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CTL Schedule

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CTL Schedule: Spring 2017


Blackboard Walk-Ins

Drop in and someone from the Instructional Technology staff will provide personal assistance with any aspect of Blackboard.  Get as much or as little help as you wish.  Bring any documents you wish to post. No reservations needed.

January 17th and 18th anytime from 10:00 to 2:00 in in Admin Bldg. 212


Promoting Harmony in the Classroom

When it comes to classroom management and dealing with potentially troublesome students, preventing problems is an effective approach.  Participants will explore ways to develop shared norms for classroom behavior, to avoid conflicts with students and to de-escalate the conflicts that do arise. They will also learn about the university’s procedure for reporting potentially dangerous situations.           

Tuesday 1-24 at noon (lunch) and Thursday 1-26 at 4:30 (wine and cheese) in Admin. Bldg.  212

Christie Melonson (counseling) and Renée Moore (student life)


Making the Most of a Textbook

Textbooks are expensive, and all too often students use them poorly if at all. Given these issues, it makes sense to choose course texts with care and to use them in ways that enhance student learning. Participants will learn strategies for selecting textbooks, integrating their use into class sessions, and determining their effectiveness.

Tuesday 1-31 at noon (lunch) and Friday 2-3 at 10:30 in Admin Bldg. 212

Rachel Walker (psychology)


Teaching and Assessing with Concept Maps

Concept maps help learners see the relationship among ideas rather than struggle with rote memory of disconnected facts. These tools can be used in many disciplines and in introductory or advanced courses.  Participants will learn strategies for using concept maps in teaching and assessment as well as access templates for creating concept maps. 

Monday 2-6 and Wednesday 2-8 at noon (lunch) in Admin. Bldg.  212

Michael Moon (nursing) and Cynthia Richardson (nursing) in Admin. Bldg.  212


Good Writing Is Good Writing—Or Is It?

While it’s tempting to say “good writing is good writing,” different disciplines often use varying formats, approach evidence differently, and value diverse styles.  Discussing these differences can help us clarify our own expectations and find ways to communicate them effectively to students.  This workshop supports the QEP, so the first 10 faculty members to register for each session will receive a $100 stipend.

Tuesday, February 7 at 8:00 (breakfast) in Admin 212:

Emily Clark (English), Kelly Pittman (Accounting), and Katie Chargualaf (Nursing)

Friday, February 10 at noon (lunch) in Admin. Bldg. 212

Emily Clark (English), April Poe (Accounting), Ana Vallor (Biology)


Presentation Software with a Difference:  Sway and Thinglink

These two free apps offer alternatives to PowerPoint.  Sway, also a Microsoft product, is designed to present ideas simply and vividly on a screen rather than to an audience in a classroom or at a conference.   Thinglink creates interactive images by linking other photos, web pages or audio recordings to a base image.          

Monday 2-13 and Wednesday 2-15 at noon (lunch provided) in Admin. Bldg. 212

Lucretia Fraga (education)


Rethink Your Use of Writing—and Live to Tell the Tale

Each year some faculty members attend UIW’s Writing Academy and develop a plan for using writing more intentionally in a course.  In implementing their plans, these colleagues have learned a lot about what works and what doesn’t work when reconsidering how writing contributes to a course.  Participants will learn strategies for using writing to support student learning of key content and respond to that writing efficiently and helpfully. This workshop supports the QEP, so the first 10 faculty members to register for each session will receive a $100 stipend.

Monday 2-27 at noon (lunch) and Wednesday 3-1 at 4:30 (wine and cheese) in Admin Bldg. 212

Zenon Culverhouse (philosophy), Lourdes Fortepiani ((optometry), Brian Foutch (optometry), and Doshi Piper (criminal justice)


Writing Student Learning Outcomes: Three Relatively Painless Steps

Participants will learn to use the SMART approach to writing student leaning outcomes. They will also learn to select appropriate assessments for a given outcome and discuss strategies for using the assessment happening in individual courses in program reviews.

Tuesday 3-7 at 4:30 (wine & cheese) and Friday 3-24 at noon (lunch) in Admin Bldg. 212

Susan Hall (Center for Teaching & Learning)


Informal Writing

                Informal writing activities, often called “writing to learn,” are designed to help students learn course material. The focus is more on the thinking that is prompted than on the quality of the product that is produced.  These short activities are lightly graded, if at all. Participants will learn several informal writing activities that can be easily adapted and implemented in many disciplines. Select material that students find difficult, and leave the session with an informal writing activity geared to it.  This workshop supports the QEP, so the first 10 faculty members to register for each session will receive a $100 stipend.

Tuesday 3-21 at 8:00 (breakfast) Friday 3-24 at 10:00 in Admin. Bldg. 212

Amanda Johnston (Writing & Learning Center)


Where Does Math Touch Your World?

                Join members of the mathematics faculty for a discussion of the mathematical concepts and skills students need to succeed in your course. In addition to an opportunity to share their needs, participants will learn what is emphasized in introductory math courses and the issues involved in successful transfer of skills from one course to another

Wednesday 3-29 at 8:00 (breakfast) and Thursday 3-30 at noon (lunch) in Admin Bldg. 212

Joleen Beltrami, Craig McCarron,  and Suleyman Tek (all from mathematics)


Writing your Teaching Statement

                UIW faculty members need teaching statements for their annual and third-year reviews as well as tenure and promotion files, so being able to write a clear and engaging one is a practical skill. But a teaching statement is useful in a deeper way, too, since it prompts us to think about the nature of learning and how we organize courses to support learning.  If you have an existing teaching statement that you find less than inspiring, learn from Barbara Millis how to revise it into something that better reflects you and your beliefs.  Dr. Millis has presented nationally and internationally on a variety of topics related to college teaching.

Barbara Millis (author of Cooperative Learning in Higher Education and The Course Syllabus: A Learning Centered approach)

Tuesday April 4 (Library Special Collections) lunch available from 11:30 and session begins at noon

 Wednesday April 5 (Large classroom, School of Osteopathic Medicine at Brook City Base) lunch available from 11:30 and session begins at noon


Book Clubs

Book clubs are limited to 10 members; they get a free copy of the book when they register for the book club.


Small Teaching: Everyday Lessons from the Science of Learning by James Lang

In Small Teaching, James Lang discusses some recent findings in cognitive science that are particularly pertinent to university teaching. This is not a book about revolutionizing your teaching. Instead, Lang uses the term small teaching to refer to little tweaks that quickly and easily allow instructors to apply some of the emerging knowledge about human learning.  Small Teaching is a wonderfully practical book, offering lucid explanations of the relevant research and examples from many different disciplines.   

Tuesdays 2-7, 2-14 and 2-21 at noon (lunch) in Admin Bldg. 212

Facilitator: Maria Felix-Ortiz (psychology)


Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do by Claude Steele

                Social psychologist Claude Steele pioneered research on stereotype threat, the notion that awareness of a negative stereotype about ourselves is likely to depress our performance in that area. He points out that the phenomenon is a broad one; for instance, when primed to think of the relevant stereotype, white males performed more poorly on an athletic task than black males, and women did more poorly on a math test than men.  Steele argues that stereotype threat is particularly dangerous for minority students, often prompting weaker performance in college than the students’ actual preparation would suggest. Written in an engaging and conversational style, Whistling Vivaldi  elucidates the concept of stereotype threat,  gives readers a look at how this body of research developed, and suggests practical strategies for lessening the impact of stereotype threat in our classrooms.

Fridays 3-3, 3-24, and 3-31 at 10:30 in Admin. Bldg. 212

Facilitator:  Christopher McCollum (theatre)



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