Join CTAL and instructors from across UD for guided conversations about how to make your current teaching situation more intentional, connected, and meaningful. Sessions will focus on the current experiences of your teaching colleagues and attendees will have ample time for discussion and collaboration. CTAL’s Friday Roundtables will continue to be in a virtual format for Fall 2021 and will be conducted in Zoom. All who teach at UD are welcome to attend.
- To promote community and collaboration (through online chat, breakout sessions, and real-time discussion)
- To explicitly explore good teaching and assessment practices used with online courses
- To promote effective online teaching and learning strategies through modeling and reflection on action (or in action)
Fall 2021 Virtual Friday Roundtables
September 10, 2021 - Making assessment practical: What are students in your program learning?
Through assignments, activities, engagement, and observation, you know what students in your courses are (or are not) learning. But what do you know about what students in your program are learning in other courses and in the program as a whole? Learn practical tips for engaging in meaningful discussion with your colleagues to synthesize what each of you know about students in your program to get a clearer picture of learning throughout a degree program.
Facilitator: Kevin Guidry
October 1 - Creating an Intersection Between Coursework and Lifework for Students
“Why do I need to know this?” is a question students often ask – maybe not directly, but certainly in their own minds throughout a semester. It can be challenging for students to see how the courses they are taking now are going to help them succeed in not only their career but in their lives. As content experts, you are uniquely able to help students connect the dots between coursework and lifework. Rachel Coppola, Senior Associate Director, UD Career Center will facilitate this roundtable and share some easy to implement options for integrating career/professional development content into your course.
November 5 - Small teaching for large classes: Lessons learned from three semesters of teaching foundational courses online
Members of a professional learning community (PLC) focused on effective teaching strategies in high-enrollment foundational courses will share lessons learned and future plans for teaching high-enrollment foundational courses in the post-pandemic classroom. Roundtable participants will (a) identify a course innovation or effective classroom practice from the PLC’s shared collection of teaching strategies that they might apply to their course, (b) reflect on the impact this innovation may have on their students’ learning and sense of belonging, and (c) interact with new colleagues outside their department/unit and develop a network of collaborators.
Facilitator: Jay Lunden
Co-presenters: Lauren Genova, Haritha Malladi
Past Virtual Roundtables – (asterisked titles have recorded clips)
April 16, 2021 - Teaching Tea Time
An opportunity for conversation with your colleagues to share insights from this past semester teaching online. This conversation will be facilitated by CTAL staff.
February 26, 2021 - Documenting Your Teaching for Promotion & Tenure
Faculty from across the University will share their insights and experiences from the promotion and tenure process and discuss the elements of a successful teaching portfolio. Each panelist has recently received a promotion or been elevated to tenure. Participants will learn how to craft a narrative about their teaching to accompany their student evaluations of teaching and consider what teaching effectiveness means in the context of their courses and their disciplines.
Panel Chair: Jules Bruck, P&T Committee Member
- Matthew Oliver, professor with tenure, School of Marine Science and Policy
- Jill Flynn, professor without tenure, English
- Michael Mackenzie, associate professor with tenure, Behavioral Health and Nutrition
- Jennifer Saylor, associate professor with tenure, School of Nursing
- D. Chanele Moore, associate professor without tenure, Associate in Arts Program
February 12, 2021 - Beyond the Essay: Disciplinary-appropriate Writing in Second Writing Course
If you’re teaching a second-writing course (or a course with lots of writing assignments) and you are growing weary of reading stacks of expository essays, join us (CTAL and the Writing Center) to explore different modes and formats of writing assignments. Writing assignments are great ways to engage your students in authentic assessment, a form of checking for student learning that uses real-world contexts. Authentic writing assignments help students find their voices, engage deeply with course content and, generally speaking, are more difficult to plagiarize. This interactive session will give participants a chance to talk with colleagues, draft some assignment ideas, and imagine new possibilities for writing assignments in your courses.
November 6, 2020 - Election Effects- Teaching and Talking about the Current Moment With Your Students
October 9, 2020 - What Have They Learned?: Assessing program educational goals
Students’ courses and educational experiences are intended to be more than a series of individual events. They should help students attain a cohesive set of skills, abilities, and knowledge unique to their specific academic program(s). How do we know if that is occurring? CTAL’s Associate Director of Assessment, Kevin Guidry, will facilitate a series of brief presentations from faculty across campus in many kinds of degree programs who have different ways of assessing student learning in their programs.
September 11, 2020: Pandemics and Politics: Teaching with and about current events
The numerous upheavals to daily life that we and our students have encountered in the last several months, have created challenges and opportunities in our teaching. For some courses, it is impossible not to engage with current issues of social justice, health inequities, global and national politics, and economic hardship. But for others, choosing when and how (and if!) to incorporate current events into a course’s syllabus or learning activities can present an ethical dilemma.. In this roundtable, faculty from a variety of disciplines will present how they chose to address these issues, or why they chose not to. They’ll also share examples of assignments, discussion prompts, or other student engagement techniques that they felt successfully helped students to learn with, through, or in spite of our current historical challenges.
Panelists include: Lindsay Hoffman (Communication), Brooke Stanley (English), and Stefanie DeVito (ISLL).
April 10, 2020: Establishing and maintaining an authentic instructor presence online*
Online tools – discussion boards, video conferencing, websites, etc. – provide many opportunities for faculty to teach online in ways that demonstrate and honor their disciplinary and personal identities. They also provide many opportunities for faculty to connect with students. In this roundtable, three UD were invited to present empirical data about ways to increase instructor presence in online courses as well as examples of how UD faculty are doing this right now. View clips of their talks below.
Katya Roelse – Instructor, Fashion and Apparel Studies
Sharon Watson – Professor of Management, Lerner
Agnes Ly – Associate Professor, Psychology
April 24, 2020: Facilitating robust online discussions*
In courses that are taught online, discussion boards in Canvas and other similar tools are widely used to not only help students develop students’ communication skills but also provide opportunities for students to practice many other skills. In this roundtable, three UD faculty will demonstrate and discuss how they are using online discussions in their courses right now.
Faculty presenters: Stefanie DeVito (Biological Sciences), Brad Thompson (Associate in Arts Program), and Anu Sivaraman (Alfred Lerner College of Business)
May 8, 2020: Reflecting on this semester*
This semester’s unprecedented emergency move to online teaching has presented many challenges and opportunities for UD’s community of educators. Although this has been a unique situation, there is much we can learn from it. In this roundtable, UD faculty will provide some of their own reflections and help attendees reflect on and learn from their own experiences.