2012 Winter Workshop Series
Teach your own Course: From the Basic to the Advanced
Fridays 10am - Noon, Starting Jan 20th
Place: 242 Asmundson Hall
(except Feb 10 will in 2342 Storer Hall)
(except Feb 10 will in 2342 Storer Hall)
Jan 20th - How to Make a Syllabus
Instructors: Jeff Anderson, Mara Evans, Henry Yeung
Description:
Are you a first-time instructor or TA? Are you an experienced TA that would like to re-think how you teach a class? Whether you are a TA, an Associate Instructor, or anticipating your first teaching job, a syllabus serves as a framework for your class. In this workshop we will outline the elements of a syllabus and discuss its purpose. You will leave with an outline of a personal syllabus. If you are entering the job market, a fully developed syllabus is an excellent indication of your teaching abilities. Our discussion will provide a foundation for the topics covered later in this six-part series, including how to assess critical thinking, how to link the humanities and STEM, how to grade effectively and efficiently, and classroom management.
Instructors: Erin Hendel, Dalia Magana, Henry Yeung
Description:
Do you want your students to think more critically? Do you want your exams to do measure more than memorization? Join our workshop to learn how to build assignments, quizzes and exams that assess student understanding of course content while improving their critical thinking. Learn to develop assessments that encourage creative, active learning and higher-order thinking--the kinds of skills that will transport student knowledge beyond the classroom. We’ll develop some guidelines for assessing critical thinking and work with examples of some of the best creative assessments.
Instructors: Jeff Anderson, Ann Chang, Erin Hendel
Description:
“This class taught me how to think.” Are you interested in getting feedback like this on your course evaluations? Interested in helping your students move beyond knowing course material to developing deep critical thinking skills? This workshop will introduce you to techniques you can use to help students assimilate information at a deeper level through problem-solving and problem-based learning. We’ll cover what problem-based learning is, how to use it, and provide examples of how problem-solving can be used in all types of classes–from the humanities to social sciences to STEM courses.
Instructors: Dalia Magana, Matthew Nesvet
Description:
Imagine! In one classroom, students are collected around a seminar table, reading, writing, and discussing. In a second classroom, students appear gathered around several object. In which fields are these two groups of students learning? In many instructors’ minds, students in the first classroom are reading, writing, and discussing in a humanities or humanistic social sciences course; the second classroom holds a STEM class. Come to this workshop to either learn to use teaching techniques that traditionally appear in STEM classrooms to teach reading, writing, and critical thinking in an arts, humanities, or social sciences course... or come to this workshop to learn how reading, writing, and open-ended, critical discussions can improve STEM teaching.
Instructors: Ann Chang, Heather Dwyer, Matt Nesvet
Description:
In most students’ and instructors’ minds, grades loom large. In this workshop, we will ask how grades influence learning. Come to this workshop to discuss practical techniques for grading and specific methods for evaluating written work. Learn tips on how to grade quickly, give useful feedback, and elicit critical thinking when you return assignments to students.
Instructors: Jamiella Brooks, Heather Dwyer, Mara Evans
Description:
In the classroom instructors must strike a balance between approachability and authority. Do we mentor, coddle or discipline our students? In this workshop we will discuss and share practical techniques for setting and communicating expectations. We will also analyze different ways of addressing challenging situations in classroom management. Participants will gain skills to shape their classroom dynamics, maximize student learning, and establish a positive and productive classroom environment.
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