Center for Teaching and Learning Spring 2016 Events
Jing a Jing Jing
For many of us, the proverb is right—a picture is really worth a thousand words. Jing, a free app, allows users to make a short video, store it in the cloud and share the link. There are dozens of ways to use Jing videos. Comment on a student paper. Make an email clearer. Respond to frequent questions with a Powerpoint slide plus video. Direct students to the relevant part of a web site with a screen shot and a few words. Participants in the workshop will learn to create a video using Jing, as well as explore many ways to use short videos in teaching. Please bring a laptop if convenient. One participant at each session will win a microphone for their computer. Tuesday Jan 26, 4:30 to 5:30, and Wednesday Jan 27, 4:30 to 5:30 (wine and cheese), Admin 212, Rachel Walker, Psychology department.
Getting Student Writing Off to a Good Start
An enormous amount of the work associated with writing takes place before the writer ever picks up a legal pad or touches a keyboard. When that preliminary thinking and planning is neglected, the resulting writing is often undeveloped or disorganized. Participants will learn techniques to help students generate good ideas and plan how they will approach a writing task. The first 10 participants to sign up for each session will receive a $100 stipend. Only fulltime faculty members who teach at least one undergraduate course are eligible for a stipend. Monday, Feb. 1, 12:00 to 1:00 (lunch) and Wednesday Feb. 3, 8:00 to 9:00 (breakfast), Admin 212, Amanda Johnston, Director, Writing and Learning Center.
Student Reading: Can’t They? Don’t They? Won’t They?
Many of us have asked ourselves these questions after making a reading assignment. Reading research points out that how we interact with students before, during, and after a reading assignment can bolster their comprehension; however, many instructors help students grapple with a text only after the reading has supposedly been completed. Participants in this workshop will learn simple and practical ways to shift some of their instruction to the earlier phases of the reading process. The first five participants to register for each session will receive a copy of John Bean’s Engaging Ideas. Wednesday, Feb 17, 12:00 to 1:00 (lunch) and Thursday, Feb 18, 8:00 to 9:00 (breakfast), Admin 212, Ann David, Dreeben School of Education.
Backchannel Communication: Maybe the Rest of the Class Will Talk
In many college classes a handful of students do most of the talking, so tools that can entice the rest of the class to participate are welcome. A backchannel is a digital conversation than occurs during a face-to-face event. During a class session, a backchannel tool such as TodaysMeet or Padlet can encourage students who might otherwise remain uninvolved to pose questions and make comments. Participants in this class will learn the major features of TodaysMeet and discuss ways instructors can integrate a backchannel into a class session. Please bring a digital device of your choice. One participant at each session will win a Kindle Fire. Tuesday, Feb 23, 12:00 to 1:00 (lunch) and Wednesday Feb 24, 4:30 to 5:30 (wine and cheese), Admin 212 Lucretia Fraga, Dreeben School of Education.
Rubrics can be real problem-solvers. They helps us communication our expectations to students and convey to them the objective standards that guide our grading. They also help make grading more efficient. Participants in this session will learn the typical elements of a rubric and begin constructing one for an assignment of their own. Please bring an assignment that could benefit from a good rubric and a laptop if that’s convenient. The first 10 participants to sign up for each session will receive a $100 stipend. Only fulltime faculty members who teach at least one undergraduate course are eligible for a stipend. Wednesday, Mar. 2, 12:00 to 1:00 (lunch) and Thursday Mar. 3, 8:00 to 9:00 (breakfast), Admin 212, Amanda Johnston, Director, Writing and Learning Center.
Quick and Easy Classroom Assessment Techniques
The research is clear—frequent feedback has a powerful effect on learning—yet there are still only 24 hours in the day. Classroom assessment techniques provide students with timely feedback without requiring that instructors invest a lot of time in grading. Participants will learn five techniques that are easily incorporated into many types of classes. Ranging from the simplest to the most complex, the assessment techniques are muddiest point, one-minute paper, think-pair-share, memory matrix, and jigsaw. The first 10 participants to register for each session will receive a copy of Classroom Assessment Techniques: A Handbook for College Teachers by Angelo and Cross. Monday, March 7, 8:00 to 9:00 (breakfast) and Monday March 7, 12:00 to 1:00 (lunch), Admin 212, Susan Hall, Center for Teaching and Learning.
What I Learned at Lilly: 20 x 20 x 6
Each year the CTL sends a delegation of UIW faculty to the Lilly Conference on College Teaching, an interdisciplinary conference emphasizing research-based teaching methods. This year’s participants will each present one teaching strategy Pecha-Kucha style, that is, 20 slides for 20 seconds each. The Pecha-Kucha style is concise, informal and perfect for sharing one good idea with colleagues—it’s also a presentation style you might want to try yourself. One participant at the session will win a Kindle Fire. Featured speakers: Melinda Adams (fashion), Rochelle Caroon-Santiago (School of Extended Studies), Sherry Herbers (adult education), Craig McCarron (mathematics), Jennifer Penn (physical therapy), and Tanja Stampfl (English), Thursday, March 31, 4:30 to 6:00 (wine and cheese), Library Special Collections.
Making Time for Teaching
During this workshop, we will discuss a common problem for faculty: the feeling of overload that can occur when trying to manage the time spent on teaching and myriad other responsibilities. Participants will learn about the research on successful time-management strategies for college faculty, discuss challenges specific to careers at UIW, and gain tools for addressing their own challenges. The first 20 participants to register will receive a copy of Robertson’s Making Time, Making Change: Avoiding Overload in College Teaching. April 1, noon to 1:30 (lunch), Admin 212, Brian McBurnett, Chemistry department.
Work-Shopping Student Papers: Tales of Success
When students work-shop peers’ papers, the process can be a bit like the little girl in the nursery rhyme: when it’s good it’s very, very good, but when it’s bad it’s horrid. When peer work-shopping works well, students get guidance in producing better writing, and they also develop their own skills in critically reading a text in progress. Participants will learn the typical elements of a workshopping session, ways that it might be used in different disciplines, and strategies for avoiding some of the pitfalls. The first 10 participants to sign up for each session will receive a $100 stipend. Only fulltime faculty members who teach at least one undergraduate course are eligible for a stipend. Tuesday, April 5, 4:30 to 5:30 and Wednesday, April 6, 4:30 to 5:30 (wine and cheese at both sessions), Admin 212, Amanda Johnston, Writing and Learning Center.
Lightning Rounds: Using Blackboard Tools to Build Student Engagement
In a session that borrows from speed-dating, participants will have the opportunity to see four different Blackboard functions at work and discuss ways they might help build student engagement in their classes. If a tool seems useful for your course, there will be an opportunity to sign up for a training session, access an online tutorial or arrange for some personal coaching. One participant at the session will win a Kindle Fire. Featured speakers: Alicia Rodriguez (finance) on inline grading, J. T. Norris (accounting) on Kaltura, Tim Greisdorn (finance) on achievement tools and Reid Fisher (athletic training) on Study Mate flash cards, Friday, April 15th, 12:30 to 1:30pm, Gorman 109.