Motivating Your Students for "Deep Learning"
Wouldn't it be nice if all of our students went on to live highly creative and productive lives, using what they supposedly learned in college? Research on human learning suggests that it is possible but not without some changes in schooling. How can we foster deep learning that has a sustained and substantial influence on the way students will subsequently think, act, and feel? In this interactive session--based on a study of highly effective teachers and highly successful students--we will explore how that can begin to take place.
Listen to Ken Bain's keynote presentation [MP3] (UofL Login required)
About Ken Bain
President, Best Teachers Institute, Ken Bain spent much of his academic career at Vanderbilt, Northwestern, and New York University, before becoming provost and vice president for academic affairs, and professor of history and urban education (National Center for Urban Education), University of the District of Columbia, a post he left in July 2013. He is the founding director of four major teaching and learning centers: the Center for Teaching Excellence at New York University, the Searle Center for Teaching Excellence at Northwestern University, the Center for Teaching at Vanderbilt University, and the Research Academy for University Learning at Montclair University. In the 1970's and early 1980's he was professor of history at the University of Texas—Pan American, where he also served as director of that school's University Honors Program and as founding director of the History Teaching Center, a pioneering program sponsored by the National Endowment for the Humanities to promote greater collaboration between history teachers on the secondary level and university and college research historians. From 1984 to 1986, he served as director of the National History Teaching Center, which had a similar mission on the national level.
His historical scholarship centers on the history of U.S. foreign policy in the Middle East (principal works include The March to Zion: United States Policy and the Founding of Israel, 1980; 2000), but he has long taken an interest in teaching and learning issues and in recent years has contributed to the scholarship in that area. Internationally recognized for his insights into teaching and learning and for a fifteen-year study of what the best educators do, he has been invited in recent years to present workshops or lectures at over three hundred and fifty universities and events—in the United States, Canada, Mexico, South America, Europe, Asia, Africa, and Australia. His learning research has concentrated on a wide range of issues, including deep and sustained learning and the creation of natural critical learning environments.
His book What the Best College Teachers Do (Harvard University Press, 2004) won the 2004 Virginia and Warren Stone Prize for an outstanding book on education and society, and has been one of the top selling books on higher education. It has been translated into twelve languages and was the subject of an award-winning television documentary series in 2007. The book’s sequel, What the Best College Students Do, also from Harvard University Press, won the Virginia and Warren Stone Prize in 2012, and has become an international best seller. So far, it has been translated into two languages besides English (Korean and Spanish), but other editions are forthcoming.
Dr. Bain has won four major teaching awards, including a teacher of the year award, a faculty nomination for the Minnie Piper Foundation Award for outstanding college teacher in Texas in 1980 and 1981, and the Honors Professor of the Year Award in 1985 and 1986. A 1990 national publication named him one of the best teachers in the United States. He has received awards from the Harry S. Truman Library, Lyndon Baines Johnson Library, the Ford Foundation, the National Endowment for the Humanities, and the International Studies Association, among others. He is currently completing his third book on U.S. relations with the Middle East.
Ending on a High Note: Striving for Performance Excellence
Motivational processes are at the fore of music instruction as students must continually strive to reach specific performance and mastery goals. Goal-directed behaviors thus become central to their learning processes in distinct ways. What are some of the approaches that our School of Music colleagues use to motivate their students to achieve remarkable success, often in a limited amount of time? How can we apply or adapt these approaches to motivate student learning within our own disciplinary contexts? Join the School of Music’s Mike Tunnell and Kent Hatteberg, along with their brass and choral students, for this interactive plenary performance and discussion addressing these questions and more. Dr. Douglas Shadle, an instructor of music history, will moderate.
About Michael Tunnell
Michael Tunnell is a distinguished teaching professor of music and university scholar at UofL’s School of Music. Tunnell performs with Louisville Brass, and was Principal Trumpet and Principal Corno da Caccia with the Louisville Bach Society for 23 years. He is featured on the Mark Records CD Sonus Brass Captured and the Centaur CD Louisville Brass: Season to Dance as well as on seven solo recordings: Mixed Doubles, Melancholia, and Lumen, on the Coronet label, and Passages, The Morning Trumpet, à la Chasse, and Out of the Forest on the Centaur label. He can also be heard on the Sinfonia da Camera of Illinois recording of the Saint-Saens Septet and on numerous Louisville Orchestra First Edition recordings.
A founding member of the brass quintet Sonus Brass, Tunnell has toured the Far East and South America with this group and as a soloist. As a member of Sonus Brass, Tunnell has worked as a teacher and clinician with the Youth Orchestra System in Venezuela, and as a soloist with the Simon Bolivar Orquesta Sinfonica in Caracas. In 2001 Tunnell was a visiting professor at Catholic University in Santiago, Chile, and in 1999 Tunnell was a guest artist at the Lieksa Brass Week (Finland). Tunnell is a former member of the music faculties of the University of Southern Mississippi, SUNY-Potsdam College, and the University of Illinois.
Tunnell is a member of Kentucky Baroque Trumpets and President Lincoln’s Own Band and performed with this group portraying the U.S. Marine Band in the 2012 Steven Spielberg film, Lincoln. Tunnell is the 2008 Alumni Fellow of the University of Louisville School of Music. His teachers include Leon Rapier, Allan Cox, Arnold Jacobs, Adolph Herseth and Armando Ghitalla. His students hold positions in prominent colleges and orchestras, and they have enjoyed great success in numerous solo competitions both in the United States and in Europe.
About Kent Hatteberg
Kent E. Hatteberg is Director of Choral Activities at UofL, where he conducts the Collegiate Chorale, Cardinal Singers, and University Chorus, and teaches graduate and undergraduate conducting and literature courses. He received the Bachelor of Music degree in piano and voice summa cum laude from the University of Dubuque and the master’s and doctorate in choral conducting from The University of Iowa, where he studied conducting with Don V. Moses and conducted the renowned Old Gold Singers.
Dr. Hatteberg is active nationally and internationally as a guest conductor, clinician and adjudicator. He has conducted numerous All-States and Honor Choirs in the United States, and recently served on the International Jury at the Tolosa Choral Contest in Tolosa, Spain. He serves as Chorus Master for the Louisville Orchestra and has prepared choruses for performances with the Choral Arts Society, Kentucky Opera and the Louisville Orchestra. Dr. Hatteberg was named a University of Louisville Faculty Scholar in 2002. In 2004 he was named the Kentucky Music Educators Association College/University Teacher of the Year. His biography appears in the newly-published International Who’s Who in Choral Music. In 2008 he received the Robert K. Baar Award for Choral Excellence from the Kentucky Choral Directors Association. The University of Dubuque, his undergraduate institution, awarded him the Alumni Professional Achievement Award in 2008.
Through his work as overseer of the Margaret Comstock Choral Endowment Fund in the School of Music, Dr. Hatteberg has commissioned new music, hosted international choral ensembles in the Margaret Comstock Concert Series, recorded compact discs with the Cardinal Singers, and afforded students in the choral program the opportunity to attend and participate in choral events nationally and internationally.