These workshops are free and open to all members of the campus community seeking to improve their teaching. Veteran professors, new assistant professors, instructors and graduate teaching assistants are all invited to attend any or all of the workshops.
The Center for Teaching, Learning & Technology, which organizes and hosts the workshops, provides lunch and snack breaks and opportunities for you to connect with colleagues from across campus. Join us for stimulating and informative sessions.
August 2006 Workshops titles will be finalized later in the summer but all will involve current issues and challenges important to your teaching effectiveness and student learning. Full schedule and details will be posted later this summer.
If we invest time in learning to teach with technology, what could the payoffs be? What
are the pitfalls? Colleagues will share the benefits and barriers to using technology as
a teaching tool.
Facilitated by Guang Jin, Health Sciences
Does our teaching serve all students? What is your role in the academic achievement of college
students who are under-prepared, learning disabled or are learning English? What is our role
in the education of athletes, honors, non-traditional or non-majority students?
Facilitated by Caroline Mallory, Mennonite College of Nursing
This series of mini-workshops is designed to help think through the process of organizing your courses. Bring a rough draft of a syllabus to work on.
1:00–1:50 p.m.
Goal Setting
Who has input–accrediting bodies, colleges department, students? Benchmark goals.
2:00–2:50 p.m.
Instructing to the Goals
Design activities to help students meet the goals. Each activity should align with goals.
3:00–3:50 p.m.
Assessing goal-driven student learning
Assess student learning outcomes aligned with the original goals. Design assessment similar to the practice activities.
Create positive first impressions with a welcome, introduction and overview. Why is the
course a good investment of their time, energy, and tuition dollars?
Facilitated by Deb Lesser, Communication
‡metaphor complements of Maryellen Weimer
When we bring our student horses to water, can we make them drink? We tell them that water
is important and they should drink it. We hold their heads in the water trough. Most end
up drinking. Many never figure out why water is so important. A few drown. What if we salt
the oats with relevance so they get thirsty and gulp down that water! How could we whet
students' thirst/appetites?
Facilitated by Tim Fredstrom, Music
Reflection as professional development is a purposeful iterative intellectual process which
examines teaching actions in light of values, beliefs and assumptions underlying practice.
Through structured activities, we will reflect on what we put in our teaching philosophies
and portfolios and why, what scholarship of teaching and learning studies we do and why,
what feedback we give our colleagues and why, and what we consider meritorious teaching and
why.
Facilitated by John Bantham, Management and Quantitative Methods
If you need an accommodation, please contact Beth Welch
