Events

CTAL and Faculty Common Partners Events

Summer 2018

May 30 thru 31 – Summer Institute for Teaching (formerly known as Summer Faculty Institute)
The Summer Institute on Teaching brings instructors from across the university together as part of a larger community of educators. Meet and mingle with your colleagues, and to learn about new instructional strategies with and from instructors across our campus. This year’s institute will be held at ISE Lab and includes breakfast and lunch on both days, as well as a reception at the end of the first day. Learn more and register here

June 5 thru 7 – Course Design Institute
This workshop will provide a personalized course design experience where you will be supported by Faculty Commons Partners staff and other workshop participants to create a new course or revise an existing one. The institute will be held on June 5th – 7th in Gore Hall room 208. Coffee and a light breakfast as well as lunch will be served on each day. You must have a specific course in mind when you attend this workshop. Seating will be limited and on a first-come-first-served basis.
Register here. Note: Colleagues who have participated in a previous CTAL course design workshop or institute are not eligible to attend (but course design alumni are of course welcome to contact us for consultations and one-on-one assistance!).

August 21 –  Faculty Commons Book Club: Lab Girl by Hope Jahren 
12:00-1:30, Faculty Commons (Pearson 116)
This memoir of a paleobiologist is the First-Year Seminar Common Reader for 2018-2019.  The discussion will be facilitated by colleagues in the First Year Seminar Office.
Register here.

Fall 2018

September 7 – First Friday Roundtable: Building Community, Even in Your Large Classroom
3:30-5:00, Gore Hall 208
Creating a feeling of community in your classroom, no matter how large, starts with small practices. In this session, participants will learn what educational research has to say about the influence of feelings of belonging on student learning and discuss how to support those feelings in their classrooms. Attendees will have an opportunity to practice and experience some simple tactics that create a supportive and welcoming environment for all learners
Register here.

September 18 –  Introduction to Team-Based Learning Workshop
12:30-1:30, Faculty Commons (Pearson 116)
Team-Based Learning is a unique and powerful form of small-group learning. This workshop, facilitated by Mark Serva, associate professor of MIS, will explore, through active demonstration, how a TBL class is structured to promote an engaging and meaningful class experience.
Register here.

September 25 –  Faculty Commons Book Club: Crucial Conversations Tools for Talking When Stakes Are High by Al Switzler, Joseph Grenny, and Ron McMillan
12:30-1:30, Faculty Commons (Pearson 116)
This book club will be facilitated by Susan Luchey, Associate Director of Student Centers for Student Leadership Development. Susan has successfully used this book many times with UD students in the Blue Hen Leadership Program.  She will use this book to help attendees understand ways that their students can have meaningful and productive discussions inside and outside of the classroom even when topics are difficult.
Register here.

October 5 – First Friday Roundtable: Making Group Work Work
3:30-5:00, Gore Hall 208
Engaging students in group work is not easy, but it is worth the effort!  Dr. Dawn Berk, Assistant Professor of Mathematics and Director of the Mathematical Sciences Learning Laboratory, will facilitate this interactive session, focusing on what research indicates about group work and strategies for ensuring that group work supports students’ learning.  Specific examples of the use of group work, and data on UD students’ perspectives about group work, will be shared.
Register here.

November 1 –  Faculty Commons Book Club: Deep Work: Rules for Focused Success in a Distracted World by Cal Newport
12:30-1:30, Faculty Commons (Pearson 116)
Dr. Stephanie Kerschbaum, Associate Professor of English and Coordinator of the UD Faculty Achievement Program, will lead this discussion about ways for faculty to manage their time across all of their many important responsibilities and expectations.
Register here.

November 2 – First Friday Roundtable: The Procrastinator’s Guide to Canvas
3:30-5:00, Gore Hall 208
It’s the 11th hour for Sakai users!  You are welcome to attend this session to migrate your courses off of Sakai (closing Dec 21, 2018) and onto Canvas.  Colleagues from Academic Technology Services will present options for moving course content to the new system as well as share processes for making your own personal archive of student data from past courses.
Note: This session is specifically for those Sakai users who have not yet migrated to Canvas.  If you have all of your courses in Canvas, then this session doesn’t apply to you.
Register here.

Winter 2019

January 9-11 – Re-engineering Large Introductory Courses (ReLIC)
This 3-day course design institute focuses on the design or redesign of large courses (greater than 60 students).  Space is limited. Apply for ReLIC .

January 14 – March 4 – Winter 2019 DLEO (7-week winter course)
The goal of Delivering Learning Experiences Online (DLEO) is to assist faculty who are transitioning to online teaching.  This course is an opportunity to fully participate as a student in an online course while learning about best practices in teaching online and developing your own online course plans.  The course is suitable for those teaching in all online environments (face-to-face with online components, fully online, and all combinations in between). For more information and to register for this course, visit the DLEO website.

January 31 – Winter Institute on Learning
How do you make students’ learning visible in your courses? Learn with and from your colleagues? Learn with and from your colleagues about designing and grading engaging, effective assignments as part of this collaborative one-day event.
Registration information coming soon.

 

Past Events

 

Spring 2018

Feb 9 – First Friday Roundtable: “How Do I Document My Teaching For Promotion?”
3:30-5:00, Gore Hall 208
Ways to document your teaching will be discussed with a panel featuring: Barry Joyce, Olga Gorbachev,Deb Jaisi, Chrystalla Mouza (tentatively), Matt Kinservik

Feb 12 – Graduate Teaching and Learning Conversations:  Positioning – Between Student and Faculty
12:15-1:15, Faculty Commons (Pearson 116)
This conversation will focus on the challenges and vulnerabilities that often face graduate students who inhabit the roles of student and teacher simultaneously. We’ll be joined by our colleague Adam Foley (OEI) to discuss issues of harassment and misconduct that can negatively affect your ability to instruct students or work with your faculty supervisor. We’ll discuss strategies to manage challenges from students about grades, and open the floor for other concerns.

March 2 – First Friday Roundtable: “How Do I Make Grading Less Painful?”
3:30-5:00, Gore Hall 208

March 12 – Graduate Teaching and Learning Conversations:  Teaching Skills Outside the Classroom
12:15-1:15, Faculty Commons (Pearson 116)
What are the skills you already have, and are developing, that you can use in other careers?

April 9 – Graduate Teaching and Learning Conversations:  Creating Work/Work/Life Balance
12:15-1:15, Faculty Commons (Pearson 116)
How do you balance teaching, research, and life?

April 13 – First Friday Roundtable: “Why Don’t They Like My Course?”
3:30-5:00, Gore Hall 208
Creating authentic learning experiences by using community engagement opportunities.

April 12 –  Faculty Commons Book Club: Unscrewed: Women, Sex, Power, and How to Stop Letting the System Screw Us All.
12:30-1:30, Faculty Commons (Pearson 116)
Discussion facilitated by Adam Foley, Associate Director of Diversity and Inclusion and Adjunct Faculty member in Women’s and Gender Studies.

April 26 – the University of Delaware Writing Center will be hosting Dr. Neal Lerner, Director of the Writing Program at Northeastern University and prominent scholar in the field of composition studies. Dr Lerner will offer a hands-on workshop for faculty from all disciplines, and an invited talk for the whole campus community.

Workshop for Faculty: Teaching for Meaningful Writing in all Disciplines
11:00am – 12:15pm, Faculty Commons (Pearson 116)
Based on the results of a multi-institutional study, the Meaningful Writing Project, this hands-on workshop will help faculty (re) design assignments to foster their students’ meaningful writing experiences in all disciplinary contexts. This workshop will be of interest to any faculty who include writing-to-learn or writing-in-the-disciplines assignments in their courses. Participants should bring course materials, like a syllabus or writing assignment sheets, that they would like to rethink through the lens of this research.

Lecture: the Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education
3:30pm – 4:30pm, Memorial Hall 108
Faculty, administrators, staff and students are all invited to attend. The Meaningful Writing Project is a multi-year, multi-instructional study of what college seniors report to be their most meaningful writing projects as undergraduates.  In this talk, Dr. Lerner will present findings from this research and discuss their implications for curriculum, pedagogy, and assignment design across the disciplines.

May 4 – First Friday Roundtable:  “How Can Self-care Help Me Become a Mindful Instructor?”
3:30-5:00, Gore Hall 208
Led by Michael J. Mackenzie, Assistant Professor in Behavioral Health, Program Director of the Graduate Certificate in Health Coaching and Director of the Mind Body Behavior Laboratory.

May 22-24 – PBL Classic: Introduction to Problem-Based Learning
PBL Classic introduces participants to inquiry-based approaches centered around problem-based learning. We demonstrate strategies, practice skills, and identify resources to transform classrooms from lecture-based, teacher-centered spaces into student-centered, inquiry-based environments. Visit the CIRTL2018 web site for more info and registration.
Offered in conjunction with the Center for Integration of Research, Teaching and Learning (CIRTL)

 

Winter 2018

Jan 16, 17 and 18 – Transition to Canvas Course Support
9-4:30, Faculty Commons (Pearson Hall 116)
Visit T2C website for more information about the workshops being offered. Workshops are about 1-2 hours long and cover various topics. No registration needed, just drop in!

Jan 23 – New Faculty Orientation
9-4:30, Faculty Commons (Pearson Hall 116)

Jan 25 and 26 –  Syllabus Clinic
8:30-5:00, Faculty Commons (Pearson Hall 116)
Drop into the Faculty Commons anytime during the Syllabus Clinic hours and get one-on-one feedback on your syllabus. ATS staff will also be on hand to offer Canvas support for courses.

Fall 2017

September 8

First Friday Roundtable: “Why Don’t They Talk?”
3:30-5:00, Gore Hall 208|
Creating a classroom community. What does “participation” actually mean for you? Hosted by CTAL. Register here.

Teach Assess Learn Podcast Episode 7 from Center for Teaching and Assessment of Learning (CTAL) hosted by UD Capture.  Rose Muravchick and Kevin Guidry share the highlights of  September 8’s First Friday Roundtable 

 September 11

Graduate Teaching and Learning Conversations:  Managing Expectations
12:00-1:00, Faculty Commons (Pearson 116)
Topics to be discussed: Working with your advisor and your students; Clashes in teaching philosophies; Office hours and student contact.

September 13

Teaching Freshman Series (Session I)
12:00-1:30, Faculty Commons (Pearson 116)
Professor Mark Stanton, from the department of Psychological and Brain Sciences, will help participants learn how to orient students early on to their assessments through mastery of increasingly complex material.

September 27

Teaching Freshman Series (Session II)
12:00-1:30, Faculty Commons (Pearson 116)
Associate Professor Christine Peters Cucciarre, English, will focus upon getting students to think about their learning by reflecting and will assist faculty in providing students with feedback.

 October 6

First Friday Roundtable: “How Do I Help Undergraduate Students Be Successful at UD?
3:30-5:00, Gore Hall 208
How do you feel when advising undergraduates? Scared to death and totally unprepared? Afraid you would get everything completely wrong? Overwhelmed by the numerous UD policies and systems? All of the above? This interactive session will utilize case studies, role playing, as well as small and large group discussion to illustrate common advising issues and the ways in which they may be approached.

Teach Assess Learn Podcast Episode 8 from Center for Teaching and Assessment of Learning (CTAL) hosted by UD Capture. Rose Muravchick chats with Naomi Nashi, Director for the Blue Hen Success Collaborative,  about what UD is doing to promote student success.

October 9

Graduate Teaching and Learning Conversations: Issues of Authority
12:00-1:00, Faculty Commons (Pearson 116)
How do I get my students to take me seriously in the classroom? Imposter Syndrome.

October 11

Teaching Freshman Series (Session III)
12:00-1:30, Faculty Commons (Pearson 116)
The final session of this series will be facilitated by Nancy O’Laughlin and Sandy McVey of Academic Technology Services. They will focus on technology-based tools that faculty can utilize to help monitor their students learning, enhance participation, and create automated feedback.

November 3

First Friday Roundtable: “Why Don’t They Do The Reading?
3:30-5:00, Gore Hall 208
Creating accountability, transparent teaching tips, supporting good study habits, making use of unique campus resources.

Teach Assess Learn Podcast Episode 9 from Center for Teaching and Assessment of Learning (CTAL) hosted by UD Capture. CTAL’s Rose Muravchick and Kathy Pusecker share their key “takeaways” from today’s 1st Friday Roundtable led by Bill Lewis, associate professor of literacy education in the School of Education.

November 13

Graduate Teaching and Learning Conversations:  Dealing with Conflict
12:00-1:00, Faculty Commons (Pearson 116)
Haggling over grades, conflicts w/faculty over teaching responsibilities, toxic classroom environments, policies and empowerment.

 

Additional Teach, Assess, Learn Podcasts

Podcast: Creating a Classroom Community

 

Podcast:Presentations and Making the Most of Them for Your Class

 

Podcast: Sticky Learning

Using assessment techniques to help learning “stick”. Learning is scaffolded through activities such as the defining features matrix, debate and concept map.

 

Podcast: Grading Fairly and Effectively

Ensure that international students will do well on your tests by testing on content rather than cultural knowledge.NY Times article we mentioned. And here you can find the research on Culturally Responsive Assessment.

 

 

 

“Attending the workshop renewed my energy and enthusiasm for teaching — not that I had lost it! I love my students and it is a joy to walk into the classroom. Actually, I feel the way I did when I was teaching 26 years ago.” Mary Ruth

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