Registration now open for Spring 2018 Symposia and Short Courses!
Facilitated by Nichole Barger, Professor of Ecology & Evolutionary Biology. In this symposium, we will actively engage in creating learning goals for a course, discuss the importance of communicating those learning goals to students, and demonstrate how to effectively align learning goals with course assignments. Participants will gain experience in setting reasonable assignments to achieve course learning goals.
Tuesday, January 16, 1:00pm – 2:00pm, Rec Center: Lobby Meeting Room
Facilitated by Stephanie Chasteen, Associate Director, Science Education Initiative. Are you using interactive techniques in your classroom, and are worried about student engagement? Do students complain about the active learning components of your class, or are reluctant to talk to their peers during activities? This interactive workshop will explore ways to help your students get the most out of interactive techniques, through addressing pushback and creating a positive learning environment. We will analyze the problem in your class, and discuss concrete strategies to address it. This event is co-sponsored with the Graduate Teacher Program (GTP). Graduate student instructors are welcome to attend this session.
Thursday, January 18, 11:00am – 12:30pm, Rec Center: Lobby Meeting Room
Facilitated by Thora Brylowe, Assistant Professor of English. Research suggests that student-led inquiry helps students retain what they have learned. This session offers ideas for project-based learning in the humanities classroom, including a couple of brief demonstrations and some examples of collaborative projects that instructors could adapt to suit their own classroom situations. We will also discuss possible modes of evaluation and assessment for group-based or full-class projects.
Thursday, January 25, 2:00pm – 3:00pm, Rec Center: Lobby Meeting Room
Facilitated by Stefanie Mollborn, Professor of Sociology and Institute of Behavioral Science. How can you find out if your students are learning what you want them to? Answering this question can better inform your teaching and assessment of students. This workshop teaches you quick and easy ways--including high tech, low tech, and no tech options--to collect information about students’ learning. Many of these strategies, such as minute papers and online discussion posts, can give you information and help your students improve their learning at the same time. We will also discuss how to determine the points in your course--such as specific bottlenecks in student learning and threshold concepts they need to master--when it can be particularly useful to find out what students are learning. This event is co-sponsored with the Graduate Teacher Program (GTP). Graduate student instructors are welcome to attend this session.
Wednesday, January 31, 12:00pm – 1:00pm, Rec Center: Lobby Meeting Room
Facilitated by Joan Gabriele, Director, Special Undergraduate Enrichment Programs and Tim O’Neill, Assistant Director, Special Undergraduate Enrichment Programs. This presentation and workshop will introduce new faculty to Undergraduate Research Opportunities Program (UROP), a campus-wide funding source for faculty-student research, scholarly and creative partnerships. You’ll learn how the program works, how students can assist you on your journey toward tenure, and how you can support students doing research, scholarly and creative work in your department. UROP is available to all majors, departments and colleges. More information on the program at: http://www.colorado.edu/suep/urop
Tuesday, February 6, 2:00pm – 3:00pm, Rec Center: Lobby Meeting Room
Effective facilitation of clickers and peer instruction: Nuances that matter
Facilitated by Stephanie Chasteen, Associate Director, Science Education Initiative. Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the classroom? How can you get students to discuss the questions, share their ideas in the large group, and take the questions seriously? How do you fold the questions into your larger lecture? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve student engagement and deep learning. We will provide a brief overview of peer instruction and use of clickers, but this is intended to be a “deeper dive” workshop. This workshop discusses pedagogical aspects of using clickers, but not technical components. For technical assistance with i>clicker, please visit http://www.colorado.edu/oit/services/teaching-learning-tools/cuclickers
Rescheduled: Wednesday, March 14, 12:00pm – 2:00pm, Rec Center: Outdoor Program Classroom
Please register by sending an email to firstname.lastname@example.org.
Facilitated by Katherine Eggert, Professor of English. This seminar will explain both the method for assembling a teaching portfolio and the type of material it should include. It should help pre-tenured faculty prepare to create this important part of their tenure dossier by offering an outline of the process and by including concrete examples from portfolios created by successful tenure candidates in the past.
Thursday, February 22, 2:00pm – 3:00pm, Rec Center: Lobby Meeting Room
Facilitated by David Brown, Professor and Chair of Political Science. This segment of the FTEP program addresses common hesitations, misperceptions, and challenges involved with flipping a classroom. The instructor, David Brown, will lead participants through the evolution of a happy lecturer to a strong proponent of active learning. Why flipping the class is not for everyone, how to get your feet wet, and how it can change your perception of research, teaching, and students will also be covered. Different tools and methods which have been successful and not so successful in Brown’s experience will be candidly discussed. New technological tools which facilitate the flipped classroom will be presented along with their advantages and disadvantages. This event is co-sponsored with the Leadership Education for Advancement and Promotion (LEAP) program.
Friday, February 23, 11:00am – 12:00pm
Please note that the location has changed. New location: Rec Center Studio 4 (1st floor)
Facilitated by Anna Spain Bradley, Associate Professor of Law and Assistant Vice Provost of Faculty Development and Diversity. 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 a professor in front of the class. What should you do? A student faces personal challenges that are affecting his or her performance in class. How might you best assist and when are you required to consult other campus resources? How can you best teach material that deals with aspects of individual identity such as race, gender or sexual orientation and related concerns about bias and discrimination? 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. This event is co-sponsored with the Graduate Teacher Program (GTP). Graduate student instructors are welcome to attend this session.
Thursday, March 1, 12:00pm – 1:00pm, Wolf Law: Room 207
Facilitated by Alice Healy, College Professor of Distinction, Department of Psychology and Neuroscience and Institute of Cognitive Science, and Director, Center for Research on Training. Dr. Healy will discuss 21 principles of training, or training tips, to advance the learning of knowledge and skills. There are three forms of task engagement that are the basis of successful training for peak performance—acquisition, retention, and transfer—and three corresponding goals of training—efficiency, durability, and flexibility. Dr. Healy will briefly review each of the training principles organized by their form of task engagement and their corresponding primary goal, and then she will select a subset of these principles to discuss in greater detail, both in terms of the scientific evidence for these principles and in terms of exercises that students can practice using the training tips. The following are the learning goals for the symposium participants: 1. Optimize acquisition of knowledge and skills by maximizing the efficiency of learning. 2. Optimize the retention of knowledge and skills by maximizing the durability of learning. 3. Optimize the transfer of knowledge and skills by maximizing the flexibility of learning.
Friday, March 2, 2:00pm – 3:30pm, Rec Center: Outdoor Program Classroom
Facilitated by Stephanie Chasteen, Associate Director, Science Education Initiative. It is useful to identify what you want students to learn as a result of taking your course (“learning goals” or “student outcomes”) but how can you ensure that these goals actually drive your course? In this interactive workshop, we will investigate some strategies for creating alignment between what students should learn (your learning objectives) and how you will measure and provide feedback on that learning (your assessments). We will assume some familiarity with learning goals, but will provide a brief review at the start of the workshop. Participants should bring copies of their existing goals and assessments.
Wednesday, March 7, 12:00pm – 2:00pm, Rec Center: Lobby Meeting Room
Facilitated by Heidi Day, Senior Instructor of Psychology & Neuroscience. If you ask your students to read primary scientific literature for your class, do they think critically about the data presented? Do they even look at the data, or do they just read the author’s words? This workshop is based on my experience with students in an upper division neuroscience class. It will explore ways that instructors can potentially encourage a deeper understanding of scientific literature, based primarily on helping students interpret the graphical data presented. This event is co-sponsored with the Graduate Teacher Program (GTP). Graduate student instructors are welcome to attend this session.
Tuesday, April 3, 3:00pm – 4:00pm, Rec Center: Lobby Meeting Room
Facilitated by Vanessa Roberts, PhD Candidate in Sociology. Interested in the buzzwords flying around campus including and related to "inclusive excellence"? Wondering what it might mean to incorporate these ideas into your classroom? If so, please join Vanessa Roberts for an engaging and interactive session specifically designed for CU faculty. This workshop will include discussions of identity and positionality and their impact on educational practice, while also introducing practical tips, tricks, and strategies participants can directly apply in their own classrooms. The goal is to support the creation of educational spaces that foster inclusion and support student learning. Covering topics from course design to pedagogy, the content is applicable to our work as educators across disciplines and specialties. This event is co-sponsored with the Graduate Teacher Program (GTP). Graduate student instructors are welcome to attend this session.
Tuesday, April 10, 11:00am – 12:30pm, Rec Center: Lobby Meeting Room
Facilitated by David Brain, Professor, Space Physics, and Tim Wadsworth, Professor, Sociology. This symposium will combine presentation and open discussion to focus on several key issues for professors teaching large classes. The goal for the session is to give new faculty both some useful and tested practices for handling large classes. This event is co-sponsored with the Graduate Teacher Program (GTP). Graduate student instructors are welcome to attend this session.
Wednesday, April 18, 3:30pm – 5:00pm, Rec Center: Lobby Meeting Room
Writing for publication: Expressing reasoning in writing
Facilitated by Tim Lyons, Instructor of The Program for Writing and Rhetoric. Writing for publication doesn’t differ in essentials from writing for any reader or group of readers, for in every case the writer must think of the reader with each sentence, in every connection from one sentence to another, and in the overall construction of an essay. Because the people who guard the gateways to publication may have particular needs depending on the gateway they guard, the writing must intuit those needs, taking the reader/gatekeeper into consideration while remaining true to his own intention and conviction. In this series of workshops, we will explore the ways in which you can accomplish this multifaceted task so that your audience can grasp your purpose, follow you as you work to accomplish it, and benefit from the process.
This is a three-part course. Faculty commit to participation in all 3 parts.
Registration is limited to 3 participants per session. Additional registrants will be placed on a waitlist. If a registered faculty member cannot attend, we will move to the waitlist for a new participant.
Teaching in a nutshell: Strategies to enhance student learning
Facilitated by Tamara Meneghini-Stalker, Professor of Theatre & Dance. This participatory symposium involves not only observing yourself teaching, but also investigating how your ways of communicating affect student learning. Although watching yourself on videotape can be challenging, what you see in yourself will change you more than anything about teaching that you may learn in the abstract.
In this symposium, the group works together to identify communication strategies that enhance the students’ learning experience. Collaboratively, you support one another over the rough moments of embarrassment and fear, coming to view yourself more objectively as a member of a community where learning is reciprocal to teaching. In the process, you acquire specific techniques for guiding and improving learning; and you perceive how your voice and your body affect how well your students see/hear/grasp what you are saying. Few of us have had the opportunity to focus on these subtle, yet vital dimensions of teaching and learning. For those of you who have taken this symposia before and wish to refresh yourself on the subject matter, join us again as a refresher.
This is a two-part course. Faculty commit to participation in both parts.
Facilitated by Chip Persons, Associate Professor of Theatre & Dance. This symposium will help instructors reveal their on-camera presence for recorded instruction in online courses. Participants will build and strengthen their on-camera presence by recording and then watching themselves on video, along with the rest of the group, speaking about both themselves and their respective course content.
*This is a two-part course. Faculty commit to participation in both parts.*