Martin Springborg contributes to WVU Teaching & Learning Series
Martin Springborg serves as director of teaching and learning at Inver Hills Community College and Dakota County Technical College. Martin recently collaborated with Susan Hrach, professor of English at Columbus University in Georgia, to author “Noticing as the First Step”, a podcast contribution to Pedagogies of Care.
Published by West Virginia University Press, Pedagogies of Care is a collection of open resources for student-centered and adaptive strategies in the new higher-ed landscape.
“‘Noticing as the First Step’ is a podcast-style recording of a discussion about object-based learning—a vital component to learning in many disciplines, and adaptable for use in any discipline,” Martin said. “Now more than ever, object-based learning helps faculty and students step away from their computers and engage with their surroundings.”
How to Infuse Your Course with Sensory Experiences
With Susan Hrach (author of Minding Bodies: how physical space, sensation and movement affect learning, forthcoming from WVU Press) and Martin Springborg (co-author of Meaningful Grading: A Guide for Faculty in the Arts, WVU Press, 2018)
Noticing as the First Step on SoundCloud
Below is the official press release from West Virginia University Press:
From the authors in the Teaching & Learning in Higher Education book series from West Virginia University Press
Victoria (Tori) Mondelli
Sixteen Leading Educators from the Teaching & Learning series at West Virginia University Press Lead Conversation on Pedagogies of Care
(COLUMBIA, Missouri, JUNE 17, 2020) Sixteen leading college and university educators have produced a collection of open-source resources, which focus on the notion of care, to share expert insights for faculty amid emergency remote instruction. The materials are based on pedagogy from their recent books, all of which have been—or will soon be—published, in West Virginia University Press’ Teaching and Learning in Higher Education series, edited by James M. Lang. All authors have substantial experience both teaching and advising others about teaching during the pandemic—and beyond.
The resources in this collection span a range of topics from connecting with students in Zoom to infusing play into your curriculum. They take a variety of forms, including videos, audio files, infographics, and articles, and none require more than 25 minutes to watch, listen to or read.
While some of the materials are focused on the sudden transition to online instruction, others are more foundational and will be useful to educators beyond this particular moment. They all provide basic principles along with very concrete examples of practices— specific techniques that every college and university instructor can adopt immediately. And they all put the wellbeing of students—and their instructors—at the center of the pedagogy.
Martin Springborg • Q & A
How does your podcast, “Noticing as the First Step,” help educators teach more effectively in an online learning environment?
“Noticing as the First Step” is about object-based learning. This is not a new teaching methodology, but it is especially important to consider in this time of relative isolation. It presents an opportunity for students and faculty to venture away from their computers, if only for a short time, to engage with their surroundings.
What is object-based learning?
Object-based learning engages students with objects, or primary sources—such as museum pieces, photographs, original texts, rocks (think geology), etc.—in the learning process. Simply put, students observe, touch, listen to, and reflect on these objects while completing assignments.
What did you learn from creating your Pedagogies of Care podcast?
I learned a lot about the production of podcasts! I’m looking forward to using more podcasts in faculty/educational development programs our Center for Teaching and Learning is planning for the coming academic year.
More about Martin Springborg…
Martin Springborg has been a faculty member in the Minnesota State system since 2002. Martin started his teaching career at Inver Hills Community College. He has worked in the field of faculty development since 2007, serving as a program director at the Minnesota State Center for Teaching and Learning, as a conference chair and board member with the Professional and Organizational Development (POD) Network in Higher Education, and as an educational development consultant at colleges and universities across the country.
Martin’s interests include techniques for the assessment of student learning, teaching and learning with technology, and student engagement in both traditional and online classrooms. His writing and photographs relative to teaching and learning in higher education have appeared in Thought & Action (2013) and To Improve the Academy (2012 and 2016). Stemming from his work in faculty development, Martin co-authored the book, Meaningful Grading: A Guide for Faculty in the Arts (West Virginia University Press, 2018).
Martin’s program and service areas:
- Teaching consultation
- Instructional design
- D2L Brightspace training
- Faculty Success Stories
- Communities of Interest
- Mentoring Groups
143. Pedagogies of Care: Creativity¹
Martin was recently a guest on another podcast, where he was interviewed about the book he co-authored, Meaningful Grading: A Guide for Faculty in the Arts.
Is creativity something you value in the work that students produce? In this episode, Natasha Haugnes and Martin Springborg join us to discuss ways to spark, motivate, and support creativity.
Natasha has served in faculty and curriculum development at the Academy of Art University and as an adjunct professor at the California College of the Arts. Martin is the Director of Teaching and Learning at Inver Hills Community College and Dakota County Technical College, Natasha and Martin both contributed to the Pedagogies of Care project and are two co-authors (with Hoag Holmgren) of Meaningful Grading: A Guide for Faculty in the Arts.
A transcript of this episode and show notes may be found at Tea for Teaching.