Innovative Educators

Using Disruptive Innovation To Enhance Student Motivation

2 Part Workshop
Available On-Demand

Registration fee includes institutional access to the recording for one year.
Paper Based Registration Form

Registration Fee: $545.00

Description

Speaker(s)

FAQs

Overview

Higher education is under public scrutiny now more than ever because of diminishing resources and inconsistent outcomes. Due to the current climate, we need to think differently about how to create effective learning environments. This session, part one of the two-part workshop, will introduce the theory of Disruptive Innovation and how to integrate it into the model of Theory, Research, Principles, Practice (TRPP).

Participants will discuss the basic principles underlying Disruptive Innovation and how they can cause us to think differently as we create a learning environment that will facilitate effective learning outcomes for today's students. In addition, the session will consider the basic behaviors of successful innovative disruptors. Participants will think together about how to put these behaviors into practice in their own institutional environments. The TRPP framework will provide the foundation for discussing how programs and approaches can best be developed to promote student success.

TRPP (Theory, Research, Practice, Principles) was developed by Casazza and Silverman (1996,2000) to help cross the divide between theory and practice. The underlying assumption is that no one theory adequately explains all behaviors in every situation. The TRPP framework is used to integrate different theoretical perspectives and research findings to better understand what educators do, whey they do it, and how it ultimately leads to learning outcomes.

Participants will review representative theories and supporting research to create principles for student success. They will apply principles to examples that can then be translated for specific issues at their institutions. The issues will include constructing environments to enhance student motivation to learn, promoting self-regulated learning behavior, and creating environments where students thrive and not just survive.

In Part II of the workshop participants will learn how to apply Disruptive Innovation strategies using the TRPP Framework. Applications will be made to case studies centering on enhancing student motivation to learn and specific situations in your own practice.

Objectives

Participants will:

Learn about the Theory, Research, Principles, Practice (TRPP) model and how it can be used to develop best practices
Become familiar with the concept of Disruptive Innovation
Make the connection between Disruptive Innovation and the TRPP model
Apply principles to sample examples, case studies, and specific issues at their institutions
Discover how to construct environments that enhance student motivation to learn, promote self-regulated learning behavior, and create environments where students thrive

Who should attend?

2-year institutions & 4-year institution
Vice President of Academic Affairs/Instruction
Vice President of Student Affairs
Dean of Instruction
Dean of Student Services/Affairs
Faculty (full and part-time)
Student Services Staff
Advising
Disabilities Services
Enrollment Services
Residence Life
Retention Specialist
Student Life
Veteran Services
Campus Staff
Directors of Assessment
Developmental Educators
Diversity Directors
First Year Experience Coordinators
Learning Centers
Librarians
Online Learning
Tutoring

Martha Casazza

“To meet today’s challenges, we need to think disruptively and act urgently.” – Martha Casazza

Dr. Martha Casazza is currently the Vice President for Academic Affairs at The Adler School of Professional Psychology in Chicago and a partner in the consulting firm of TRPP Associates LLC. Previously, she was the Dean of the College of Arts and Sciences at National-Louis University in Chicago, Illinois. She has served as President of the National College Learning Center Association, President of the National Association for Developmental Education, Co-Editor of the Learning Assistance Review, and Co-Editor for the National Association for Developmental Education Newsletter. She is currently on the Editorial Board for the Journal of Developmental Education, the Board for Heartland Alliance for Human Rights and the Board for the Instituto del Progreso’s Social Justice Charter High School in Chicago. Dr. Casazza was a Fulbright Senior Scholar to South Africa in 2000. She received the Hunter R. Boylan Outstanding Research/Publication Award in 2004 and was named a Certification Trailblazer by the National Association for Developmental Education in 2010.

She is a regular contributor to professional journals in the field and was one of the first to call for a theoretical foundation for the field of developmental education in her Journal of Developmental Education article, “Strengthening Practice with Theory.” Furthermore, Dr. Casazza has co-authored two books with Dr. Sharon Silverman: Learning Assistance and Developmental Education: A Guide for Effective Practice (1996), Jossey-Bass, and Learning and Development (2000), Jossey-Bass. Her most recent publication is entitled, Access, Opportunity and Success: Keeping the Promise of Higher Education and was published in 2006, by Praeger. She is currently working on an oral history project to document the history of a Latino community in the city of Chicago. She served for two years as the Illinois president for the Office of Women in Higher Education, an American Council on Education affiliate and was recently accepted into its Chief Academic Officers’ Leadership Institute. Dr. Casazza regularly presents workshops on leadership and provides keynote addresses on access to education. In addition, she serves as a peer reviewer for the Higher Learning Commission and in 2010 received advanced certification in peer review from the Commission.

Sharon Silverman

Sharon Silverman, Ed.D. is an independent scholar and consultant with degrees in learning disabilities and educational psychology and is a partner in TRPP Associates, LLC. She works in the areas of faculty/staff development, student retention, teaching and learning excellence, student development, program evaluation, distance learning, and collaboration between academic and student affairs. She is the founder and former director of the Learning Assistance Center at Loyola University Chicago where she developed LEAP, an award winning student access and retention program and a learning center at the Stritch School of Medicine. Dr. Silverman served on the Board of St. Augustine College in Chicago, the first bilingual institution of higher education in Illinois.

Silverman currently consults with Columbia College Chicago to develop and implement academic support programs. From 1999 to 2007, Dr. Silverman consulted with Harry S Truman College, one of the City Colleges of Chicago to enhance programs for student success. In 2010, she worked with the Adler School of Psychology to develop a Center for Learning and Teaching. In June 2011, Dr. Silverman was an invited keynote speaker at the 12th International Symposium on the Contributions of Psychology to Peace Research in Larnaca, Cyprus.

In 1999, Dr. Silverman was a Fulbright Scholar at the University of Port Elizabeth (now Nelson Mandela Metropolitan University (NMMU)) in South Africa. She provided faculty development programs to help meet the needs of students entering higher education after the end of apartheid. Subsequently, she received a Fulbright Alumni Initiatives Award (2001) for a project, "Sharing Cultures" involving students and teachers internationally in a virtual learning community. Rotary Foundation International awarded her a Rotary University Scholar Grant for work in South Africa in 2002. She co-founded Crossing the Border, a not for profit organization whose mission is the development of intercultural alliances to build capacity in education and mental health and promote understanding and peace www.crossingtheborder.org.

Silverman’s publications include Learning Assistance and Developmental Education (Jossey-Bass, 1996) and Learning and Development Making Connections to Enhance Teaching (Jossey-Bass, 2000), and Partners for Innovation in Teaching and Learning (iUniverse, 2005). Her international speaking and consulting engagements include Canada, Scotland, England, South Africa, Cyprus, and Australia.