College Classroom Teaching Strategies

Mondays 1:00 - 2:00 PM, Roser ATLAS 301

Monday Workshops

Monday workshops focus on concrete strategies, techniques,

and methods to help you teach better in the classroom.



January 30

The Use of a Tablet PC and Clickers in a Flipped Classroom

Jeffrey Knutsen, Instructor, Mechanical Engineering, CU Boulder

In a flipped classroom students are expected to review low-level information prior to the class period. This allows the instructor to focus class time on higher-level concepts and class discussion. At the most basic level a Tablet PC allows the instructor to project handwriting and other diagrams directly to the screen. However, a Tablet PC interfaced with Microsoft OneNote and other software allows more sophisticated use of technology in the classroom, including developing screencasts outside of class and to present clicker questions in a more interactive manner. This session focuses on the use of OneNote in and out of the classroom, and also provides some guidance on how to use the software to organize a course throughout the semester. More information can be found here:

Feburary 6

Observation as Practice

Jessica Hunter-Larsen, Director of Academic Engagement, Colorado College

In our highly saturated visual culture, it is difficult to move past an immediate response to a visual stimulus; we tend to trust our first impressions and move on. True understanding of an object, image, human or animal subject, or data set requires sustained, non-judgmental observation – skills that are not explicitly taught in most disciplines. This workshop presents a variety of activities that develop observational, analytical, and writing skills. Participants will leave with a toolbox of techniques for use in classes.

February 9

**NOTE: Special workshop on Thursday, February 9, co-sponsored with the Faculty Teaching Excellence Program (FTEP)**

Addressing Challenging Situations in the Classroom

Anna Spain, Associate Professor of Law

This workshop will explore common challenges that faculty and students face in the classroom context. The workshop aims to raise examples and explore best practices. For example, a student questions your authority as professor in front of the class, what should you do? You are teaching material dealing with difficult issues (such as discrimination or aspects of identity such as gender or race), how can you best engage your students? A student faces personal challenges that are affecting his or her performance in class, what can you do and what must you do? This workshop will engage these and other common challenges and provide participants with a framework for understanding what is taking place and how you can best respond given your identity and the identity of those involved. The workshop is interactive. All are welcome. PREREGISTRATION REQUIRED THROUGH FTEP

Thursday, Feb. 9
Rec Center Ice Overlook Large Meeting Room

Feburary 13

"I Made a LinkedIn Profile, But I Don't Really Use It"

Annie Piatt, Graduate Student Program Manager and Career Counselor, Career Services, CU Boulder

These days, your online presence may very well be your first impression with hiring professionals. Hear from Annie Piatt, Grad Student Program Manager and Career Counselor, about how to increase your marketability online as a job seeker. Tips for locating the right folks for your job searching network and being “findable” by recruiters will be discussed.

February 20

Stop Grading, Start Teaching: Revolutionize Your Class with Online Evaluation

Brian Yales, Spanish Instructor, Red Rocks Community College

This workshop will show you how to replace traditional in-class evaluations with online competency-based quizzes and produce the following results: more class time dedicated to discussion and practice; increased student incentives to learn at a higher level; a higher level of student accountability and engagement; a more adaptive learning process that allows students to work more efficiently; increased interaction between students; and increased interaction between student and instructor. Learn how to spend less time grading and dedicate more of your energy the aspects of teaching that you love.

February 27

Using Teaching-as-Research for Assessment

Adam Blanford, TIGER Coordinator, Graduate Teacher Program

Whether you are teaching in STEM or the arts and humanities, Dr. Blanford will discuss the concept of Teaching-as-Research and how you can use it to assess aspects of your teaching and pedagogy.

March 6

God and Politics in the Classroom: Teaching Controversial Texts at a Public University

Elias Sacks, Associate Professor, Religious Studies, CU Boulder

How do we teach about topics such as religion and politics?  How do we create learning spaces in which students can engage controversial texts and discuss sensitive matters on which they might hold very different positions—spaces in which students can articulate their own commitments while also taking seriously (and being intellectually vulnerable to) views they might find objectionable?  We will explore these questions, developing and practicing strategies for productively leading discussions about topics such as religious belief, public policy, race, and sexuality.  We will devote particular attention to the challenges (and opportunities) involved in engaging such topics at a public university, as well as the question of what it means to teach material with which we might disagree.

March 13

Fostering Creativity, Building Structure

Keith Barnhart, DMA Candidate, College of Music, CU Boulder

What does it mean to give students the “tools” to practice? What is creative learning and how do we maintain structure while being creative? This workshop will focus on teaching music in one-on-one lessons. The discussion will center around meta-learning principles with ideas on how to use technology and other resources to develop effective teaching.

March 20

Back to Basics: Building Block Concepts in the Classroom

Chris Ostro, Program of Writing and Rhetoric, CU Boulder

One of the most common mistakes new teachers make is overestimating the experience and knowledge of their students.  It’s easy for us, as experts in a field we’ve studied for 5 or 10 years (or even more!) to forget the sorts of things we didn’t know on day 1.  This workshop will aim to help each of you identify these sorts of concepts, explore the sorts of problems these concepts can cause, and discuss solutions to those problems.

All workshops count toward GTP certificate requirements.

All graduate students, undergraduate teaching & learning assistants, postdoctoral fellows, faculty, and staff are welcome at GTP events and activities.

For further information, please call 303-492-4902.