taylor

• Barbara Jacoby, Ph.D.

• Barry Dahl, Ph.D.

• Brian Van Brunt, Ed.D.

• Bruce Kelley, Ph.D.

• Debi Moon, J.D.

• Ernetta Fox, M.F.A., M.L.S.

• Gary Pavela, J.D.

• Ike Shibley, Ph.D.

• Jill Schiefelbein

• John Orlando, Ph.D.

• Justin M. Smith, Ph.D.

• Kenneth Alford, Ph.D.

• Lawrence C. Ragan, Ph.D.

• Linda Suskie

• Mary C. Clement, Ed.D.

• Maryellen Weimer, Ph.D.

• Rob Jenkins, M.A.

• Scott Warnock, Ph.D.

• Therese Huston, Ph.D.

• Timothy Wilson, Ph.D.

• Virginia Johnson Anderson, Ed.D.

• W. Scott Lewis, J.D.

Number of programs ordered

1-2 3-5 6+

CD $99 $83 $74

4-packs $299 $283 $274

CD with Campus Access

License (C.A.L.)$199 $183 $174

See order form for details

PRICING INFORMATION PER PROGRAM

5http://www.magnapubs.com/online/mentor/4 Magna Publications • 800-433-0499 Ext. 2

Table of Contents20 Minute Mentor 4-packs ............4

Teaching Face-to-Face

Academic Integrity ......................8

Classroom Management..............8

Grading & Feedback ..................12

Issues With Students ................22

Student Engagement ................24

Syllabus & Course Design ........28

Teaching With Technology ......30

Teaching Online

Online Course Design................32

Online Engagement ..................33

Online Grading & Feedback ......34

Technology ................................35

Blended Learning 4-packPresented by: Ike Shibley, Ph.D.,

and Timothy Wilson, Ph.D.

Item#: PM00GA

Blended learning is one of the

most talked-about course design

trends in higher education today

because it has a documented

capacity to improve student

performance more than either face-

to-face instruction or online

technology can independently.

Learn how to begin to design a

blended learning course with this

four-CD set which includes:

1. What Is Blended Learning?

(page 31)

2. In Blended Courses, What

Should Students Do Online?

(page 31)

3. Should I Use ADDIE as a

Design Map for My Blended

Course? (page 31)

4. What Three Things Could I Do

to Improve My Blended

Course? (page 31)

4-packs20 Minute Mentor

Improving Student Learning 4-packPresented by: Barbara Jacoby,

Ph.D., Maryellen Weimer, Ph.D.,

Linda Suskie, and John Orlando,

Ph.D.

Item#: PM00BA

When it comes to improving

student learning, what works best?

We’ve asked some of higher

education's leading authorities on

the subject to discuss what they

believe (and what research shows) to

be the best approaches. This 4-pack

includes:

1. How Can I Promote Deep

Learning Through Critical

Reflection? (page 25)

2. Learner-Centered Teaching—

Where Should I Start? (page 27)

3. How Can I Promote Deep,

Lasting Student Learning?

(page 25)

4. How Can I Use Voice Feedback

to Improve Student Learning?

(page 34)

Increasing IntellectualRigor in the Classroom 4-packPresented by: Debi Moon, J.D., Rob

Jenkins, M.A., Ike Shibley, Ph.D.,

Maryellen Weimer, Ph.D., and

Linda Suskie

Item#: PM00EA

The real joy in teaching comes not

when students master facts, but

when they learn to analyze, assess

and make sense of them. Discover

some of the best tools and

techniques to challenge students

academically—giving high but

attainable expectations—in this 4-

pack. This package contains:

1. How Can I Help Students

Develop Critical Thinking

Skills? (page 25)

2. Is Team Teaching Right for Me?

(page 30)

3. How Do I Give Feedback that

Improves Student Writing?

(page 21)

4. How Can I Promote Deep,

Lasting Student Learning?

(page 25)

Save almost $100 with 4-packsof our most popular 20 MinuteMentor programs.


Mid-Year Issues 4-packPresented by: Ike Shibley, Ph.D.,

Linda Suskie, Maryellen Weimer,

Ph.D., and Brian Van Brunt, Ed.D.

Item#: PM00CA

Mid-year is a good time to take

stock, consider how things are going

in your courses, and do the fine-

tuning that can help keep your

classroom (and you!) humming

along. To assist you in that process,

this 4-pack of 20 Minute Mentors

will help you assess and address

some important issues including:

1. What Can I Learn From Student

Ratings? (page 21)

2. What Are My Multiple Choice

Test Results Telling Me?

(page 21)

3. How Do I Get More Students to

Participate in Class? (page 26)

4. What Can I Do About Feeling

Tired, Stressed and Burned

Out? (page 12)

Student Engagement 4-packPresented by: Alice Cassidy, Ph.D.

Item#: PM00HA

Today, “student engagement” is

much more than an academic

buzzword. It could be considered

the foundation for successful

learning. Learn how to promote this

essential connection in this 4-pack

containing:

1. How Can I Capture Students’

Interest in the First 5 Minutes?

(page 24)

2. How Can I Use Icebreakers to

Connect with Students?

(page 26)

3. How Can I Connect Students’

Interests to Course Content?

(page 24)

4. How Can I Enhance Class Using

Story, Popular Media &

Objects? (page 25)

Student Veteran 4-packPresented by: Bruce Kelley, Ph.D.,

Ernetta Fox, M.F.A., M.L.S, and

Justin M. Smith, Ph.D.

Item#: PM00IA

Today’s returning veterans can be

different from veterans of the past

and different from the majority of

students on your campus. Learn

ways to help you better serve

students who have served their

country. This 4-pack includes:

1. What Learning Activities Help

Student Veterans Succeed?

(page 28)

2. How Do I Design Courses to

Enhance Student Veterans’

Success? (page 29)

3. How Do I Accommodate

Student Veterans with

Disabilities? (page 22)

4. How Can I Help Student

Veterans Transition to Campus?

(page 9)

Teaching Strategies thatImprove Retention 4-packPresented by: Debi Moon, J.D., Rob

Jenkins, M.A., Ike Shibley, Ph.D.,

and Maryellen Weimer, Ph.D.

Item#: PM00DA

Discover how you can help keep

students engaged, encouraged, and

enrolled. You’ll come away with

ideas you can implement

immediately in your classroom to

give every student a better chance

for success. This four CD set

contains:

1. What Can I Do to Increase

Student Retention? (page 27)

2. How Can I Promote Deep

Learning Through Critical

Reflection? (page 25)

3. How Do I Create a Climate for

Learning in My Classroom?

(page 10)

4. How Do I Get More Students to

Participate in Class? (page 26)

4-packs, continued

ACADEMIC INTEGRITY

How Do I Discuss Academic Integrity During the First Class?Presented by: Gary Pavela, J.D.

Item#: PM10EA

Find out how a developmental

approach can ensure that all your

students stay on the track to ethical

academic success.

Learn how to control cheating in yourclassroom.

CLASSROOMMANAGEMENT

Cell Phones, Laptops, andFacebook®: What Can I DoAbout Them?Presented by: W. Scott Lewis, J.D.

Item#: PM09AA

When it comes to effectively

managing how these tools are used

you need to be sufficiently informed

on how to set clear expectations for

students.

Get expert advice and insights forproperly managing cell phone, laptopand Facebook® use in your classroom.


How Can I Help StudentVeterans Transition toCampus?Presented by: Justin M. Smith,

Ph.D.

Item#: PM22HA

Because of their unique

characteristics, student veterans

frequently face challenges beyond

those known to the typical new

student.

Get expert advice on how you cansupport student veterans in their returnto civilian life. This program is also available in

the Student Veteran 4-pack

(page 7).

How Can I Incorporate aGroup Poster Session intomy Class?Presented by: Virginia Anderson,

Ed.D.

Item#: PM12XA

Poster sessions allow students to

research, create, and explain their

poster for a transformative learning

experience.

Learn how to prepare, assign, and gradea group poster session in your class.

How Can I Learn StudentNames?Presented by: Ike Shibley, Ph.D.

Item#: PM09DA

By using your students’ names,

you succeed in increasing teacher-

student rapport and making it more

likely that students will participate

in class discussion.

Discover a variety of practical, easy-to-implement ways to learn your students’names faster.

How Can I Properly andLegally Dismiss a StudentFrom Class?Presented by: W. Scott Lewis, J.D.

Item#: PM09FA

Learn different ways to respond

effectively to disruptive students and

find out how to prevent the need

from arising.

Gain an understanding of the differentconsiderations involved in properly andlegally dismissing a student from class.

Classroom Management, continuedTeaching Face-to-Face

11http://www.magnapubs.com/online/mentor/

How Do I Stay Calm WhenStudents Push My Buttons?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM12PA

College students’ behavior can be

rude, arrogant, and insulting at

times.

Discover how to develop reasonableresponses to students with rudebehavior in this program.

Should I Encourage Experiential Learning During Class? How?Presented by: Barbara Jacoby,

Ph.D.

Item#: PM22DA

Experiential learning is the

intentional combination of

experience and learning with each

enhancing the other.

Learn how to incorporate experientiallearning inside the classroom and howto facilitate and assess it.

Should I Take Attendance?Presented by: Ike Shibley, Ph.D.

Item#: PM09RA

Learn how to make effective

attendance decisions that do not

result in creating a negative

perception of you as a teacher.

Get key insights and approaches forhandling attendance more easily andeffectively.

What Are the Three WorstMistakes to Make in theClassroom?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM11CA

In order to succeed at teaching

you need to look at the trio of

potential pitfalls to avoid in the

classroom … one involving how you

teach, one what you teach, and one

whom you teach.

Learn what you can do to avoid some ofthe biggest, most common classroomblunders.

Classroom Management, continued

What Are the Three

Worst Mistakes to Make

in the Classroom?

10 Magna Publications • 800-433-0499 Ext. 2

How Do I Address Teasingand Bullying in the Classroom?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM12OA

Bullying and teasing takes many

forms, but none of them are

acceptable in higher education

classrooms.

Uncover techniques to be proactiveabout bullying prevention.

How Do I Assign Studentsto Groups?Presented by: Ike Shibley, Ph.D.

Item#: PM09HA

Group work helps facilitate active

involvement in learning, and it’s

been shown that students learn

more and retain content longer

through group work compared to

other teaching methods.

Find out how to put together groups inways that energize your class andstimulate learning.

How Do I Create a Climatefor Learning in My Classroom?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM11AA

We’ve all encountered “toxic”

learning environments. Learn how

to create a robust, positive learning

environment, in which everyone

understands and appreciates why

they’re spending time together.

Get an inspiring look at how you canimprove the learning climate in yourclassroom.This program is also available in

the Teaching Strategies that

Improve Retention 4-pack (page 7).

Classroom Management, continued

Want to makethis programavailable forongoingtraining?Purchase a Campus Access

License (C.A.L.) to load the CD

onto your institution’s internal

web site for unlimited,

convenient on-demand access

to members of your whole

campus community.

12 Magna Publications • 800-433-0499 Ext. 2 13http://www.magnapubs.com/online/mentor/

What Can I Do About Feeling Tired, Stressedand Burned Out?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM09UA

Many faculty members struggle

with burnout or excessive stress. The

good news is that there are practical,

proven steps that can be taken to

overcome burnout or excessive

stress.

Recognize the signs of burnout andexcessive stress and how to deal withthem.This program is also available in

the Mid-Year Issues 4-pack

(page 6).

What Should I Do When aStudent Challenges myAuthority?Presented by: Ike Shibley, Ph.D.

Item#: PM11GA

When students challenge your

authority, how you respond is

important … not just for resolving

the specific incident, but for setting

the tone and tenor for the entire

semester.

Discover effective strategies forresponding to challenging studentbehavior.

GRADING &FEEDBACK

How Can I Make My ExamsMore about Learning, Less about Grades?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM22KA

Making exams better suit your

learning goals requires student

participation at every step of the

process.

Learn how you can transform exams intoenhanced opportunities for studentlearning with practical solutions to thethree core problems with exams today.

How Can I Transform MyTests into Learning Tools?Presented by: Debi Moon, J.D. and

Rob Jenkins, M.A.

Item#: PM11DA

Discover some simple changes

that can help you better measure

and encourage student progress, and

more accurately assess your own

teaching.

Find out how to turn assessments frommeasurements of learning tomeasurements for learning.

Get practical and affordablefaculty development advice and insights.

• CDs starting at just $99 each

• Multiple CD discount

• 20 Minute Mentor 4-packs available for only $299

• Campus Access License (C.A.L.) available

Each 20 Minute Mentor Program CD Includes:• Core presentation.• 3 to 8 pages of supplemental materials.• A copy of the PowerPoint presentation.• Complete transcript.

Continued on page 20


Monday Morning MentorStart every week with professionaldevelopment programming… andsave a bundle.The Monday Morning Mentor program delivers one

of our most popular 20 Minute Mentor programs to

your email inbox on Monday morning by 9:00 AM

(CST) during the school year. Each program will be

accessible for on-demand viewing for a full week so

you can view at your convenience, incorporate it into

meetings, and share campus-wide.

You’ll receive 32 weeks of Monday Morning Mentor

programming in all – 16 sessions for Fall and Spring

semesters alike. No matter when your subscription

starts, you’ll receive a full calendar year of sessions.

Plus a few extra benefits...

What’s Included

• 32 of our most popular 20 Minute Mentor

programs delivered each Monday morning

• A facilitator’s guide to help promote dialogue

and discussion

• Access to an exclusive LinkedIn discussion

group, designed to encourage collaboration

among participants at institutions nationwide.

Unbeatable Value

Normally, each featured program would sell for $99.

But the cost for all 32 programs in the Monday

Morning Mentor is just $599... that's less than $19

per program! Plus, you can purchase a CD copy at

50% off retail.

20 Minute Mentor Commons

All programs areaccessible bycomputer as wellas on mostmobile devices.

Our mostpopular20 MinuteMentorprogramsdelivered onMondaymornings32 times peryear

Why choose just one whenyou can have access to all 20 Minute Mentor Programs?20 Minute Mentor Commons is a remarkable

new online resource that gives your faculty and

administrators unlimited and immediate

access to more than seventy 20 Minute Mentor

programs delivered by higher education’s

foremost experts.

One low yearly subscription fee gives

you and all your colleagues:

• Access to over 70 programs

(with new topics added frequently)

• Access for your ENTIRE campus

• Access anytime, anywhere.

Hands Down the Best Deal for

Professional Development

20 Minute Mentor Commons eliminates the

need for CDs or travel. Instead you access on-

demand versions of our 20 Minute Mentor

Programs when and where you want them. If

you have a screen and an Internet connection,

you have 20 Minute Mentor Commons.

20 Minute Mentor Mentor Commons brings

unlimited learning and career growth to your

campus for just $1,397 a year.


Magna Publications

Newsletters

Magna Publications’

newsletters cover many

departments in higher

education including:

• Academic Leader

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Report

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Online Seminars

Live and interactive,


Online Seminars feature

leading educators and

consultants delivering

thought-provoking,

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presentations through

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programs. They're lively,

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that include

opportunities for a

healthy exchange of

ideas.

White Papers

Magna Publications

offers a variety of

detailed white papers,

covering many aspects

of higher education,

designed to provide

you with a careful

examination of current

issues. White papers

are developed in

conjunction with

leaders throughout

higher education.

Cloud-Based Resources

Our cloud-based

resources allow your

entire campus to access

our professional

development programs

for a yearly subscription

price.

Access over 100 of our

Online Seminars, 70 of

our 20 Minute Mentor

programs, or training for

student leaders with:

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Our most popular are:

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... more than just 20 Minute Mentors

Did you know we have many other higher educationprofessional development materials? Visit MagnaPublications online at www.magnapubs.com for acomplete selection of our resources including…

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Telling Me?2120 http://www.magnapubs.com/online/mentor/Magna Publications • 800-433-0499 Ext. 2

How Can I Use a TotalPoint System to ClarifyGrading?Presented by: Mary C. Clement,

Ed.D.

Item#: PM12ZA

A total point grading system helps

students understand how grades are

determined and what their grades

are throughout the semester.

End grading frustration and learn how toimplement this system.

How Can I Use FrequentStudent Feedback to Improve My Courses?Presented by: Mary C. Clement,

Ed.D.

Item#: PM12YA

If you only ask for feedback at the

end of the semester, it’s hard to

improve learning for current

students.

Learn the five key times during thesemester to ask for student feedbackand practical ways to obtain it.

How Can I Use InformalWriting as Part of a Low-stakes Grading Strategy?Presented by: Scott Warnock, Ph.D.

Item#: PM12HA

Informal writing assignments can

be part of your strategy of frequent,

low-stakes (FLS) grading.

Find out how these assignments cancreate a dialogue, boost studentconfidence, and increase studentmotivation.

How Can I Use Low-stakes Quizzing to Enhance Learning?Presented by: Scott Warnock, Ph.D.

Item#: PM12GA

A frequent, low-stakes (FLS)

quizzing strategy, when used

correctly, can decrease your

workload while increasing student

motivation and confidence.

Learn how this technique can benefityour classroom.

How Do I Give Feedbackthat Improves StudentWriting?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM11BA

Discover how to make the

feedback process not only more

meaningful for students, but more

manageable for you, as well.

Get valuable strategies for improvingwriting performance.This program is also available in

the Increasing Intellectual Rigor in

the Classroom 4-pack (page 5).

What Are My MultipleChoice Test ResultsTelling Me?Presented by: Linda Suskie

Item#: PM09SA

Multiple choice tests can be used

to gain valuable feedback to improve

the test, as well as the way the

subject is taught.

Find out how to interpret multiple choicetest results with greater insight andskill.This program is also available in

the Mid-Year Issue 4-pack (page 6).

What Are My Rubric Results Telling Me?Presented by: Linda Suskie

Item#: PM09TA

Rubrics are most often used to

assign grades. However, rubrics can

also be used to improve tests as well

as teaching methods.

Discover the keys to properly analyzingand applying rubric results.

What Can I Learn FromStudent Ratings?Presented by: Ike Shibley, Ph.D.

Item#: PM09VA

Teaching well requires deliberate

practice. One of the best ways to

improve is to use student feedback.

Learn how to read student ratings tohelp you improve and grow.This program is also available in


(page 6).

What Is the Best Way toGrade Participation?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM22JA

You know how essential it is for

students to be active participants in

their education. But how do you

grade them on it?

Learn an overview of what not to dowhen grading participation, activitiesworth doing, how to do them, and how toevaluate your own process.

Grading & Feedback, continued Grading & Feedback, continued


ISSUES WITHSTUDENTS

How Do I AccommodateStudent Veterans withDisabilities?Presented by: Ernetta Fox, M.F.A.,

M.L.S.

Item#: PM22GA

Many veterans returning to higher

education face cognitive and

physical challenges.

Discover how making simpleadjustments to the way you teach willmake it easier for student veterans tosucceed.This program is also available in


(page 7).

How Flexible Should I Bewith Non-Traditional Students?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM09MA

One of the challenges for faculty is

walking the line between enabling

vs. helping. While the student often

creates problems by not following

class expectations, you need to

consider the concepts of grace and

mercy.

Get helpful insights, techniques, andstrategies to support you in helpingthese students to succeed.

How Should I HandlePushy Parents?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM09NA

Some overprotective parents

continue to engage in pushy

behaviors on a regular basis at

college campuses. Get practical ideas

and techniques that lead to more

productive interactions with parents.

Learn strategies that will help you workmore effectively with aggressiveparents.

My Student Has a MentalHealth or SubstanceIssue. Now What?Presented by: W. Scott Lewis, J.D.

Item#: PM09QA

A student who is struggling with

mental health or substance abuse

issues potentially poses a threat to

himself or herself as well as to

others.

Learn key insights and approaches forresponding to students with mentalhealth or substance issues.

What Can I Legally TellPeople Who Call Me AboutMy Students?Presented by: W. Scott Lewis, J.D.

Item#: PM09WA

When you receive a request for

information about one of your

students, will you know how to

respond to the request properly

under the FERPA and your

institution’s policies?

Understand the key basics that you needto know in handling student informationrequests.

What Do I Do If I Suspecta Student Has Asperger’sDisorder?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM09XA

Students with Asperger’s disorder

struggle with “reading” social cues,

and comprehending unwritten rules.

As a result, these students can pose

unique challenges.

Observe how to better understand andcommunicate with Asperger’s students.

What Do I Need to KnowAbout Referring Studentsfor Help?Presented by: Brian Van Brunt,

Ed.D.

Item#: PM12NA

You’re bound to encounter

students who need more than you

can give them. Recent campus

tragedies highlight the crucial

importance of skilled referrals.

Understand how to meet your mentoringresponsibilities.

What Should I Do WhenStudents Say They Have aDisability?Presented by: W. Scott Lewis, J.D.

Item#: PM09YA

The number of students with

disabilities at our college campuses

has grown to record numbers in

recent years.

Find out how to respond to students whotell you that they have a disability.

Issues with Students, continued

How Can I Help Students DevelopCritical Thinking Skills?25http://www.magnapubs.com/online/mentor/24 Magna Publications • 800-433-0499 Ext. 2

STUDENT ENGAGEMENT

Can I Safely Send Group Text Messages to Students for Free?Presented by: Barry Dahl, Ph.D.

Item#: PM12UA

Text messaging is the preferred

means of communication for a

majority of college students.

Discover how to do it safely, easily, andfor free—a well as WHY you shouldconsider text messages.

Can I Safely Use Facebookwith Students for ClassInteraction?Presented by: Barry Dahl, Ph.D.

Item#: PM12VA

Between 80 and 90 percent of

college students use Facebook.

Get the best reasons for using Facebookin conjunction with class, what otherchoices are available, and how you caneffectively add value with Facebook.

How Can I Capture Students’ Interest in the First 5 Minutes?Presented by: Alice Cassidy, Ph.D.

Item#: PM12QA

You only get one chance to make a

first impression, and that’s

particularly important in the college

classroom.

Uncover ways to harness yourenthusiasm for your discipline and use itto custom-craft the first five minutes ofyour class to motivate and interest yourlearners.This program is also available in

the Student Engagement 4-pack

(page 6).

How Can I Connect Students’ Interests toCourse Content?Presented by: Alice Cassidy, Ph.D.

Item#: PM12RA

Connecting student interests to

course content is vital for student

motivation.

Learn simple strategies to achieve this inany class size or discipline.This program is also available in


(page 6).

How Can I Enhance ClassUsing Story, PopularMedia and Objects?Presented by: Alice Cassidy, Ph.D.

Item#: PM12TA

How could you make learning

more interesting and relevant to

today’s students?

Learn techniques that include story,movies, TV, music, popular literature, andobjects in this program.This program is also available in


(page 6).

How Can I Help StudentsDevelop Critical ThinkingSkills?Presented by: Debi Moon, J.D. and

Rob Jenkins, M.A.

Item#: PM11FA

The real joy in teaching comes not

when students master facts, but

when they learn to analyze, assess,

and make sense of them.

Get a quick look at some practical,proven ways to develop your students’critical thinking skills.This program is also available in



How Can I Promote Deep,Lasting Student Learning?Presented by: Linda Suskie

Item#: PM10CA

According to research, there are a

number of teaching strategies that

have proven to be successful in

facilitating deep, lasting student

learning.

Learn 17 proven principles for promotingdeep, lasting learning with yourstudents.This program is also available in

the Improving Student Learning 4-

pack (page 5) and Increasing

Intellectual Rigor in the Classroom

4-pack (page 5).

How Can I Promote DeepLearning through CriticalReflection?Presented by: Barbara Jacoby,

Ph.D.

Item#: PM10CA

The process of critical reflection is

a reliable way to deepen the learning

experience. Help students consider

complex issues fully and engage

them in developing their critical-

thinking ability.

Discover how to create a richer learningexperience for students.This program is also available in


pack (page 5) and Teaching

Strategies that Improve Retention

4-pack (page 7).

Student Engagement, continued


How Can I Use Icebreakers to Connectwith Students?Presented by: Alice Cassidy, Ph.D.

Item#: PM12SA

Learning about your students is a

key to motivating them. But what is

appropriate, relevant, and feasible?

Explore a variety of icebreakertechniques that can be used outside orinside class time.This program is also available in


(page 6).

How Can Objects andAnalogies Improve MyTeaching?Presented by: Kenneth L. Alford,

Ph.D.

Item#: PM12IA

Encouraging students to make

new connections with course

materials is essential in higher

education.

This program introduces innovativeways to increase student engagement.

How Do I Get More Students to Participate in Class?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM09JA

Increased participation helps

energize and motivate teachers and

students alike because of the

stimulation and excitement created

by increased interaction.

Learn 18 different ways to encouragemore classroom participation with yourstudentsThis program is also available in


(page 6) and Teaching Strategies

that Improve Retention 4-pack

(page 7).

How Do I Get Students toRead Their AssignmentsBefore Class?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM09KA

Many students come to class

without having done the reading.

Get strategies that you can use to

help students learn the value of

reading.

Learn constructive, specific ways tomotivate your students to come to classprepared.

How Should I Respond toWrong (or Not Very Good)Student Answers?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM09OA

When a student answers a

question with a wrong answer, your

response can increase or decrease

the likelihood of future

participation.

Find out how to reply effectively toincorrect or poor answers from students.

Learner-Centered Teaching—Where Should I Start?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM09PA

With learner-centered teaching,

students take more responsibility for

their learning. Learn three strategies

that demonstrate learner-centered

approaches that benefit teachers and

students.

Discover how to help increase yourstudents’ ability to learn. This program is also available in


pack (page 5).

What Can I Do to IncreaseStudent Retention?Presented by: Debi Moon, J.D., and

Rob Jenkins, M.A.

Item#: PM11EA

No educator wants to see a

student drop a class … or leave

school. The good news is there are

meaningful, proactive steps you can

take to give every student a better

chance to succeed.

Learn how you can help students “stickwith it” and attain their dream of acollege degree.This program is also available in

the Teaching Strategies that

Improve Retention 4-pack (page 7).

Student Engagement, continued Student Engagement, continued


What If a Student Asks aQuestion I Can’t Answer?Presented by: Therese Huston,

Ph.D.

Item#: PM10AA

You don’t need to panic when you

are asked a question you can’t

answer. Learn how to respond to

even the toughest questions with

confidence and credibility.

Get effective strategies for managingthese awkward classroom moments.

What Learning ActivitiesHelp Student VeteransSucceed?Presented by: Bruce Kelley, Ph.D.

Item#: PM22FA

Student veterans know

transitioning back to civilian life

involves switching barracks and

battlefields for a new training

ground – a college campus.

Learn practical techniques you canimplement immediately to help studentveterans succeed.This program is also available in


(page 7).

SYLLABUS &COURSE DESIGN

Can Service-LearningWork in My Discipline?Presented by: Barbara Jacoby,

Ph.D.

Item#: PM10BA

If you’re wondering whether—and

how—service-learning might work in

your courses, you’ll appreciate this

focused look at service-learning

opportunities.

Discover the benefits of introducingservice-learning into courses in anydiscipline area.

How Can I Clarify FuzzyLearning Goals?Presented by: Linda Suskie

Item#: PM09CA

To effectively teach and assess

student performance, as well as to

help students learn at optimal levels,

it is important that these goals be as

clear as possible.

Uncover key ways to clarify fuzzylearning goals to improve your teaching.

How Can I Improve Lessons with a 4-step Plan?Presented by: Mary C. Clement,

Ed.D.

Item#: PM22AA

Lesson planning is a complex

process that can take hours and

hours of your time.

Learn a 4-step plan that simplifies theplanning process and creates evenstronger, more engaging lessons.

How Can I Teach CriticalReflection in STEMCourses?Presented by: Barbara Jacoby,

Ph.D.

Item#: PM22BA

Through critical reflection,

students engage in the process of

analyzing, reconsidering, and

questioning their experiences within

the broad context of a discipline.

Get insights on how to incorporatecritical reflection in STEM and learnthree steps in the design of criticalreflection activities.

How Do I Design Coursesto Enhance Student Veterans’ Success?Presented by: Bruce Kelley, Ph.D.

Item#: PM22EA

Military service is a formidable

educational experience and veteran

students come to the classroom with

leadership training and real-world

knowledge.

Understand how to use course design tohelp student veterans succeed. This program is also available in


(page 7).

How Do I Develop a High-Impact Capstone Course?Presented by: Barbara Jacoby,

Ph.D.

Item#: PM22CA

Capstone courses are a cumulative

learning experience that requires

senior students to complete a project

that helps them integrate and apply

what they have learned.

Find out what a well-designed courselooks like and how to develop your owncapstone course.

Student Engagement, continued Syllabus & Course Design, continued

How Can I Teach Critical Refle

ction

in STEM Courses?


How Do I Get Started withService-Learning?Presented by: Barbara Jacoby,

Ph.D.

Item#: PM10BA

If you’re wondering whether—and

how—service-learning might work in

your courses, you’ll appreciate this

focused look at service-learning

opportunities.

Discover the benefits of introducingservice-learning into courses in anydiscipline area.

Is Team Teaching Right for Me?Presented by: Ike Shibley, Ph.D.

Item#: PM11HA

If you’re considering team

teaching, there are some things you

need to know in order to enjoy the

benefits and avoid the pitfalls.

Explore whether you and a colleaguewould be a good fit for team teaching.This program is also available in



Is Your Syllabus Sendingthe Wrong Message?Presented by: Maryellen Weimer,

Ph.D.

Item#: PM22IA

Your syllabus and classroom

policies set the tone for your class,

but they may not be creating a

welcoming learning environment.

Learn tips designed to help you useclassroom policies to support studentengagement and a smooth-runningclassroom.

TEACHING WITHTECHNOLOGY

How Do I Convert a F2FCourse to a HybridCourse?Presented by: Jill Schiefelbein

Item#: PM12JA

Converting an existing course into

a blended learning course presents

multiple challenges to the instructor.

What current content can I use?

What needs to be created? What

technologies to use?

Get expert advice and the answers youneed in this program.

In Blended Courses, WhatShould Students Do Online?Presented by: Ike Shibley, Ph.D.,


Item#: PM12DA

For instructors interested in

exploring blended learning, deciding

which course elements to teach face-

to-face and which to address

through online technology can be a

major stumbling block.

Explore a framework for making thoseessential educational judgment calls inthis program. This program is also available in

the Blended Learning 4-pack

(page 4).

Should I Use ADDIE as aDesign Map for MyBlended Course?Presented by: Ike Shibley, Ph.D.,


Item#: PM12FA

ADDIE stands for Analysis,

Design, Development,

Implementation, and Evaluation. It

is a theory-driven, reality-tested

approach to blended course design.

Discover how to use this helpful coursedesign format.This program is also available in


(page 4).

What Is Blended Learning?Presented by: Ike Shibley, Ph.D.,


Item#: PM12AA

Blended learning, which combines

face-to-face classroom instruction

with supervised online activities, is

one of the hottest course design

models in higher education today.

Learn how to take advantage of onlinetechnology to better your students’learning experience and improve yourinstruction. This program is also available in


(page 4).

What Three Things Could IDo to Improve My BlendedCourse?Presented by: Ike Shibley, Ph.D.,


Item#: PM12EA

Effective blended course design

requires faculty to reconsider their

role in learning.

Understand how to rethink yourapproach to students, teaching,technology, and your colleagues. This program is also available in


(page 4).

Syllabus & Course Design, continued


ONLINE COURSEDESIGN

I’m Teaching Online NextTerm: What Do I Have toKnow?Presented by: Larry Ragan, Ph.D.

Item#: PM11IA

In some situations the opportunity

to teach online may not come with a

lot of time to get prepared.

Learn the 12 surefire “steps” that willguide you through the preparation foronline teaching success.

How Should I Manage MyOnline Course?Presented by: Ann Taylor

Item#: PM12BA

Managing the workload of an

online course can be more

challenging than managing a face-

to-face course.

Learn how to create an onlineinstructor’s course manual that will helpyou stay organized, manage workload,and keep students working toward thelearning goals.

How Do I Choose BetweenSynchronous & Asynchronous Activities?Presented by: Jill Schiefelbein

Item#: PM12KA

Often online instructors are

caught in the synchronous-

asynchronous paradox. What

technologies to use? What about

student interaction? What is more

effective?

Get answers to these questions in thisprogram.

How Can I Get StartedWith the Virtual Classroom?Presented by: Jill Schiefelbein

Item#: PM12LA

The virtual classroom is a way to

foster synchronous interaction

between students and the instructor,

and provide a classroom-like feel for

online students.

This program offers checklists andsuggestions to help you get started.

ONLINE ENGAGEMENT

How Can Document Sharing Tools Help Students Collaborate?Presented by: John Orlando, Ph.D.

Item#: PM09BA

Document sharing software is a

proven and effective way to facilitate

more productive and enriching

group work.

Find out how to use free documentsharing systems to improve learning atyour campus.

How Do I Create EngagingThreaded DiscussionQuestions?Presented by: John Orlando, Ph.D.

Item#: PM09IA

All too often discussion questions

are poorly designed and end up

frustrating students and instructors

alike. To avoid this, it’s critical to

create discussion questions that

foster dynamic learning experiences.

Stop “spinning your wheels” withdiscussion approaches that do not work.

Online Course Design, continuedTeaching Online


ONLINE GRADING &FEEDBACK

How Can I Use VoiceFeedback to Improve Student Learning?Presented by: John Orlando, Ph.D.

Item#: PM09GA

Find out the benefits of using

voice feedback and incorporate this

approach successfully into your

teaching practices.

Choose the right type of feedback for theinformation or message you want tocommunicate.This program is also available in


pack (page 5).

Peer Reviews of OnlineTeaching: What WorksBest?Presented by: Ann Taylor

Item#: PM12CA

Peer reviews help ensure quality

online teaching.

When conducting online faculty peerreviews, guidance for the reviewer isvital and this program shows you whereto start.

What Are the Communication ‘Musts’ in an Online Course?Presented by: Jill Schiefelbein

Item#: PM12MA

Online teaching creates a

communication challenge, as in-

person instructors need to

communicate through mediated

technologies.

Discover the communication “musts” tofollow if you want to develop a strongrelationship with students and promotean effective learning environment.

TECHNOLOGY

How Do I Use VoiceThreadfor Online Student Discussions?Presented by: John Orlando, Ph.D.

Item#: PM09LA

VoiceThread allows educators to

host secure conversations so

students can post comments within

a lecture.

Discover the benefits of VoiceThread andhow it can positively impact yourteaching.

Where Can I Find FreeTools for Holding OnlineOffice Hours?Presented by: Barry Dahl, Ph.D.

Item#: PM12WA

Off-site office hours for online

faculty might sound problematic,

but you can connect electronically

with students in a one-to-one or a

one-to-many real-time environment

online.

This program reviews three free, simpleweb-based tools that will enable you todo just that.

How Can I Use VoiceFeedback to ImproveStudent Learning?

Take advantage ofthese unique andconvenient programsoffered by Magna!

What yourcolleaguesare saying:

“I used one of the 20 minute mentor

CDs for a faculty workshop this

month, and it was very well received.

(Ike Shibley’s Course Evaluations).

My faculty like the 20-minute talk,

and then we have about 40 minutes of

discussion. I plan to use more of them,

as the one-hour workshop can be a

brown bag or just a short, convenient

session. The handouts were helpful,

too.”

-Dr. Mary C. Clement is a professor of

teacher education at Berry College

Magna Publi cations

2718 Dryden Drive

Madison, WI 53704

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inut

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Magna 20 Minute Mentor 2013 Catalog

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Transcript of Magna 20 Minute Mentor 2013 Catalog