Past Friday Forums

FALL 2005 / SPRING 2006 / FALL 2006 / SPRING 2007 / FALL 2007 / SPRING 2008 / FALL 2008 / SPRING 2009 / FAll 2009
SPRING 2005 / FALL 2004 / SPRING 2004 / FALL 2003 / SPRING 2003
FALL 2002 / SPRING 02 / FALL 01 / SP 01 / FL 00 / SP 00 / FL 99 / SP99

Fall 2009

October 2	Friday Workshop: Writing a Socratic Teaching Portfolio Laura Border, Director, Graduate Teacher Program A Socratic Portfolio process guides graduate students as they move through their graduate programs. This session provides a useful framework to follow as you develop your philosophy of teaching and learning.
October 9	Friday Forum: Directed Discovery for the “Aha!” Moments in Teaching and Learning Derek Reamon, Co-Director, Integrated Teaching and Learning Program, Engineering The reason I’ve always been interested in teaching is that I’ve always been interested in learning. Anything that I’ve really learned well, I ended up teaching first. The teaching (and learning) technique that excites me most is ‘directed discovery.’ The goal is to drive students toward the ‘aha moment’ in a hands-on setting, where the theory they’ve been barraged with finally makes sense in a real and practical way.
October 16	Friday Forum: The Tenure Process and the Research-Teaching Balance: Perspectives of an Untenured Professor Will Medlin, Site Director, Colorado Center for Biorefining and Biofuels, Assistant Professor and ConocoPhillips Faculty Fellow, Chemical and Biological Engineering Will Medlin, an assistant professor who recently applied for tenure, will discuss how the university tenure and promotion process generally works, strategies for balancing teaching and research as a junior faculty member, and his personal observations on life starting out on the tenure track.
October 30	Friday Workshop: Funding Your Work: Grants and Grant Writing (Part II) Ginna Sanprie, University Outreach, Office of Contracts and Grants Grants are an invaluable resource for graduate students and faculty in all academic fields, but navigating the world of grant funding can be intimidating. Learn how to connect your work to funding opportunities, locate funding sources, use valuable resources, and tackle the world of grant writing. (Part II of a two-part series on grants and the university. See Part I on the Monday Workshops schedule.)
November 6	Friday Workshop: Putting Your Teaching Portfolio Together Laura Border, Director, Graduate Teacher Program Are you getting ready to go on the job market? Are you wondering how your portfolio might compare with portfolios from other applicants? In this workshop we analyze and compare portfolios.
November 13	Friday Forum: What’s the Difference Between an Advisor and a Graduate Mentor? Joanne Belknap, Professor, Sociology Have you ever wondered who you should ask to be your thesis or dissertation advisor and who you should ask to be your faculty mentor? If so, this workshop is for you.
For further information, please call 303-492-4902 Visit our web site at http://www.colorado.edu/gtp All workshops count toward GTP Certification All graduate students, undergraduate teaching assistants, post docs, faculty, and staff are welcome.

 

 

Spring 2009

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January 30	Art Teaching and Research in the Global Context George Rivera, Professor, Art & Art History Professor Riveria discusses the importance of bringing U.S students and their work to a global context through exhibitions and other events.
February 6	Writing the Research Section of Your Portfolio Laura Border, Director, Graduate Teacher Program Graduate students portfolios are helpful on the job market. This workshop discusses how to configure the research section of your portfolio.
February 13	Writing the Research Plan Hallie Meredith, D. Phil., Lead Coordinator for Social Sciences and STEM, Graduate Teacher Program This workshop approaches writing graduate research plan by starting with your career goals and working backwards. By beginning with big picture, participants will consider how career choice, format for publishing research (e.g.) as a book of a series of articles) and grant applications are not just ends in themselves, but how these steps might better inform the process of writing their research plan.
February 20	Choosing Your Dissertation Committee : Things to Consider Dennis Van Gerven, Professor, Anthropology Have you ever wondered how to choose your dissertation committee? How much does the committee have to do with your success? Professor Van Gerven shares ideas and answers questions.
February 27	Writing Your Dissertation Noel Lenski, Professor, Classics Professor Lenski has seen five dissertations to completion. In this session, he provides guidance on how to complete your own.
March 6	Planning a Scientific Research Project PJ Bennett, Assistant Director, Graduate Teacher Program Research Teams can be described as vertically integrated managment teams. Dr. Bennet discusses management skills to assure that each team member can fully contribute to the team's success.
March 13	Obtaining Extramural Funding for Your Research Douglas Seals, Professor, Integrative Physiology This workshop will focus on two points: sources of extramural funding to support your research, and tips and strategies for successfully obtaining that extramural funding.

Fall 2008

September 12	Starting Your Publishing Career as a Graduate Student Beth Osnes, Assistant Professor, Theatre & Dance TBA.
September 19	Writing for Your Academic Audiences Susan Clarke, Prosessor, Political Sciences TBA
September 26	How to Get Your Article Published: Suggestions from a Journal Editor Cathy Cameron, Associate Professor, Anthropology TBA
October 3	Grammar and Style for Professional Academic Writers Steve Lamos, Associate Director, Program for Writing & Rhetoric TBA
October 10	Publishing College Textbooks Carmen Grace Kopff, Senior Instructor, French & Italian TBA
October 17	Publishing Inside and Outside the Academy Steve Lekson, Curator and Professor of Anthropology, Museum of Natural History TBA
November 7	Publishing in the Sciences Jim Green, Director of CASA and Professor of Astrophysical & Planetary Sciences TBA

 

Spring 2008

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September 14	TBA
September 21	TBA
September 28	TBA
October 12	TBA
November 30	TBA
November 9	TBA
November 16	TBA

Fall 2007

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September 14	Workshop: Writing a Socratic Teaching Portfolio Laura Border, Director, Graduate Teacher Program A Socratic Portfolio process guides graduate students as they move through their graduate programs, prepare their dissertations, and make plans for their future academic careers. This session provides a useful framework to follow.
September 21	Applying for Academic Jobs and Negotiating Your Offer Donnie Lichtenstein, Professor, Marketing, Leeds School of Business Donnie will talk about factors to consider in evaluating job offers from alternative schools and give insights on factors to consider in negotiating your offer. In his roles, he has been largely responsible for hiring decisions and for negotiating contract terms with new hires, and also evaluating faculty performance. Over the years, he has observed factors that seem to correlate with new hire success. He has requested a Q&A session—so bring your questions!
September 28	Love and Despair in Teaching Daniel Liston, Associate Dean, Education All too often the role of emotion is neglected in our academic discussions of teaching. Love and despair are two emotions we tend to ignore. Their roles in teaching will be examined.
October 12	Adapting to New Work Environments Kendra Gale, Assistant Professor, Journalism Professor Gale—who has had work experience in a variety of areas including law, advertising, self-employment, and academics—discusses the challenges involved in shifting from one work environment to another.
November 30	Teaching the Socratic Method Dayna Matthew, Associate Professor, School of Law The Socratic method has long been valued as a method of teaching students how to think, analyze problems, and pose questions. Prior to session, please read Educating Lawyers, Chapter 2. See GTP office for copy.
November 9	Values in the Classroom Graham Oddie, Professor of Philosophy and Associate Dean, Arts and Sciences Professor Oddie discusses his research and writing on values education and makes suggestions for Boulder campus classrooms.
November 16	After the Degree, Where Will You Be? Begin Now with Proactive Groundwork David Pinkow, Professor, College of Music Professor Pinkow has been a professional performing musician, a university professor of music, and associate dean for graduate studies. In this Friday Forum, he will share ideas on things you may begin doing immediately to help achieve success in academia and in the professional market after graduation.

 

Spring 2007

January 26	Bloom’s Taxonomy PJ Bennett, Interim Assistant Director, Graduate Teacher Program
February 2	Teaching Portfolios: A Comparison Laura L. B. Border, Director, Graduate Teacher Program
	Teaching With Stuff Michael Eisenberg, Professor, Computer Science
	Nurturing Empowerment in Your Classroom Michael Zizzi, Associate Professor, Regis
February 23	Interactive Learning Tools Janet De Grazia, CHEM & BIO Engineering
	Writing Academic Papers Steve Lamos, Associate Director, and Staff, Program for Writing and Rhetoric
March 9	Applying for a Position as a Postdoc and Succeeding on the Job PJ Bennett, Interim Assistant Director, Graduate Teacher Program Gretchen Argast, Postdoctoral Fellow, Chemistry
March 16	Mentoring Graduate Students Tom Mayer, Professor, Sociology
March 23	Bring Your Own Teaching Portfolio for Sharing & Discussion Laura L. B. Border, Director, Graduate Teacher Program
April 6	Rubrics for Grading Student Papers Brian Klocke, Lead Coordinator, Graduate Teacher Program

 

Fall 2006

Writing Your Teaching or Socratic Portfolio: Overview Laura L. B. Border, Director, Graduate Teacher Program

Writing Your Teaching Portfolio Narrative Toby Terrell, Interim Assistant Director, GTP

Teaching Scientific Qualitative Methods Brian Klocke, Lead Coordinator for STEM and Social Sciences

Scientific Teaching William B. Wood, Distinguished Professor, MCDB

Diversity and Inclusion in Physics Steven Pollock, Associate Professor, Physics and Noah Finkelstein, Assistant Professor, Physics

Oral assessments as a way to improve grades and retention Mary Nelson, Instructor, Applied Mathematics

Interactive Teaching Methods Jennifer Knight, Senior Instructor and MCDB Coordinator for the Science Education Initiative

Formative Assessment and the Nature of Science Valerie K. Otero, Assistant Professor, School of Education

Use and Misuse of Clickers Douglas Duncan, Director of Astronomical Laboratories

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Spring 2006

Clickers, Active Learning, and Teacher/Student Understanding in Science Classes Douglas Duncan, Director, Planetarium

Writing Your Teaching or Socratic Portfolio: Overview Laura L. B. Border, Director, Graduate Teacher Program

Writing Your Teaching Portfolio Narrative Laura L. B. Border, Director, Graduate Teacher Program

Teaching Upper Division Courses Jeffrey Robinson, Professor, English

Methods for Dealing with Conflict in the Classroom Laura L. B. Border, Director, Graduate Teacher Program

Getting the Mentoring You Need in Graduate School John Stevenson, Associate Vice Chancellor for Graduate Education Carol Conzelman, Lead Graduate Coordinator, Graduate Teacher Program

Assessing Student Learning Valerie Otero, Associate Professor, Education

Dealing with Contentious Issues PJ Lomelino, PhD Candidate, Philosophy

Dealing with Sexism and Racism in the Classroom Rachel Bandy, Lead Graduate Teacher, Sociology

Academic Writing for Publication Patricia Sullivan, Director, Program for Writing and Rhetoric

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Fall 2005

Faculty Mentoring for Graduate Student Success
John Stevenson, Associate Vice Chancellor for Graduate Education and Professor of English, University of Colorado at Boulder

Teaching and Socratic Portfolio Outline: Narrative & Appendices
Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

Writing Letters of Application for Academic Jobs
Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

Writing the Narrative for your Teaching or Socratic Portfolio: Metaphors and Images
Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

Formative Assessment using Electronic Response Systems in Student-Centered Learning Environments
Margaret Asirvatham, Director, General Chemistry, University of Colorado at Boulder
Angel Hoekstra, Graduate Part-Time Instructor, Sociology 

Effective Academic Interview Skills
John Cumalat, Chair, Physics, University of Colorado

Nonacademic Interview Skills
Louise Sliman, Human Resources Consultant, and Amy Haddon, Director of Human Resources, Naropa University

Writing a Research Proposal
Fred Pampel, Associate Vice Chancellor for Research and Professor of Sociology, University of Colorado at Boulder

Writing the Research and Service Sections of Your Portfolio
Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

On-Site Academic Interviews
Merrill Lessley, Theatre & Dance, University of Colorado at Boulder

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Spring 2005

January 14
Theatrical Games and Exercises for Classroom Use
Andy MacDonald, Lead Coordinator, Graduate Teacher Program, University of Colorado at Boulder

January 21
Writing and Critical Thinking
Dean Colby, Instructor, Program in Writing and Rhetoric, University of Colorado at Boulder

January 28
Writing the Narrative for Your Teaching or Socratic Portfolio
Hoag Holmgren, Assistant Director, Graduate Teacher Program

February 4
Teaching Math and Science Despite Students’ Anxiety
Jeffrey Frykholm, Assistant Professor, Education

February 11
Students’ Privacy Rights
Elizabeth Guertin, Assistant Dean, Arts & Sciences, University of Colorado

February 18
Do's and Don't's When Addressing Diversity in the Classroom
Christine Yoshinaga-Itano, Associate Vice Chancellor for Diversity, University of Colorado

February 25
Teaching Portfolio Narrative
Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

March 4
Teaching First-Year Students to Write in Science Courses
Marie Boyko, Senior Writing Instructor, Integrative Physiology

March 11
Achieving a Position as a Postdoc and Succeeding on the Job
Cari Herrmann-Abell, Research Associate, Mechanical Engineering & Chemistry and Erica Dawson, Research Associate, Chemistry

March 18
Don't Just Teach Them, Convince Them!
Tad Pfeffer, Associate Professor, INSTAAR

April 1
Teaching Portfolio Narrative
Laura L. B. Border, Director, Graduate Teacher Program, University of Colorado at Boulder

April 15
LabSET: A Model for Distance Teacher Training
Dieudonné LeClerq, LabSET, Université de Liège, Belgium

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Fall 2004

September 10
Socratic Portfolio Overview
Laura Border, Director, Graduate Teacher Program

September 24
Research Responsibilities in a Research-Extensive Setting
Fran Bagenal, Professor, Astrophysical & Planetary Sciences

October 1
High-level Academic Service
Carl Kisslinger, Professor Emeritus, Chemistry

October 8
Writing the Narrative for Your Socratic Portfolio
Laura Border, Director, Graduate Teacher Program

October 15
Public Speaking for Teaching
Antonia Johnson, Director, Center for Talk Mastery

Wednesday, October 20
Getting a Tenure Track Job
Susan Kent, Associate Vice Chancellor, Academic Affairs

October 29
Interviewing for an Academic Job: on the Telephone and On-site
Merrill Lessley, Professor, Theatre and Dance

November 12
Publishing Your Research
Susan Clarke, Professor, Political Science

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SPRING 2004

January 16
Professional Service-the Common Thread Throughout a Non-Traditional Career
JoAnn Joselyn, Research Associate, CIRES

January 23
Faculty Service Outside the University: Maintaining Control of Our Disciplines While Serving the Community
Carl Kisslinger, Professor Emeritus, CIRES

January 30
Engineering for Developing Communities
Bernard Amadei, Professor, Civil Engineering

February 6
Crossing Borders: Service in National and International Contexts
Polly McLean, Associate Professor, School of Journalism

February 13
Nuclear Security, Domestic and Worldwide; How to Share Expertise With Those Who May Need It
Jerry Peterson, Professor, Physics

February 20
Education in Northern Iraq: An Exercise in Needs Assessment
Gerald Mitchell, Associate Director, Telecommunications

February 27
Socratic Portfolio: Overview
Laura Border, Director, Graduate Teacher Program

March 12
E-portfolios: Challenges & Benefits
David Payne, PhD student, Leeds School of Business

March 19
Teaching Portfolio: Writing Your Narrative
Laura Border, Director, Graduate Teacher Program

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FALL 2003

September 12
Applying for an Academic Position: Writing Your Cover Letter and Application
Patricia Sullivan, Director, Program for Writing and Rhetoric

September 19
Initiative for the Doctorate
Lee S. Shulman, President, Carnegie Foundation for the Advancement of Teaching

September 26
Planning for & Succeeding at Telephone Interviews
Christy Carello, Assistant Professor, Biology, Metropolitan State College of Denver

October 10
Succeeding at Job Interviews at National Conventions
John Stevenson, Professor, English

October 17
What Does an On-Site Campus Interview Consist of and How Should I Behave?
Michael Shull, Professor, Astrophysics and Chair of Astrophysical and Planetary Sciences

October 24
Writing a Professional Portfolio
Laura L. B. Border, Director, Graduate Teacher Program

October 31
If I Actually Get a Job Offer, What Should I Say and Do Next?
Graham Oddie, Professor, Philosophy & Associate Dean of Arts & Sciences

November 7
Writing a Teaching Portfolio
Annette Thornton, Lead Coordinator, Graduate Teacher Program

November 21
Writing the Narrative Section of Your Portfolio
Laura L. B. Border, Director, Graduate Teacher Program

December 5
A 19th Century Transcendentalist's Take on 21st Century Business
Jim LoPresti, Engineering Services Manager, Sun Microsystems, Adjunct Professor, Leeds School of Business and DU Women's College

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SPRING 2003

February 7
Getting Good Teaching Grades from your Students
Ken Gall, Assistant Professor, Mechanical Engineering
Most, if not all, instructors concur on the importance of students teaching grades in the educational process. However, several myths seem to linger in the teaching community related to the driving forces for student evaluations. In this talk we shall uproot conventional wisdom and openly discuss what it takes to get good teaching grades from students.

February 14
Student Centered Teaching
Francis A. Beer, Professor, Political Science
The session focuses on invitations to learning. It discusses non-lecture approaches to classroom teaching, involving class discussion of assigned readings, oral reports, and written assignments. The pedagogical emphasis is on collaboration, specific tasks, and progress toward understanding.

February 21
Reclaiming the Tradition of Active Learning
Martin Bickman, Professor, Department of English
A presentation/demonstration of active learning, which involves reuniting the abstract and the concrete, and the conceptual and the experiential. Some attention will be paid to the historical and philosophical roots of this tradition, but more stress will be put on its practical and immediate uses.

March 7
Creating An Environment for Effective Discussion
Ronald Billingsley, Associate Professor, English
A presentation/demonstration that attempts to show how to create a space for discussion. It is the role of an effective instructor to create enough safety and trust for discussion to emerge despite students’ fear of the unknown.

March 14
Developing A Teaching Philosophy
Mark Osadjan, Senior Instructor, EPO Biology
A cogent teaching philosophy is crucial to being an effective teacher and to being competitive on the academic job market. In this discussion I will address some aspects of identifying, developing, and expressing one's own teaching philosophy.

March 21
Ifs, Ands and Bodies: Words and Movement for the Fun of It
Annette Thornton, Lead Coordinator, Graduate Teacher Program
Ever feel stuck? Don’t know what to say or do at critical points in your class? In this interactive workshop, you will understand and practice rhetorical devices and physical actions to help you to make smoother transitions as you teach.

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FALL 2002

September 13
Workshop—Teaching Portfolio: Overview
Laura L. B. Border, Director, Graduate Teacher Program

September 20
Workshop—An Active Community-Based Approach to Teaching & Learning
Christine Standefer, Director, Service Learning

September 27
Friday Forum—Why Bother With the History of Science
Alan Lester, Senior Instructor, Geological Sciences

October 4
Friday Forum—Developing a Teaching Philosophy
Mark Osadjan, Senior Instructor, EPO Biology

October 18
Workshop—Teaching Portfolio: Writing Your Narrative
Laura L. B. Border, Director, Graduate Teacher Program

October 25
Friday Forum—How My Teaching Informs My Research & How My Research Informs My Teaching
Bert Covert, Associate Professor, Anthropology

November 1
Friday Forum—Personalizing Your Teaching
Melinda Barlow, Assistant Professor, Film Studies

November 22
Friday Forum—Teaching and Research: Blurring the Boundaries
Kristi Anseth, Professor, Chemical Engineering

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SPRING 2002

February 1
Teaching and Learning in Large Classes
Steve Pollock, Associate Professor, Physics, Carnegie Scholar, University of Colorado at Boulder
Teaching large groups of students, (e.g. in many introductory science courses) carries with it many pitfalls and problems. How can you connect to individuals, how can you make a large class "interactive," and how do you know if you are succeeding? I'll discuss a couple of ideas (and tricks) popular in the physics department, especially focusing on peer instruction and "Concept Tests," as means to provide more effective feedback (in both directions), and to actively engage the audience.

February 15
Rethinking Critical Thinking
Susan Clarke, Professor, Political Science, Carnegie Scholar, University of Colorado at Boulder
This session analyzes the different assumptions underlying the notion of Critical Thinking classes. Professor Clarke uses her experiences and experiments with an undergraduate political science Critical thinking course to demonstrate a more precise orientation to critical thinking skills.

February 22
Teaching for Lifelong Learning
Melinda Piket-May, Associate Vice-chancellor for Research, Associate Professor, Electrical and Computer Engineering, Carnegie Scholar, University of Colorado at Boulder

March 15
Integrating Technology, Arts and Media into the Curriculum: Foreign Language and History Instruction
Diane Sieber, Associate Professor, Spanish & Portuguese, Carnegie Scholar, University of Colorado at Boulder
Teaching the history and literature of distant cultures and/or eras can present to faculty the challenge of rendering the subject matter relevant, immediate and compelling. I will discuss how the use of new technologies can bring the arts and media into a course, and, taking a few tricks gleaned from the Technology, Arts and Media certificate program at CU-Boulder, I will show how student multimedia production can further transform a class from a passive to an active learning environment.

April 12
Making Thinking Public: Developing a Web-based Pedagogy
Janette B. Benson, Associate Professor and Sturm Professor of Excellence in Education, Carnegie Scholar, University of Denver
I will describe a web-based learning project designed to facilitate student critical thinking and deep understanding about complex child policy issues as applied in my advanced undergraduate seminar, PSYC 3088, "Children and Government." The project includes student development of web pages, a pre-post questionnaire design, along with a qualitative student learning record assessment. I will discuss the structure, feasibility and lessons learned from adopting this form of pedagogy.

April 24 (Wednesday Workshop)
Collaborative Learning in a MBA Program
Cynthia Fukami, Professor of Management, Carnegie Scholar, University of Denver

April 26
Teaching Law
Roberto Corrada, Associate Professor, Law, Carnegie Scholar, University of Denver
Professor Corrada will talk about encouraging critical thinking through the implementation of an active and collaborative learning strategy in his labor law class. He will also discuss the use of technology to assist that strategy, and his current project of documentation and assessment of learning in that class. Finally, Corrada will discuss possibilities for going public with this type of scholarship of teaching and learning. Issues raised by his talk for the group include, teaching critical thinking, human subjects research issues, use of technology in the classroom, qualitative assessment, and acceptability of SOTL on campus.

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FALL 2001

September 14
Workshop—Academics and Parenting: How Can We Survive and Prosper?
Maureen Sander-Staudt, Lead Graduate Teacher, Philosophy
Vince Patarino, PhD, History

September 21
Friday Forum—Copyright, Fair Use, and Effective Course Assignments for the Classroom and the Web
Keith Gresham, Associate Professor, and Joseph Yue, Assistant Professor, University Libraries

September 28
Workshop—Active Questioning Skills for Lively Discussion
Annette Thornton, Lead Coordinator, Graduate Teacher Program

October 12
Workshop—Preparing an Effective Lecture
Annette Thornton, Lead Coordinator, Graduate Teacher Program

October 19
Friday Forum—Electronic Research for You and Your Students
Lori Arp, Associate Professor, University Libraries

October 26
Workshop—Teaching Portfolio: Overview
Laura L. B. Border, Director, Graduate Teacher Program

November 2
Friday Forum—Putting Earth Science Exercises on the Internet
Barbara Buttenfield, Associate Professor, Geography

November 9
Workshop—Teaching Portfolio: Writing Your Narrative
Laura L. B. Border, Director, Graduate Teacher Program

November 16
Friday Forum—Runaway Trucks and FCQs: Integrating Technology into the Classroom
Mark W. Williams, Co-Associate Director, Undergraduate Academy and Fellow at INSTAAR and Associate Professor, Geography

December 7
Workshop—Breath Work to Relax for Finals
Annette Thornton, Lead Coordinator, Graduate Teacher Program

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SPRING 2001

February 9
Workshop: Kolb Learning Styles Inventory (for Lead Graduate Teachers)
Laura L. B. Border, Director, Graduate Teacher Program

February 16
Friday Forum: Teaching Difficult Subjects
Fred Denny, Professor, Religious Studies

February 23
Workshop: Non-Biased Teaching, A Simulation
Laura L. B. Border, Director, Graduate Teacher Program

March 2
Friday Forum: Teaching Who You Are as You Teach Your Subject
Janet Montgomery, Associate Professor, Music

March 16
Friday Forum: From Teacher to Writer
Mimi Wesson, Professor, School of Law and Novelist

April 6
Workshop: Conflict Management
Tom Sebok, Director, Ombuds Office
Mary Chavez-Rudolph, Associate Director, Ombuds Office

April 13
Workshop: Teaching Portfolio Overview
Laura L. B. Border, Director, Graduate Teacher Program

April 20
Workshop: Teaching Portfolio: Writing Your Narrative
Laura L. B. Border, Director, Graduate Teacher Program

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FALL 2000

September 29
Creativity in the Classroom
James Downton, Professor, Sociology

October 13
Tips for Lecturing and Facilitating Discussions
Genet Kozik-Rosabal, Lead Coordinator, Graduate Teacher Program

October 20
Writing Your Teaching & Learning Philosophy Statement for Your Teaching Portfolio
Laura Border, Director, Graduate Teacher Program

October 27
Writing Teaching: Some Problems and Satisfactions
Marty Bickman, Professor, English

November 3
Enlivening the Classroom with Humor and Stories
Claudia Mills, Associate Professor, Philosophy

November 10
Using Learning Styles Theory to Teach More Effectively
Ruth Ravenal Dameron, Instructor, Engineering

November 17
Techniques for Large Science Courses
Steven Pollock, Assistant Professor, Physics

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SPRING 2000

January 28
Making Coursework Relevant: How Service Learning Adds to the Curriculum
Jule Gomez de García, Instructor, Linguistics
Many topics raised in our undergraduate linguistics course, Language in US Society, don't have much personal meaning for students who were raised in the United States, bound for literacy and college. Our Service Learning connection with the Boulder Public Library and with the Family Literacy Project connects our students with people struggling to achieve something we take for granted-literacy. Students' participation in the project and their reactions to it will be presented.

February 4
Community Service and Foreign Language Learning
Yolanda Doub, Graduate Part-time Instructor, Spanish and Portuguese
Outside the enclosed environment of the classroom, how much do your students really use their second-language skills? Connecting them with local communities not only provides a valuable service but can also give students the opportunity to practice their target language in a more authentic and relaxed setting. In this session we'll use Spanish as a model to discuss ways to implement Service Learning into the foreign language curriculum at a variety of levels. Be prepared to share ideas and brainstorm techniques to get Service Learning into your classes!

February 18
Design/Build in Communities
Phil Gallegos, Associate Professor, College of Architecture and Planning
We examine the entire range of designing and building. Then, we use the technology to work with communities as a real client.

February 25
Fulfilling the Promises and Avoiding the Pitfalls, Potholes, and Pratfalls of Service Learning
Margaret LeCompte, Associate Professor, Education
Service Learning is touted as a wonderful way to involve students in their communities, rekindle the aspirations of students who are alienated or at-risk, develop greater empathy and social consciousness among students too centered in their own specific cultural and social class backgrounds, and link theory in the classroom to practice in the field. However, sometimes it can have exactly the opposite effect anticipated or hoped for by faculty. This presentation presents, from the faculty perspective, some of the unanticipated difficulties in setting up service learning programs, and ways to circumvent them.

March 10
Assistive Technology (GEEN 1400 First Year Engineering Projects)
Beverly Louie, Lecturer, Chemical Engineering
Assistive Technology (Acetic) is the application of technology to assist people with disabilities. Students in these sections design projects to better the lives of individuals from the community with disabilities. . Student teams meet with clients to define the scopes of the project, and then design and build individual Acetic projects.

March 17
Oral Histories in Local Women's Organizations and Volunteering in Local Women's Activist Groups
Anne Marie Pois, Lecturer, Women Studies
Dr. Pois discusses two approaches to Service Learning: an oral history project with Safehouse, the Boulder Valley Women's Health Center, and Rape Crisis Team for a research course on the history of women and progressive social movements, and a large-lecture course on the history of women's activism in the US Dr. Pois focuses on the process of setting up the Service Learning component and integrating it with academic aspects of her courses.

April 7
Establishing Service Learning on a Contractual Basis
Ron Billingsley, Director, President's Leadership Class
Dr. Billingsley has over 100 students each year engaged in a variety of Service Learning activities from internships to soup kitchens. In order to assure depth and breadth in learning he establishes a learning contract with his students.

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FALL 1999

Social, Political, and Economic Perspectives on Diversity
Ophelia Miramontes

Teaching About Diversity in Biological Anthropology
Bert Covert

Community as Teacher and Intellectual Challenge
Shuaib J. Meachum

A Conversation on Incorporating Issues of Diversity into the Curriculum
Bud Coleman

Why There is No Diversity in What We Teach
Vine Deloria

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SPRING 1999

Discovering New Knowledge and Infusing it into the Curriculum
Phil DiStefano

Teaching Graduate Students to Do Research
Michael Shull

The Research 1 Enterprise
Carol Lynch

Teaching at the Graduate Level
Ann Carlos

Faculty Governance as Service to the Academic Community
John Daily

Service From a Research 1 Faculty Member's Perspective
Dr. Paul Beale

Teaching in a Research 1 Institution
James Curry