Workshop Descriptions

Designing a Course and Constructing a Syllabus

Thoughtful course design begins with the articulation of goals and learning outcomes. When preparing to teach a course, you should ask: "What do I want the students to know and what skills do I want them to have when they finish my course?"  Once those questions are answered, the next step is to identify the specific ways in which students will achieve those goals. What "big ideas" should students understand? What topics will be covered? What pedagogies will you employ? Finally, you need to think about assignments and exams that will further student learning and help you determine if the desired learning has been achieved. With these decisions made, it becomes relatively straightforward to write a syllabus that clearly describes your expectations and the requirements of the course. (return to top)

Students as Learners, You as Teacher

Research into how college students learn has grown enormously over the last twenty-five years, and the field continues to expand. We know, for example, that students are not passive recipients of information, but, instead, actively construct their own knowledge and understanding. We also know that instructors who have a good sense of themselves as teachers—their instructional preferences, their beliefs about teaching—are particularly effective in the classroom. This session will provide an introduction to how people learn, and an opportunity to explore your own philosophy about teaching and learning. (return to top)

Interactive Teaching and Active Learning

There is a preponderance of evidence that shows that actively engaging students in the classroom leads to improved learning. This session will provide you with strategies and examples of techniques that you can use to actively engage students in the classroom. ‚Äč (return to top)

Planning and Facilitating a Class Session

This session will explore how to organize a lecture or recitation. It will help you understand how to craft the messages you are delivering and understand how they affect your audience. By the end of the workshop, you will have a better sense of how to use more of your expressive capacity to keep a group engaged. (return to top)

Constructing Effective Assignments, Problem Sets & Exam Questions

This session highlights ways in which exams, problem sets and homework assignments can be designed to best support student learning and understanding. Participants identify positive and negative attributes of sample homework problems and work collaboratively to redesign these problems in order to more effectively reinforce desired learning objectives. (return to top)

Teaching Inclusively

In this workshop, we will examine inclusive teaching through three lenses: (1) student demographics & perspectives (who we teach); (2) pedagogy (how we teach); and (3) content (what we teach).  Participants will have opportunities to identify their own biases with respect to learners, learning, and the demonstration of understanding; and will discuss how those biases can impact learning and stand in the way of truly inclusive classes. We will discuss strategies to foster inclusiveness in their classrooms.

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Teaching Philosophy Statements

The teaching philosophy statement is a required component of most academic job applications, and is often required as part of the faculty tenure and promotion process.  For many, the act of articulating a teaching philosophy can be daunting.  This session seeks to demystify this process by providing a variety of strategies and approaches that participants can utilize in the creation of their own teaching philosophy statements. (return to top)

Videorecorded Microteaching Sessions

Participants give a short presentation in their own field to other workshop members who role play as students. Audience members, including an instructor, provide feedback to the microteacher. (return to top)