Past Spring Conferences: 2001 - 2008
2008 /2007 / 2006 / 2005 /2004 / 2003 / 2002 / 2001
Past Spring Conferences: 1993 - 1996/ 1997 - 2000
SPRING 2007 - Scholarship of Engagement and Scholarship of Discovery
Thursday, January 11, 2007
Welcome
Laura Border, Director, Graduate Teacher Program and Colorado Preparing Future Faculty Network
Introduction to Keynote Speaker by Martin Bickman, Professor, English
Constructing Knowledge: Lessons from Faculty and Students on Engagement, Institutional Culture and Community-Based Learning.
Kerrissa Heffernan, Senior Associate Director of the Swearer Center for Public Service, Brown University
Every discipline has the potential to inform and shape the theory and practice of community-based learning and to provide the field with powerful models for reconceptualizing not just service and learning, but the role of public scholarship as well. Yet community-based learning must have a significant level of institutional coherence. Such an approach affords campus and community members an opportunity to bring their knowledge to bear on identifiable needs and allows all constituencies an opportunity to develop authentic, healthy, campus-community collaborations.
Discussion of Keynote Address
Facilitated by Martin Bickman, Professor, English, and the Lead Graduate Teachers from the Humanities and Social Sciences: Lisa Engweiler, Lead Graduate Teacher, Sociology; Pascale Hime, Lead Graduate Teacher, French & Italian; Dawn Stanley, Lead Consultant, Sociology; Les Sikos, Lead Graduate Teacher, Linguistics; Annemarie Galeucia, Lead Graduate Teacher, Religious Studies; Gina Harvey, Lead Graduate Teacher, Music Performance
Dealing Effectively with Conflict in the Classroom
Erin Underwood, Lead Graduate Teacher,
Communication
This workshop will address how to handle contentious situations in the classroom around issues of gender, religion, politics, and ethnicity/English as a Second Language, based on the experiences of TAs in the Communication Department. These experiences will then be synthesized into some general strategies for dealing with conflict in the classroom.
Math in a Gorilla Suit
Richard Clelland, Assistant Professor, Mathematics
Professor Clelland teaches with an unusually interactive style, especially for Mathematics. He discusses how and why he developed this style and how it varies based on course level and class size. He outlines what he considers the advantages and disadvantages as well as what elements he thinks are most important. He also explains the title.
Creating Authentic Learning Opportunities through Community Engagement
Ben Kirshner, Assistant Professor, Education
The purpose of this interactive session will be to engage participants in a discussion about two questions: 1) What does authentic learning look like in a college classroom? 2) How can scholarship of engagement be a vehicle for creating authentic learning opportunities for students? To get things started, Professor Kirshner will share some of his own experiences.
Goal Setting for Academic Success
Laura Border, Director, Graduate Teacher Program and Colorado Preparing Future Faculty Network
It’s January 2007. Do you have a plan for your academic goals? This session provides a method to apply during the coming year.
Teaching as Instructor of Record
Joice Waterhouse Gibson, Lead Coordinator for Arts and Humanities, Graduate Teacher Program
This workshop presents an overview of some of the fundamentals of teaching for instructors who have sole responsibility for the day-to-day teaching of a course, are responsible for the course content, tests, and syllabus, and have flexibiliity in terms of how the course is taught.
Friday, January 12, 2007
Welcome
Laura Border, Director, Graduate Teacher Program
and Colorado Preparing Future Faculty Network
Introduction to Keynote Speaker by Patricia Rankin, Associate Dean, Arts and Sciences
Using Controversies in the Classroom to Help Prepare Future STEM Faculty for Teaching and Learning
Henry Campa III, Michigan State University, Professor, Fisheries and Wildlife; also Faculty-in-Residence with the MSU Graduate School
Discussion of Keynote Address
Facilitated by the Lead Graduate Teachers from the STEM Disciplines: Adam Eisele, Lead Graduate Teacher, Mechanical Engineering; Andrea Hanson, Lead Consultant, Aerospace Engineering; Bianca Breland, Lead Graduate Teacher, EE Biology; Alex Krolik, STEM Consultant, Math; Julie Schneider, CIRTL RA
Getting Socratic: Lessons Learned and Tools Developed in Building the Biology Concept Inventory
Michael Klymkowsky, Professor, MCD Biology
The key to effective teaching, as well as rational course and curriculum design, is the accurate assessment of student understanding. This presentation will deal with how to apply tools to more accurately reveal such understanding, ranging from two-dimensional tests, think-aloud interviews, in-class interactions, provocative essay questions, and the BCI itself, in an attempt to approach the Socratic idea of student/teacher interactions and authentic learning in the modern classroom.
Facilitating Discussions: Tips and Ideas
Sarah Zerwin, Lead Graduate Teacher, Education
This workshop will provide many tips and ideas for engaging students in meaningful discussions over course material. We’ll think about things such as questions that encourage/discourage conversation, how to set up your classroom to support discussion, what to do if discussion stalls, how to construct a classroom community that supports discussion, and how to structure discussions following a variety of formats.
Extending STEM Discovery to Careers in Industry
J. Shawn Roach, Senior Scientist II, Replidyne
Valentine Roché, Counselor, Graduate Student Career Programs, Career Services
Attend this interactive workshop if you are exploring non-academic research careers in science, technology, engineering, and math. Bring your curiosity and questions for discussion about alternative careers.
Deconstructing Classroom Bias
Laura Border, Director, Graduate Teacher Program and Colorado Preparing Future Faculty Network
Liza Williams, Lead Graduate Teacher, Theatre and Dance
A simulation of bias provides the basis for a discussion of ways to avoid biased classroom interactions.
Looking for a Faculty Position at a Research University, or a Scientist Position at a National Lab
José Jimenez, Assistant Professor and CIRES Fellow, Chemistry & Biochemistry and CIRES
This presentation will describe the search process for positions in research universities and national labs, both from the point of view of the candidate and of the institution conducting the search. Finding and generating positions, creating compelling application materials, interviewing successfully, and negotiating the job offer will be covered, in an interactive format with frequent Q&A.
Creating Good Assignments: How to Get Papers You Actually Want to Read
Session presenters:Eric Klinger, Eliza Klinger and Senior Writing Center Staff
Confused by confusing papers from confused students? Think your students can’t write? Learn how to craft assignments that bring out their best in this interactive, practical workshop.
SPRING 2006 - Humor in the Classroom and in the Workplace
Thursday, January 12, 2006
Welcome
Laura Border, Director, Graduate Teacher Program
Goal Setting for Academic Success
Laura Border, Director, Graduate Teacher Program
It’s January 2006. Have you made a plan for the year yet? This workshop helps you focus on and carry out your goals.
Corporate America: What’s So Funny? A Sense of Humor in the Workplace
Jim LoPresti, Lecturer, Leeds School of Business
Academics are misunderstood by some employers, yet research and teaching skills can be valuable assets to a company’s bottom line. A sense of humor is an important skill in any work environment and this interactive workshop provides suggestions on how to bring humor to work and how to use laughter to stay healthy and ensure success given the challenges of the corporate culture.
Teaching Your First Course as Instructor of Record
Brian Klocke, Lead Coordinator, Graduate
Teacher Program
This workshop presents an overview of some of the fundamentals of teaching for instructors who have sole responsibility for the day-to-day teaching of a course, are responsible for the course content, tests, and syllabus; and have flexibility in terms of how the course is taught.
Teaching, Mentoring & Engaging Students in Engineering & the Sciences
Jana Milford, Associate Professor
Mechanical Engineering
Sherry Snyder, Director of Student Programs, College of Engineering & Applied Science
This workshop explores experiences and strategies from the College of Engineering & Applied Science to promote a supportive learning environment. Participants develop a plan to implement in their areas.
You Want People to Remember What You Say? Try Some Humor
Bud Coleman, Director, Theatre & Dance
In the classroom, the teacher is competing for the students’ attention. Students are bombarded every day with multiple media forms—music, cellphones, television, movies, games, internet, print advertising—which can make the traditional classroom seem stimulus free. Yet the classroom can be the most dynamic space they are in all day because it has a live human being talking to them in real time—nothing virtual about this experience at all. Humor can help you maximize your impact on learning.
Dealing with Contentious Topics in Classroom Discussions
P.J. Lomelino, PhD Candidate, Philosophy
Let’s face it. Teaching is not a “one-size-fits-all” endeavor – especially when it comes to teaching contentious topics. This workshop presents several tools to help you create a comfortable setting for teaching controversial topics, as well as tools for dealing with problems that might arise during (and after) such discussions
Classroom Antics and Antiquities: How to Make the Literary Past Come Alive
Nan Goodman, Associate Professor, English
Lee Krauth, Professor, English
Brant Torres, Undergraduate English Major
Stefan Bullock, Undergraduate Academy Lead
This workshop explores ways in which humor makes connections between the past and the present and between students and teachers. Different approaches to humor in the classroom are discussed.
Testing & Grading Strategies
Carol Conzelman, Lead Coordinator, Graduate Teacher Program
Testing and grading are strategies for supporting students in the learning process! Learn how to create a fair test that includes objective and subjective questions, utilize one-page writing assignments and pop quizzes, employ peer review and group work, evaluate essays and participation, and organize grading rubrics for a semester-long recitation section, lab, or course.
Friday, January 13, 2006
Keynote Speaker
Humor as an Instructional Defibrillator
Ronald A. Berk, Professor of Biostatistics and Measurement, School of Nursing, Johns Hopkins University
Grab those paddles. Charge 300. Clear! “Ouch!” Now how do you feel? “Great!” Humor used as a systematic teaching tool in your classroom can bring students and deadly, boring course content to life. Since some students have the attention span of goat cheese, we need to find creative techniques to hook them, engage their emotions, and focus their minds and eyeballs on learning. This session draws on multiple intelligence theory and the research from cognitive/neuropsychology, education, humor, and communications. It presents 10 evidence-based, humor methods that can be integrated into syllabi, handouts, examples, case studies, discussion questions, homework problems, project outlines, tests, wedding invitations, and parking tickets. Examples include quotations, cartoons, multiple-choice items, top 10 lists, anecdotes, skits/dramatizations with music, and “Jeopardy!” type reviews. The techniques are applicable to any course level, discipline, content area, or ice-cold beverage. This session “boldly goes where no academician has gone before,” maybe!
Humor in the Classroom: What’s Teaching Got to Do with It?
Ronald Berk, Professor of Biostatistics and Measurement, School of Nursing, Johns Hopkins University
Liza Williams, Theatre Lead TA, Sarah Hinners, EE Biology Lead TA, Melinda Anderson, SLHS Lead TA, Patrick Hege, German Lead TA, Chris McMorran, Geography Lead TA, Kimberly Geil, Education Lead TA, Alena Grabowski, Integrative Physiology Lead TA
Following the keynote talk, Lead Graduate Teachers will lead small discussion groups to apply information learned in the keynote presentation to how humor might be applied to classroom practices in their own disciplines.
The Teacher as Scam Artist
Joe Berta, Instructor, Psychology
The presenter shows how to sneak information into students’ heads while they think they are being entertained.
I Can’t Believe S/He Just Said That! Turning Offensive Remarks into Teachable Moments
Rachel Bandy, Lead Graduate Teacher, Sociology
This interactive workshop focuses on how to use tact, humor, and timely information to turn offensive remarks in the classroom into a productive, course-related conversation. It also focuses on how to address problematic comments without shutting down classroom participation. Be prepared to have a frank discussion about race, class, gender, religion, and sexual orientation and what they mean to classroom dynamics.
Recognizing & Deconstructing Classroom Bias
Laura L. B. Border, Director, Graduate Teacher Program
Liza Williams, Lead Graduate Teacher, Theatre & Dance
This workshop uses simulated classroom situations to help participants recognize and understand biased teacher interactions in the classroom. All attendees will participate in the simulation. Dr. Border provides theory and facilitates discussion and Ms. Williams plays the various teacher roles.
Lighten Up! Networking Is a Life Skill
Valentine Roché, Coordinator, Graduate Student Career Programs
Networking is an attitude, an approach to life. It includes the way in which you relate to the people and the resources around you. While networking has many benefits, among the most important is that it is an efficient way to accomplish big goals. This interactive workshop provides an opportunity to breakthrough your fears and concerns while building your networking skills.
SPRING 2005 - Ethics in the Classroom and the Boardroom
Welcome & Introduction
Laura Border, Director, Graduate Teacher ProgramEthics Keynote:
Contributing to a Climate of Academic Integrity in Your Classroom
Dr. Susan Stearns, Department Chair, Communication Studies, Eastern Washington University
The focus of this presentation is upon avenues by which you, as the instructor, can more comfortably discuss academic integrity with your students. This discussion will be juxtaposed with research based reasons of why faculty do not discuss academic integrity with their students.Ethical Issues in the Classroom: What Does Integrity Have to Do with My Classroom?
Panel: Lead Graduate Teachers
Rachel Bandy, Sociology
Jeremy Wegerer, East Asian Languages & Cultures
Ed Hafer, Philosophy
Elizabeth McNie, Environmental Studies
Elizabeth Harrington, Music
Chris Keller, Physics
Following the keynote talk, Lead Graduate Teachers will lead small discussion groups to apply information learned in the keynote presentation to how ethical issues might be applied to classroom practices in the disciplines.Teaching Your First Course as Instructor of Record
Hoag Holmgren, Assistant Director, Graduate Teacher Program
This workshop presents an overview of some of the fundamentals of teaching for instructors who have full and sole responsibility for the day-to-day teaching and assessment of a course; may or may not be responsible for the course content, tests, and syllabus; and have flexibility in terms of how the course is taught.Graduate Teachers’ Responsibilities in Honor Code Success
Eric Lentell, Chair, Honor Council, Student, School of Law
As CU continues to implement the CU Honor Code, graduate teachers need to be aware of how to help ensure its success.Copyright Law and Course Planning
Deborah Keyek-Franssen, Instructor, Women Studies, Coordinator, ATLAS
Dr. Keyek-Franssen presents and discusses a copyright tree developed by the ITS office. It provides an excellent guide for your course planning, classroom handouts, web course work, and web site postings.Goal Setting for Academic and Career Success
Laura L. B. Border, Director, Graduate Teacher Program
This workshop is designed to help you set and meet your goals in preparing your graduate degrees and getting ready for the job market.Navigating Life: Skills for the Journey
John P. Engel, M.A. Founding Director, LifeMigrations
While life is a journey, ethical travel is a choice. What are the navigational tools you use to make these choices? What is your internal compass? How do you find your own true north? This workshop highlights a number of navigational tools for ethical career decision-making and the presenter offers reflections on lessons learned from his own career journey.Conflict Management in the Classroom
Tom Sebok, Director, Ombuds Office
This workshop will use case study, lecture, and group discussion to explore conflict in the college classroom. Topics include recognizing different kinds of conflict, diagnosing sources, and identifying options and skills for managing conflict.Heart in the Marketplace
Jim LoPresti, PhD, 19th Century American Literature, Sr. Engineering Manager, Sun Microsystems
Are you curious about how to work in a corporate environment? This workshop offers a perspective on how to reconnect the intellect with the emotions in such a way as to allow a more complete and integrated “human being” to show up at work everyday armed not only with theories, but also deeper reflective thinking skills.Teaching Academic Ethics in the Classroom
Peter D. Blanken, Assistant Professor, Geography
Dr. Blanken discusses his experience in teaching students’ ethical behaviors in the CU Ethics and Academic Integrity workshop for undergraduates. He will use cases and discussion.How to Tell Business It’s None of Their Business - Legal Considerations in the Hiring Process
Louise Sliman, Human Resources Consultant, and Diana Sadighi, Director, Human Resources, Hunter Douglas Window Fashions, Member, Colorado State Council of the Society for Human Resource Management
This interactive workshop offers an interviewing demonstration and group discussion about what personal information is protected by law, what interview questions are inappropriate or illegal, and how to respond to them. Participants will have fun and leave with an understanding of how to handle some difficult situations in the hiring process.Politics and Purges at CU
Paul Levitt, Professor, English
In an atmosphere of McCarthyism in the 50s, then CU President Robert Stearns invited two FBI agents to the CU campus to investigate the loyalty of faculty and staff. As a result, several professors, staff, and students resigned, and two professors were fired. The recent release of new information indicates that President Stearns, for political reasons, lied about his motives. How does this event relate to the academy today?Teaching Critical Reading, Writing and Thinking
Michael Coyle, Arizona State University
Attend this interactive session to explore how graduate students can teach undergraduates how to read, write, and think critically.Panel on Promoting an Ethical Culture in Business
Donald L. Anderson, PhD, Communications, Manager, Employee Communications, StorageTek and Amy Redfern, MPA, Office of Corporate Public Affairs, StorageTek
What does it mean to talk about an ethical business culture? In today’s business environment choosing the right employees, retaining core values, sustaining financial integrity and preserving community relationships contribute to a successful business and to both local and global communities. Attend this interactive session to hear how StorageTek promotes an ethical culture. If a non-academic environment is congruent with your personal ethics and career goals, this workshop is an opportunity for career exploration.Recognizing & Deconstructing Bias in the Classroom
Laura L. B. Border, Director, Graduate Teacher Program and I. Andrew MacDonald, Lead Coordinator, Graduate Teacher Program
This workshop used simulated classroom situations to help participants recognize and understand biased teacher interactions in the classroom. All attendees will participate in the simulation. Dr. MacDonald will play the various teacher roles. Dr. Border will facilitate the discussion.
SPRING 2004 - Community & Dialogue in Academe and in the Workplace
Creating a Language of Civility and Pluralistic Discourse in the Classroom
Dr. Deborah Flick, Collaborative Solutions
It seems increasingly difficult for people to entertain positions different from their own without succumbing to polarization, entrenchment, and incivility. This is an especially unfortunate turn of events when it occurs in the classroom. This talk addresses questions such as: How can we create a conversational context that is both rigorous in its exploration of different points of view and respectful of the people involved? How can we disentangle winning the argument from seeking to understand that with which we disagree with a sense of genuine curiosity and openness to new perspectives?Community and Dialogue in the Disciplines
Panel: Lead Graduate Teachers
Charlotte Eubanks, Comparative Literature
Lawrence Garcia, Applied Math
Richard Khleif, Journalism
Bill Muck, Political Science
Qudsia Quraishi, Physics
John Weiss, Astrophysical & Planetary Sciences
Following Dr. Flick’s presentation, Lead Graduate Teachers discuss how her presentation elucidates problems they have experienced in the classroom and how to improve classroom practices in their discipline.Dialogue on Personal Leadership in Career Success
Kathy Kelley, CEO, Introspect International, LLC
Personal leadership – taking responsibility for everything you think, say and do – is the fundamental component of success. When you take responsibility for how you show up and the results you get, you achieve personal mastery in academe, in the workplace, or in life. If you want to improve your results and/or your relationships, we have the solution for you.The Power of Strategic Questions
Jim Downton, Professor, Sociology
Questions shape the contours of dialogue. In this work-shop, learn to use "strategic questions" to expand and deepen thinking about any issue. By asking"strategic questions," you also enhance the creativity, problem solving skills, and personal development of your students and yourself.Dialogue About the Honor Code
Jeffrey Luftig, Faculty Advisor to the Honor Council, Senior Instructor, Leeds
School of Business
Christine Rohde, Liaison to Honor Council
This session explores the current CU-Boulder Honor Code and its important implications for graduate instructors, postdocs, faculty, and students. Specific items reviewed will include elements of the Honor Code; use of the Pledge; procedures to employ and associated forms in the event that a student(s) violates the Honor Code; use of the Turn-It-In.com plagiarism
detection service.The Career Portfolio: Will It Give You An Edge in the Marketplace?
Valentine Roché, Coordinator, Graduate Student Career Program
A career portfolio is a job search strategy tool that you develop and present to potential employers for a complete picture of who you are — your talents, experience, education, key skills, and accomplishments. Use the portfolio in job interviews to showcase a point, to illustrate the depth of your skills and
experience, and to differentiate you from other job candidates. CU-Boulder graduate students share information about their career portfolios and web sites.Can We “Teach Different”? Engaging Students in Large Classes
Steve Pollock, Associate Professor, Physics
Teaching large groups of students (e.g., in 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? We discuss some of the research base, and a couple of ideas (and
tricks) popular in the physics department, focusing on peer instruction and“Concept Tests” in lectures, web-based feedback techniques, and small-group“tutorials” in recitations as means to provide more effective feedback (in both directions) and to actively engage the audience.Let’s Talk — If the Corporate Environment Is Your Game
Bobby King, Colorado Human Resources Director, New Product Development, Seagate
Technology
Julian Eaves, Corporate Director of Strategic Staffing Solutions, Seagate Technology
In today’s corporate environment longevity appears to be a thing of the past. Attend this interactive session to find out how to sustain the drive and motivation and truly become a “most valuable player” in a constantly changing environment.
Four Steps to Community Engagement in a Service Learning Practicum
Kayann Short, Instructor, Farrand Hall
By providing opportunities for interaction within social environments beyond the university, service learning enriches students' understanding of academic material while providing valuable community service. Such experiential learning
reinforces classroom knowledge by encouraging students to put theory into practice. This talk will introduce the four stages used to develop service learning projects for women's studies and writing courses, including the Reading Buddies Program and Women's Coalition with Cuba.On Second Thought: Exploring Options Outside of the Academy
Lisa Severy, Director, Career Services
While many graduate students look forward to careers in academia, others want to explore opportunities outside the academy. During this session, we discuss the process of clarifying one’s career path, exploring the alternatives available, and laying out strategies necessary to be successful.Socratic Method for Non-Law Teachers
Ed Gac, Professor, Leeds School of Business
Professor Gac believes that the Socratic method can be used effectively in classes outside the Law School. The Socratic Method is based on questioning and on defending one’s argument. Professor Gac explores this method as a model for
teaching.Difficult Dialogue and Productive Conversation
Jennifer L. Simpson,Coordinator for Student Affairs, Adjunct Faculty
This interactive session explores ways of using dialogue
to engage in difficult conversations constructively and productively across a wide variety of contexts.How to Recognize and Deconstruct Bias in the Classroom: A Simulation
Laura Border, Director, Graduate Teacher Program
This session is based on a full-group simulation of patterns of classroom bias culled from the literature. Participants experience bias and discuss teaching methods that replace biased teaching with active engagement of all students.
Leadership in Student and Faculty Government
Stephanie Martin, UGGS Co-President, Doctoral Candidate in Economics
Barbara Bintliff, Boulder Faculty Assembly Chair, Faculty, School of Law
This interactive session explores the importance of graduate student and faculty leadership. An overview of academic service and governance helps graduate students understand the 20% in the 40/40/20 spectrum of faculty teaching, research, and service responsibility.
SPRING 2003 - Blueprints for Academic & Nonacademic Career Planning
January 9
Science & Humanities in the 21st Century: Issues for Future Faculties & Professionals
Clayton Lewis, Chair, Computer Science
Jeffrey Cox, Director, Center for the HumanitiesTeaching Your First Course
Hoag Holmgren, Assistant Director, Graduate Teacher Program
Hit the ground running on the first day of classes with a concise overview of syllabus preparation, course planning.Goal Setting
Laura Border, Director, Graduate Teacher Program
This goal setting session is designed for graduate students who are planning to work on a dissertation, working on it already, or getting ready to apply for jobs. It is designed to help participants clarify their immediate and long-term goals.Awakening Minds: The Power of Creativity in Teaching
Jim Downton, Professor, Sociology
One way to gain advantage on the academic job market is to become a more creative teacher. Explore techniques for developing the power of creativity in teaching, so your students are actively involved in learning and ready to participate.Case-Study Method of Teaching (Part l)
Jim Westerman, Associate Professor, Business, Western State College
Professor Westerman, a CU PhD, is trained in the Harvard Case-Study Method and uses it to teach undergraduates at Western State College. He will explain how the case-study method works, discuss its benefits, and provide participants with the experience of working through and attempting to solve a case.Do's and Don'ts for Teaching Assistants: An Explosive Review
Mike Dubson, Professor of Physics, University of Colorado at Boulder
Dr. Dubson reviews guidelines for being an effective TA. Learn how passive learning doesn't work. If the TA stands at the board and talks for 50 minutes while the students listen, the students learn almost nothing. One excellent way to engage students is with demonstrations. Witness several slightly dangerous and entertaining physics demonstrations. Audience participation occurs but no knowledge of physics is assumed.Case-Study Method of Teaching (Part ll)
Jim Westerman, Associate Professor, Business, Western State College
A different case will be used in this session.
(See description in Part 1)January 10
Academic Job Market: Different Types of Institutions
Hillary Hamann, W.M. Keck Scholar in the Geography of the American Southwest, The Colorado College
Dr. Hamann, a CU PhD, former Lead Graduate Teacher and PFF Fellow, shares insights into the different environments of teaching and research at institutions such as CU-Boulder and Colorado College. Learn tips and ideas for finding and getting the job you want.Perspectives on Promotion and Salary Negotiations
Colleen Gaffney, MBA, HR Director, Tantia Technology
Bobby King, MA, HR Director, Seagate Technology
Anne Levine, MSM, HR Consultant
A panel of experienced directors briefly present their perspectives about promotion and salary negotiations in corporate, government, and nonprofit environments. The panelists offer their best thinking on how to negotiate in both good and difficult economic situations.Active Learning
Annette Thornton, Lead Coordinator, Graduate Teacher ProgramTransferring Skills Into Nonacademic Careers
Michelle R. Woodward, PhD Candidate,
Anthropology & Employee Communications Specialist,
Sun Microsystems
While pursuing scholarly interests, graduate students can gain valuable skills from community service, committee work and participation in professional conferences. What unique skill sets do you bring to potential employers?.Life After Graduate School: Applying for Academic Positions
Andi Pascarella, Assistant Professor, University of Northern Iowa
Steve Graham, Administrative Officer, Institute of Behavioral Science
Finishing your thesis work and applying for jobs at the same time is an overwhelming task. Dr. Pascarella, a CU PhD, discusses the intricacies of applying for a job and how to set yourself apart from the other applicants.Writing a Nonacademic Resume
Maggie Debelius, PhD, Author So What Are You Going to Do With That? A Guide to Career Changing for MAs and PhDs
Do you need help turning your CV into a resume? Learn to focus on translating your academic experience into terms that are relevant to employers outside the academy. Please bring a draft CV or resume with you.Interviewing for Academic Positions
Andi Pascarella, Assistant Professor, University of Northern Iowa
Applying for jobs while trying to finish your thesis work takes time. You need to be ready when you get a call requesting a phone-interview or an on-site interview. Dr. Pascarella helps you gain insight into the kinds of questions you might be asked and how to best prepare for interviews.Networking for Nonacademic Jobs
Valentine Roche M.S., Career Counselor, Coordinator of Graduate Student
Career Programs
Are you exploring nonacademic careers? Did you know that 65% to 70% of individuals looking for jobs find them through the power of networking? Attend this interactive workshop where you assess your networking skills, identify your strengths and gaps, and explore networking strategies.
January 10-11
Professional Development for Academic & Nonacademic CareersJanuary 10
Welcome to Conference & Introduction
Laura L. B. Border, Director, Graduate Teacher Program
Nonacademic Career Options in Business and Government
Julie Hart, Senior Economist, Colorado Office of State Planning and Budgeting,
Jeff Cox, Director, Center for the Humanities and the Arts, CU-Boulder,
Jay Littlepage, Vice President, Enterprise Services Information Technology, Sun Microsystems
Speakers will discuss how academic training translates to nonacademic employment for graduates from diverse academic backgrounds.Teaching at a Research Intensive Institution: Issues and Methods Related to Science Labs
John Basey, Senior Instructor, EPO Biology
Tammie Nakamura, PhD candidate, EPO Biology
In this session we will examine the desired learning outcomes of students in science labs, explore the costs and benefits of various laboratory styles and teaching methods, and review recommendations by national agencies concerning science education reform.Ivory Tower verses Fortune 500: Your Skills are Transferable
Michelle Woodward, PhD candidate, Anthropology; Communications Specialist, Enterprise Services Information Technology, Sun Microsystems
Jay Littlepage, Vice President, Enterprise Services Information Technology, Sun Microsystems
Successfully navigating the transition from a university career to a professional career is challenging, especially for graduate students who have traditional academic training. Using Sun Microsystems, Inc. as a case study, the presenters will demonstrate how your academic training and skills can help you to excel in the world beyond the Ivory Tower.Teaching at a Research Intensive Institution
Patricia Rankin, Associate Professor, Physics
Lorrie Shepard, Dean, School of Education
Professor Rankin and Dean Shepard will share their experiences and make recommendations for graduate students who seek tenured positions in major research institutions.Case-Study Method of Teaching I
Jim Westerman, Associate Professor, Business, Western State College
Professor Westerman is trained in the Harvard Case-Study Method and uses it to teach undergraduates at Western State College. He will explain how the case-study method works, discuss its benefits, and provide participants with the experience of working through and attempting to solve a case.Translating Academic Knowledge in the Corporate World
Pennie Magee, Magee Consulting (formerly at US WEST/Qwest)
Ruth Bleuze, Language Program Coordinator, Department of French and Italian
Is academic knowledge relevant in the business world? How can a graduate student translate his or her academic skills and experience into language that speaks to a hiring manager? Dr. Magee will discuss the key role graduate students can play in the corporate world. Dr. Bleuze will speak about other entries into the business world and the critical role of foreign language fluency in international business.Case-Study Method of Teaching II
Jim Westerman, Associate Professor, Business, Western State College
A different case will be used in this session.January 11
Cooperative Learning I: Using Groups Wisely and Well
(Part 1 of 4: Participants may attend any or all of the four sessions)
Barbara Millis, Director of Faculty Development, United States Air Force Academy
Participants will come to know the theory and philosophy behind cooperative learning, including its belief in the value and educability of all students and the need to provide cooperative environments that balance challenge and support.Successful Interviews: On the Telephone and in Person for Academic & Nonacademic Jobs
Andi Pascarella, PhD candidate, Physics
Cammie Muller, Senior Financial Analyst, Wild Oats Markets
Many hiring departments in higher education use phone interviews to screen candidates for faculty positions. Ms. Pascarella provides tips based on several successful candidates' experiences. Ms. Muller provides insight into presenting yourself well in interviews for work in the private sector.Cooperative Learning II: Using Groups and Creative Games to Further Learning and Assessment
(Part 2 of 4: Participants may attend any or all of the four sessions)
Barbara Millis, Director of Faculty Development, United States Air Force Academy
Games can be an effective way to motivate students to learn course material; to encourage them to come to class prepared; and to assess student learning. However, too often games are merely "icebreakers" or "team building" activities. All the group activities and games modeled during this interactive workshop are focused squarely on academic content and formative assessment.Using the PhD in Nonacademic Jobs
Patricia Pacey, President, Pacey Economics Group
Dr. Pacey has taught as a faculty member in both Economics and in Business at CU-Boulder. She has since had a successful career in business and will discuss how preparation for the doctorate prepares you for success in the business sector.Cooperative Learning III: Using Groups and Classroom Assessment Techniques to Capitalize on How People Learn (Part 3 of 4: Participants may attend any or all of the four sessions)
Barbara Millis, Director of Faculty Development, United States Air Force Academy
Both scientists and teachers have been increasingly aware of the research related to the biological basis of learning and its impact on teaching and learning in higher education. This workshop will explore some of that research, discuss its implications for teaching and learning, and then model some specific practices that will enhance the learning process.Goal Setting: Complete Your Degree and Get the Position You Want
Laura L. B. Border, Director, Graduate Teacher Program
This goal-setting session is designed for graduate students who are planning to work on a dissertation, working on it already, or getting ready to apply for jobs. It is designed to help participants clarify their immediate and long-term goals.Cooperative Learning IV: Using Cooperative Activities to Foster Critical Thinking
(Part 4 of 4: Participants may attend any or all of the four sessions)
Barbara Millis, Director of Faculty Development, United States Air Force Academy
Deep learning emerges from the careful sequencing of assignments and activities "orchestrated" by a teacher committed to student learning. It involves motivating students to acquire a solid knowledge base through active and interactive learning.The Transit from Academia to the Private Sector
Elizabeth Herr, Economics, Senior Statistician, Noel Levitz
Dr. Herr has taught as a full-time faculty member on postsecondary campuses and currently works in the private sector. She will discuss the benefits and challenges of both and make recommendations for academics considering jobs in the private sector.
Einstein Revisited: The Beauty of Independent Thought
Introduction to the Conference
Laura Border, Director, Graduate Teacher Program
Walking Lightly... A Portrait of Einstein
Len Barron
Len Barron presents Einstein's humanity, his commitment to friendship, peace, and education in a delightful piece on Einstein's life, loves and thoughts about education. Len Barron has presented his piece on Einstein to many audiences both locally and nationally. We are delighted to welcome him back to the Graduate Teacher Program.
Small Group Discussion of A Portrait of Einstein and of Einstein's Thoughts on Education
Genet Kozik-Rosabal, Lead Coordinator, Graduate Teacher Program
Juan Galdo, Lead Graduate Teacher, Spanish and Portuguese
Hillary Hamman, Lead Graduate Teacher, Geography
Charlson Kim, Lead Graduate Teacher, Physics
Teresa Nugent, Lead Graduate Teacher, English
Daniel Sturgis, Lead Graduate Teacher, Philosophy
Jacob Waples, Lead Graduate Teacher, Geology
Following the Einstein piece, Lead Graduate Teachers lead small group discussions on participants' reactions to it and apply Einstein's thoughts on education to classroom practices.Session
James McNeil, Professor, Physics, School of Mines
Professor McNeil will share his knowledge of Einstein and teaching in this interactive session.Case Teaching and the Undergraduate Audience
Jim Westerman, Business, Western State College
Professor Westerman is a CU Boulder doctoral graduate and former Lead Graduate Teacher. He has taught for many years at Western State College. He has studied the case-study method of teaching at Harvard School of Business and currently uses it in his classes.
Project-Based Instruction "Making Things With Your Hands And Your Brains"
Andrew Hamilton, Associate Professor, Astrophysical and Planetary Sciences, University of Colorado at Boulder
Professor Hamilton studies black holes, white holes and worm holes and gives many presentations on this topic. He will share his love for Einstein, teaching, the excitement of science, and making things with your hands and your brains.January 12
Creative Teaching: Taking Your Own Thoughts Seriously
Deborah Haynes, Chair, Fine Arts, University of Colorado at BoulderCollaborative Learning
Barbara Millis, Director of Faculty Development, Center for Educational Excellence, United States Air Force Academy
Professor Millis teaches English and directs the teaching center at the US Air Force Academy. She is well-known for her insightful work on collaborative learning. We are glad to welcome her back for another in-depth presentation. (You may attend one section or all of her workshop)
Active Learning in Science Classes
Steve Pollock, Assistant Professor, Physics, University of Colorado at BoulderCollaborative Learning
Barbara Millis, United States Air Force Academy
Goal Setting: The Beauty of Independent Thought
Laura Border, Director, Graduate Teacher Program
Collaborative Learning
Barbara Millis, United States Air Force Academy
