Teaching research writing

Got this today from Laura - seems like a great resource if you are teaching research/citations. It's a pdf file from Bedford/St. Martin's.

Teaching students to conduct research and evaluate sources

The Truth about Dishonesty - for listening/speaking classes

Found this video through Twitter, and I thought it might be great for a higher level listening/speaking class. Interesting topic with good illustrations and humor. You could start a very interesting discussion about what is cheating/dishonesty and what isn't. Let me know if you decide to use it!

The Truth about Dishonesty

TESOL Elections

From the email:


Dear TESOL Member:
It is time to cast your ballot for:
President-elect 2013-2014
Nominating Committee 2013-2014
Board of Directors 2013-2016
You will receive an e-mail invitation on 15 October 2012 from Intelliscan, TESOL’s independent election agent. If your e-mail system has spam control in place, you may wish to add tesol.ballot@intelliscaninc.net  to the list of “safe” senders so that your e-ballot notification will not be caught in the spam filter.
On October 15, 2012 the e-ballot notification message will include a hyperlink to your customized ballot. You will need to click on the link embedded in the message to access your e-ballot.
If you have any questions regarding the election and the use of electronic ballot, please contact Rita Gainer at rgainer@tesol.org or 703-518-2507.

NAFSA News

Here's the link.

Cengage eNewsletter

Here's the link.

Recorded sessions from NAFSA 2012

From the email:

Recharge the Energy! Listen Online to Recorded Sessions of NAFSA 2012.

Relive part of the unique NAFSA annual conference experience by listening to sessions you weren't able to fit in your schedule, or reviewing the content at sessions you did attend. As part of your conference registration, you now have access to more than 125 recorded sessions that are available for you to enjoy anytime you like. Listen online to discussions about mapping internationalization on U.S. campuses, effective strategies for maximizing international student retention, budgeting for short-term faculty-led programs abroad, establishing dual- and joint-degree programs, regulatory issues or how to recruit in China. As a benefit of your full conference registration, access recordings by signing in using the e-mail address you used to register for conference. If you don't remember what e-mail address you used to register, simply contact conference@nafsa.org for assistance. Access streaming audio of sessions and continue your NAFSA 2012 Annual Conference experience! View a list of available sessions. For more details, visit NAFSA's audio recordings Web page. Questions? Need technical support? Contact onlineevent@freemanco.com.

VESA Conference

This one's coming up again. I presented here last year, and to be honest, it wasn't so great, but it's close. From the email:

Mark your calendars!

The 2013 Virginia ESL Conference

Virginia ESL Supervisors' Association (VESA)

Looking Ahead: English Learners in the 21st Century

The Koger Conference Center and Holiday Inn 

Richmond, VA

February 1-2, 2013

Welcome back!  

We look forward to seeing you again.

Please let me know if you intend to exhibit.

Also let me know if you know of someone who might be interested in exhibiting.

Best regards to all,

Courtney Stewart (540-831-0766)

vesaexhibitor@gmail.com

Presentation proposal is available online.

http://www.vesaorg.net/conference/

NAFSA Region VIII Conference

Here's the email link. If you're attending, let me know! Laura and I will be there too!

My notes from SETESOL

I'm attaching a link here to my notes. If you have any questions, let me know - the conference was great!

SETESOL Notes

SETESOL 2012 Session Notes - "Pinterest"

SATURDAY
9-9:45

Application of Web 2.0 Tools: Use Pinterest in Large EFL Classroom

Eight Effective Ways to Use Pinterest in Large EFL Classrooms

Before the Lesson

     1. Collect Students' Prior Knowledge

               -Create a board

                    "How to describe a person?"

                     Pin your favorite characters here, and use adjectives to describe him/her…. (invite students to pin to the board)

     2. Preview the Lesson

               -Create a board with several pins containing information about a particular topic… students should review board to know what they will need to know before the lesson

During the Lesson

     3. Using Pinterest as a Blackboard

               -Can serve as a substitute for powerpoint

               -a great way to organize materials for a lesson

     4. Students who the results of their group discussion using Pinterest

               -for a large class, use pinterest to collect discussion… 

                    -students must find the graphic they like most and pin it to board

               -teacher can review boards after class - can be used to assess success of activity

After the Lesson

     5. Groups of students take turns to identify the key words in a lesson, justify their choice, and give a presentation to the class using Pinterest

               -students pin images that represent key words from a lesson

     6. Students each create Pinterest word board for the vocabulary learned during the semester (words are grouped according to meaning)

Professional Development

     Facilitates teacher collaboration - teachers share ideas, lesson plans, students' work, as well as seek help from others

     An international platform: teachers can expose students to the authentic English ways of life

Drawbacks

     -invitation request

     -possible addiction

     -inappropriate postings

     -copyright risks

     -blocking in some countries

Other Ideas

     -use Pinterest to brainstorm for writing

SETESOL 2012 Session Notes - "Incorporating Sensory Input"

FRIDAY

2:45-3:30

Incorporating Sensory Input: Idea for Teaching to Multiple Intelligences

Jen Ramos and Todd Allen - University of FL     

Multiple Intelligences

     Howard Gardner, 1983

     Different strengths & learning styles

          (Verbal, visual, bodily, musical, mathematical & more)

     Language learners "stripped" of linguistic/verbal intelligence

          Access other ways of knowing in ESL classroom!

          Allows language learners access variety of rich material

          Activate HOT

Focus on Reading and Writing or Listening and Speaking

     read and produce written texts

     comprehend input and produce comprehensible speech

     expand your 'text' and vary stimuli

Reading

     Non-verbal text

               practice concepts  (ex. add of book hugging woman)

                    main idea, thesis, supporting details, intended audience, purpose, reader response '

Engage and Evoke!

     Music, paintings, sculptures, etc. 

Lesson Ideas

     Language Task: use everyday vocabulary and prepositions of location to describe a photo

     Increase cognitive demand: a recall activity

     Introduce Interference: Who lives here? What helps you make this inference?

Use the Nose!

     Writing: write a compare and contrast paragraph using comparative adjectives

     Speaking:

Listening

     Unconventional sounds, musical compositions, and speech

          Practice purpose, audience, listener, response and descriptions

Music: Evokes poetic and emotional responses

     Metaphor and simile

     Adjectives of mood and sentiment

     Musical vocabulary

     Reflection

     Imagination

     Many students knowledgeable about music!

Language Task: Try a free-write to music and see what students produce

Language Task: Describe a scene from a musical selection

Fingertips:

     Vocab building: Texture and material words

          Books provide the definition, but not the experience

     Language Task: Feel objects in a bag and find vocabulary word

     Language Task: Describe what you feel; direct partner to objects

Get every "body" involved!

     Language Task: students act out words and concepts

          abstract words (ex. allocate)

          idioms (ex. rain on someone's parade)

          phrasal verbs

          transition words (nevertheless)

          helps solidify nuanced concepts

     *kinesthetic learning, total physical response

OTHER IDEAS:

     buy recordings of random sounds - choose certain kinds of sounds and put them together… students have to write a play or story about it

     play a sound - some computer programs have bank of sounds - describe "what is happening right now"

     public service announcements - Canadian government… for writing and speaking 

SETESOL 2012 Session Notes - "Integrating Cultural Exploration"

FRIDAY
1:45pm - 2:30pm

Integrating Cultural Exploration into Academic IEP Curricula - Lynn Bergschneider, INTERLINK Language Center at UNCG

http://uncg.interlinkesl.com

WHY?

     Why "teach" culture?

          What is there to gain if you do (or lost if you don't)?

                   -language and culture are intertwined

                    -people use language through a cultural lens 

                    -many international students come to the U.S. to learn new culture

                    -culture creates language - words used to map reality

BENEFITS

     Interest/Reason to Write

          -students want people to understand who they are, where they come from… 

     Adaptation to US/College culture

          -students will be in university interacting with people from the U.S. culture

     Diffusion of tension in class

          -cultural misunderstandings can happen in class (Chinese, Saudi)

               -classroom styles, expectations different

     Academic skills

          -some students resist because they believe studying culture is not "real studying"

HOW?

     How do you "teach" culture in your context?

          Is it a separate lesson or incorporated into the curriculum across classes and levels?

          What resources can be used?

Academic Reading and Essay Writing Level 3

     Focus: Personal to Abstract/Academic

     Article: "5 Myths about Studying in the U.S." 

          http://www.transworldeducation.com/articles/nusameric.htm 

               Reading

                    Discuss surprising upon arriving

                    Find reasons/explanation in the article

                    Identify hook, thesis, main support

               Writing

                    Use as a model essay

          HW: "What do you know about my country?" (ask 5-10 people)

               Share with classmates/discuss explanation of true situation

     Benefits: Real reason for writing, Requires critical thinking, Essay writing skills

(Another idea: compare/contrast essay - students should interview parents to find out what their lives where like at their age)

Academic Reading and Writing Level 4

     Focus: Abstract-research essays

     Article: Robert Kohls: Values Americans Live By          http://www.claremontmckenna.edu/pages/faculty/alee/extra/American_values.html

          Students had to read article, take notes, then asking Americans if they agreed or disagreed… 

               Reading

                    HW: Jigsaw/survey Americans

                    In-class sharing/discussion

                    Find journal article for own culture/summary

               Writing

                    Use journal article support for essay comparing key differences in cultural values

                    Peer read for clarity/effective support

      Benefits: Deeper understanding of US/own culture, academic journal reading practice, research essay skills

BENEFITS: (In students' own words)

     Creates Interest

          "students want to learn more about the world, not just study in their field"

     Adaptation to US/College Culture

          "there are things people can't do in America"

     Reduces/Avoids Tension

          "when I could express my feelings, I felt better"

          "essay gave me a wider notion about culture in the world and the way people live in peace by respecting and accepting each other"

     Academic Skills Development

           "research and careful analysis needed to explain something"

            "what info should be used? how much info is enough? should you believe everything you read?"

Writing Across Borders: Oregon State University

     (YouTube: posted in multiple sections)

          Benefits: Validates Ss own culture, Builds awareness of other styles of writing

OTHER IDEAS:

     Conversational Ballgames

          (Source: Nancy Masterson Sakamoto)

          community.wvu.edu/~xj002/Conversational%20Ballgames.doc

               tennis players vs. bowlers  

                    Reading/Writing

                    Discussion role plays

     Rituals of Nacirema

          (Source: https://www.msu.edu/~jdowell/miner.html?pagewanted=al

                    University 100 level reading

                    Creative Writing - Explore outsider's view of culture

     University Department Collaborations

          Nursing Department - nurses often work with diverse populations

               international students speak on a panel to answer questions

               work in small groups as informants

          Anthropology

               American students use international students to practice interviewing techniques

          Freshman Seminars

               Each professor chooses a theme (e.g. music - share music, give examples, explain history, etc.)

Book - 

     Cultures in Contrast (Michigan)

     American Culture 

SETESOL 2012 Session Notes - "Successful Saudis"

THURSDAY

3:45-4:30

Reflecting on the Characteristics of Successful Saudis in the Academic Classroom, Elise Brittain & Beth Thomas, International English Institute

• How does your current practice interface with students from Saudi Arabia?
• an ESL program has the authority to place a cap on students from one country in order to diversify program - this institute did that…
• What are the unique characteristics of a successful Saudi learner?
• Surveys sent out surveys to the Saudi students who studied there in the past 5 years (alumni)
• Methodology
• Determine categories to describe a successful Saudi learner
• Create survey items to represent attributes in each of the categories (statement format)
• Divide participants into 3 groups "successful" "unsuccessful" "median"
• Interpret results be comparing respondent survey data representing "successful" and "unsuccessful"
• What attributes do successful Saudis exhibit?
• take personal responsibility for own learning
• students who branch out
• females tend to be more  successful
• acculturation
• graduate-program bound students
• Research
• A successful Saudi
• critical thinking… problem solving… analysis… synthesize information… learn how to learn"
• teacher is facilitator 
• desire to succeed
• think outside of the box
• "international vision"
• does not find threats to Muslim identity in teaching materials
• Survey
• Critical Thinking Skills
• Response to Target Culture
• Students' Self Perception
• Teacher & Student Relationship
• The Role of Shame 
• Interpretation
• Unsuccessful Saudi learners perceive themselves as successful… 
• Language Instructors need to focus on
• exposing where a student's strategy is not creating successful learning outcomes
• building a student's awareness of missing the mark
• encouraging acceptance of new strategies
• on an individual level, help the student recognize his/her own applications of strategies or lack thereof
• Go beyond attributing to exhibiting.
• (My personal question:  Is there something shameful in admitting your weaknesses? Denial?)
• Survey Limitations
• online medium 
• reading level
• small sample size
• statement format - student idealizes self
• Survey Expansion
• establish a larger sample size
• explore level specific promotional data
• pursue practical applications for admins, instructors, learners 

SETESOL 2012 Session Notes - "Understanding Arabic"

THURSDAY

2:45-3:30pm

Understanding Arabic: Insights to Improve Your ESL Instruction to Arabic Speakers, Ned Darlington

• spent 10 years living in North Africa and Middle East
• there is a distinction between spoken and written Arabic
• What does it mean to be Arab?
• 19 different nations, 358 million people in the Arab world - 2 continents, 5,000 miles
• constitutional monarchies (Jordan, Morocco), kingoms (KSA, Oman), republics (Lebanon, Tunisia)
• Semitic people
• Semitic languages (Arabic, Hebrew, Amharic, Aramaic, Maltese)
• just because someone speaks Arabic doesn't mean they are Arab
• there are multiple cultural identities (Egyptians, Lebanese, Berbers, Kurds, Somalis)
• religiously diverse (Muslims, Christians, Druze)
• Arabs identify themselves in several different ways, but above all, linguistically
• "The beauty of man lies in the eloquence of his tongue." Arab Proverb
• understanding the structure of Arabic can help with ESL instruction
• contrastive analysis is an effective teaching tool
• Arabic is classified into three categories
• Classical Arabic (written in Koran) "purest" Arabic
• Modern Standard Arabic "the lingua franca" - nobody's mother tongue… it is a simpler written Arabic used across the Arab word in print, media, education
• Colloquial or Dialectal "the mother tongue" - varies from country to country… maybe 30 different types! generally unwritten, but widely used for TV programs
• Three tiered system of language can cause confusion for Arabic speakers when learning reading, writing, listening and speaking skills
• Does having differences in spoken and written Arabic pose unique problems in teaching ESL?
• Would errors be different in speaking and writing?
• Structure Comparison (see image of slide)
• 4 problems caused by structure differences
• 1. poor penmanship
• 2. slower recognition and processing of letters (esp. vowels)
• 3. Difficulty with reading comprehension
• 4. Difficulty with reading strategies (skimming, scanning, etc.)
• Verbs
• There is no "TO BE" 
• There is no auxiliary "TO DO" - ex. question words, final rising intonation
• There is no "TO HAVE" - phrases with prepositions (with/ma, for/li, or in/bi) and the verb "to posses" are used rather than "to have"
• ex. "Abdul has books." --> "with Abdul many books."
• creates challenges for teaching questions and negations
• Articles
• There are no indefinite articles (determiners a and an) in Arabic, but the presence of vowel diacritics ("little squiggly marks") at the end of a noun
• The definite article in Arabic is attached to front of the noun "the house"
• The possessive form is a genitive construction (known as "idafa") in Arabic
• House of the man = house theman
• Relative pronouns
• there is no relative pronoun but a particle with a definite article (translated literally = the shoe, the which, the that)
• Another common error is the repetition of the object
• Arabic present tense - subject and pronoun suffix are attached and written as one word  "taktubuhu" = "shewriteshim"
• "That the man who shewriteshim." = That is the man who she writes.
• Pronunciation Challenges
• Vowels
• Arabic has 6 vowels and 2 diphthongs
• short vowel often omitted and when written are diacritical marks
• boot/boat/bought --> persistent problem
• Consonants
• Voiced consonants /v/ and /g/ do not exist in Arabic but are reproducible by working on the Arabic unvoiced /f/ and /k/
• (can vary by dialect)
• no /th/ unvoiced and /th/ voiced turn into /t/ and /d/
• there is no /p/
• Spelling
• Due to the diacritic representation of vowels in Arabic, the spelling of vowels in English can be confusing
• Spelling/Vocabulary
• English/Arabic dictionaries are very different
• To look up a word in an Arabic dictionary you must know its three and four consonant root
• ex. imagine looking for the word "understand" using the 3 consonant root NDS
• SUBJECT = MOLDUA (?)

SETESOL 2012 Session Notes - "Cultural Immersion Program"

THURSDAY 10-10:45am

Cultural Immersion Program: University Undergraduate Student Involvement in IEPs, Nate Bloemke, University of Florida

• degree seeking university students who are native English speakers or have native-like proficiency
• IEP students interact with Americans?
• teachers, roommates, other university students
• How can IEPs improve the quality of interactions with university students outside of the classroom?
• Cultural Immersion Program
• 1. Administration
• 2. UG student roles
• conversation partners
• language assistant position (paid!)
• L/S class
• activities
• training
• compensation
• 3. History and future of CIP
• 4. Benefits of UG student involvement
• 5.  How to get started
• Program Admin
• CIP Coordinator (M-T, Sat)
• CIP Assistant Volunteer Program
• etc.
• Conversation Partners
• L1 English students
• 1 hour per week
• IEP students paired first, then other internationals
• optional language exchange
• invited to weekday activities
• 300 students involved in CP program
• difficult to monitor interactions
• Language Assistance (L.A.s)
• UG students or recent grads
• 35-55 LAs per semester
• Part of L./S class
• attend extracurricular activities
• build friendships with students (more of a peer relationship)
• L/S class divided in two halves
• Teacher focuses on academic objectives
• seen as authority figure
• LAs review objectives in fun, informal activities; focusing on conversation skills
• assumes peer leader role; defers disciplinary actions to teacher
• avoid academic vocab like "teach" or "teaching assistant"
• led by two LA partners working together
• 10-15 L/S students
• utilizing outdoor areas around campus - NOT in classroom!
• attendance only, no grading
• class activities in small groups, student centered
• required activity topics in Week 1
• Conversation Partners
• Needs Analysis
• Alcohol Discussion
• Sexual Harassment
• Speaking English Discussion
• Culture Shock
• *Strict English-only policy… students must be in an English immersion environment
• LA Class Activities
• Scavenger Hunts - Speaking with UF students around campus
• Vocab Gmes - idioms, slang, phrasal verbs
• Roleplay - ordering at a restaurant, getting a haircut, going to the airport
• Pronunciation - minimal pairs bingo
• Discussion - who is American? stereotypes
• Music - American song information gap activities
• LA Class Structure
• 50 minutes
• 5 minute warm-up
• 2-5 minutes: announcements
• 5-10 minutes: objectives and directions
• 20-40 - small group activities
• 5 minutes - wrap up with review of objectives, feedback from students
• CIP
• 20+ hours of extracurricular activities per week
• English only policy at activities
• no alcohol
• LAs provide consistent interaction in English during activities
• Weekday activities
• each activity is sponsored by one LA
• LAs compensated for their participation
• LAs attending activity sign in and out with sponsor
• LAs help students practice their English by conversations, games, etc.
• Weekday Activity Schedule
• Monday - Game Night
• Tuesday - Field Night
• Wednesday - Coffee Talk
• Thursday - Volleyball
• Friday - Gator Nights and Volleyball
• Most activities scheduled from 7-10pm (Friday, 6-9)
• Weekend Events
• Carpooling: Ginnie Springs, Medieval Faire, Paintball, Payne's Prairie
• Bus Trips: Daytona Beach, Disney, Busch Gardens (1-2x per semester)
• Local Events: Welcome Picnic, Thanksgiving Dinner, Homecoming Parade
• Volunteering
• 2 volunteer days per semester
• LAs carpool and participate with students
• LA Training
• 2 days of training before class
• 20-30 minutes of training during LA meetings
• 2 observations per semester with 15-30 minute feedback sessions
• professional development week
• weekly logs
• Compensation
• 9 LA minimum hours per week
• 4 hours class leadership
• 4 hours planning (3 with LA partner, 1 hour with LA partner and teacher)
• 1 hour LA meeting each week
• Additional hours earned from activities
• Weekday activities (6:1 student to LA ratio required)
• Weekend events (4:1 student to LA ratio required)
• LAs reimbursed for weekend event costs including mileage and admission
• CIP started at UF in the 1980's - it has evolved over time
• Future of CIP
• Adjustment to recent IEP growth
• Expanding weekday activity schedule
• CPP Socials
• formation of clubs within IEP led by LAs and teachers
• Talent Show revival
• LA Committees for activity and training development
• Benefits of UG Student Involvement
• English learners 
• build stronger relationships with American peers
• build friendships and sense of community within IEP
• feel more connected to university student body
• able to gain confidence speaking English
• UG students
• learn about cultures and languages
• get first step in ESL career
• gain work experience for teaching abroad
• Starting Point
• Conversation Partners
• International Club
• Discussion Tables
• Informal Language Classes
• Recruiting College Students
• Advertise in major news bulletins (linguistics, education, study abroad)
• CPP
• reach out to profs/student group in diverse fields of study
• word of mouth
• LAs paid $8.10 per hour 

SETESOL 2012 Session Notes - "Active Learning"

THURSDAY 9-9:45am

Active Learning: Strategies for Engaging Undergraduate Students (David Silva)

• oversees QEP at UTA
• Think about yourself in the role of "teacher"
• What is your primary strength?
• What is your "weak spot"?
• You must show your students that you care about them - engage with students in ways that are professional, but that makes them walk out the door believing you care about them
• Are you a teacher who is talented in every way, but shows indifference to students?
• Imagine your students
• What is their most positive attribute?
• What about the difficult characteristics?
• What makes for a great teacher?
• engaging, love, passion, knowledge, patience, competence, reflective
• 4 C's - competent, creative, collaborative, caring (Sally Phillips)
• Who was that one fabulous teacher? Deborah Hepburn…. 
• Promise to model your teaching on that person
• Reach out to that person and tell them that they were the best teacher you ever had
• Teaching is a SKILL (like sports, music, artistic talent)
• talent + knowledge + practice + commitment
• "Teachers don't work for income, we work for outcome."
• What is active learning?  (WDWS - what does wikipedia say?)
• shift the responsibility of learning to learners!!
• it's not about your teaching, it's about their learning
• place the student at the center of the process
• make the student a partner in discovery, not a passive receiver of information
• encourage students to communicate with others (teachers, peers, and beyond the classroom)
• What is the traditional model for T & L? teacher-centered classroom
• participants - teacher and Ss
• teacher possesses knowledge
• T's role is to transfer knowledge
• Ss role is to receive knowledge
• knowledge is a commodity that is transmitted
• students are empty baskets waiting to be filled with knowledge
• Active Learning Model?
• participants - teacher and Ss
• teacher AND students possess knowledge
• teacher must elicit knowledge and integrate it into teaching and make it relevant
• "I'm a physics major - I don't need to know anything about English composition. Oh really? Do you have elves that write your reports?" 
• teacher's role is to help students construct knowledge; provide frequent and meaningful feedback
• student's role is to discover knowledge and interact
• knowledge is constructed - the students have to build it [scaffolding!]
• Higher Order Thinking - Bloom's Taxonomy 
• we want students to be at the top 4 levels - evaluation, synthesis, analysis, application
• top companies want… 
• problem solving and giving solutions
• collaboration
• communicative skills
• Active Learning Activities
• A variety of teaching and learning experiences, both formal and informal
• class discussions
• team-based learning - create subsets in class
• can be competitive or cooperative
• penalty-free questioning
• opportunities for reflection
• ungraded tasks
• undergrad research
• community-based learning experience (service learning)
• there must be a reflection component
• The basic premise - the "oops" principle… students must be able to make mistakes, so that teacher can have the opportunity to provide corrective feedback
• *mandate correction* - students can earn half credit back… give students chance to correct work
• In-class activities
• Wait
• you must be able to stand the sound of silence
• Listen, Write, and Read
• Ask students question, ask them to write down the answer
• give them a chance, then ask the students what they wrote
• this technique helps to deal with the "Class hijacker" - puts you in control so you can decide who will have the opportunity to speak and share ideas
• "Muddiest Point" Cards
• as students are walking in, hand them index cards - at the end of class, ask students to write down (no names) the "muddiest point" from the lecture… 
• also, a great way to set up exam review sessions 
• do this every couple of week
• One Minute Paper
• they get 60 seconds to write down the answer to a question
• these are non-graded activities… it's like "taking the Ss temperatures"
• Don't assume they'll "get it"
• model and explain - explicitly discuss learning… develop metacognition
• use the "flipped classroom" model (lectures online, in class students solve problems in small groups)
• A BOLD IDEA
• don't transfer content during class time
• delegate "knowledge tasks" to students - they must acquire facts outside of class
• create activities that are designed to leave out students who come to class unprepared
• students will start thinking in new ways
• Feedback is critical
• must be timely, contextualized, corrective, constructive
• Two Types of Assessment - Summative/Formative
• For more ideas… talk to each other, start informal support groups, self-educate, learn in community (conference, workshops, "Engaging Students Conference")
• activelearning.uta.edu
• "Dare not to teach the way you were taught."