The Center for the Advancement of Teaching & Learning offers multiple workshops, course design groups, reading groups, and guest presenters throughout the year. Descriptions for current and past CATL offerings can be found below.
To sign up for any of the following offerings, please use the registration form.
Written by a multidisciplinary group of faculty, Critical Reading in Higher Education is intended “for undergraduate instructors from various disciplines who are frustrated that their students don’t read, or more accurately, don't read the way they are expected to in undergraduate courses” (xi). This book explains the findings from a collaborative research project focused on “how students read in first-year courses.” And what they offer, as Pat Hutchings describes in the forward is “good news, not-so-good news, and bad news,” about student reading habits. Though the study focuses on first-year courses, it offers findings and strategies that can be adapted or applied in other course contexts to foster and help develop students’ critical reading skills (as well as a nice model for a well-designed cross-disciplinary collaborative scholarship of teaching and learning project).
The first half of the book will be discussed on June 15th. Participants will select a second date for discussing the remainder of the book. Please register by June 1st to receive a copy of the book.
In this book group we will read Teaching and Learning STEM: A Practical Guide by Richard Felder & Rebecca Brent. Whether you are an experienced teacher or just starting out, there is something for you in this book. The strategies described by the authors are research-based and can be easily implemented in an existing course or incorporated into a new course you are designing for next year. Already have your own research-based strategies? Come share them in the discussion! Please register by June 14th to receive a copy of the book.
“Distractedness and fragmentation characterize contemporary academic life,” observe Maggie Berg and Barbara Seeber, two teaching-award-winning professors of English at Canadian universities. They see this as an unfortunate trend, since academia is an area that should be cultivating deep thought. In chapters like “Pedagogy and Pleasure” and “Collegiality and Community,” they propose that faculty slow down, act with purpose, and cultivate emotional and intellectual resilience to the effects of corporatization of higher education. Berg and Seeber argue that time for reflection is not a luxury for already privileged professors (as some see it), but crucial for faculty in order to effectively teach and undertake good scholarship, which in turn benefits students, the university community, and liberal education, as well as the faculty themselves. Please register by June 23rd to receive a copy of the book.
Please join colleagues from Belk Library, Teaching & Learning Technologies, and CATL to learn how the high cost of textbooks is impacting student choices about textbook purchasing, and to consider alternatives to textbooks at no cost or low cost to your students. We’ll include time during the session for you to explore possible sources of high-quality alternative course materials, so bring your specific ideas and questions.
Whether you are planning a new course for next year or spending part of the summer re-thinking a course you have taught before, you can sign up to be part of a course design working group. Groups meet 4 times during the summer, often over lunch, based on group members' schedules. During each meeting, we’ll discuss each course -- with group members responding to the questions/topics that most interest you as you design it. In particular, if you’re interested in discussing how you might adapt your Winter Term course to take advantage of the theme or consider ways to plan an effective short-term course, please let us know.
To sign up for any of the above offerings, please use the registration form.
Elon University welcomes area university and college educators to the 13th Annual Teaching and Learning Conference on August 18, 2016. The conference is jointly sponsored by Elon’s Center for the Advancement of Teaching and Learning (CATL) and Teaching and Learning Technologies (TLT).
This year’s conference theme, Evidence of Learning, will be reflected in sessions that explore various strategies for creating engaged learning experiences—experiences and pedagogies that produce significant learning and make a lasting impact.
We are pleased to announce that our opening plenary speaker will be Dr. David B. Daniel, Professor of Psychology at James Madison University. Dr. Daniel has been teaching for over 25 years and his scholarship bridges research and practice. Dr. Daniel’s work focuses on “evidence demonstrated” knowledge that can be used to inform individual teaching practices and educational policy. He has been given the Society for Teaching of Psychology’s Teaching Excellence Award and he is a Fellow of the Association for Psychological Science.
To view the conference program and to register, please visit the conference website.
In this lunch discussion, we will share research from recent studies along with strategies that are effective for working with and supporting students who have high financial need. Participants will reflect on and discuss anonymized case studies from real Elon contexts and plan ways to create and sustain classroom environments across disciplines in which students with high financial need feel included and can thrive. Co-sponsored with the Center for Access and Success.
Workshop Materials: If you were unable to attend, but are still interested in learning about inclusive teaching for financially-challenged students, please view the workshop materials: Handout #1, Handout #2
This workshop will focus on a handful of active learning strategies that can work in many types of courses. Faculty will actively participate (of course!) to consider how they can be used both to teach students and to assess their learning. All faculty are welcome - whether they are new to active learning or just want to think more about which strategies are best suited for which circumstances.
What is contemplative pedagogy? How might it affect student well-being and learning? Guest facilitator Alexis Franzese will join us to describe some contemplative pedagogy practices and discuss her SoTL project examining whether contemplative pedagogical practices and findings from positive psychology have the potential to elevate student well being and engagement in our rigorous yet rewarding academic environment. Join us at the Oak House to talk about teaching and contemplative pedagogy.
A recent international study of 25,000 students at 27 institutions suggests that making the process of teaching and learning explicit, or “transparent,” can lead to beneficial results for both high-achieving and underserved students. In particular, the study points to the importance of transparent assignment design. During this interactive session, we’ll discuss and apply the three simple principles outlined in the study to an assignment you’d like to improve or develop for a course. Then, participants will engage in feedback rounds and leave with ideas for ways to continue to improve or refine an assignment. Bring an assignment you would like to improve or a new assignment you’d like to develop with feedback from colleagues.
Workshop Materials: If you were unable to attend, but are still interested in learning about transparent assignment design, please view the workshop materials: The Transparency Project; Interactive Bloom's Taxonomy
This discussion will focus on critically analyzing the “student partnership” framework and considering possible implications for this approach for Elon faculty and students. Participants will read a portion of Healey, Flint, and Harrington’s Engagement Through Partnership (UK Higher Education Academy, 2014), which frames partnership as "a process of student engagement, understood as [faculty] and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement. In this sense partnership is a relationship in which all participants are actively engaged in and stand to gain from the process of learning and working together" (p. 7). Readings will be sent to attendees upon registration.
Workshop Materials: If you were unable to attend, but are still interested in engaging students as partners, please view the workshop materials: Engagement through Partnership, Mick Healey’s “students as partners and change agents” bibliography, and The International Journal for Academic Developmentspecial issue.
Susan Robison, Ph.D. is a psychologist, author, and faculty development consultant. Susan’s Professor Destressor workshops and coaching help faculty improve their time and stress management, leadership, work-life balance, productivity and communication skills. Her book,
A former academic department chair and professor of psychology at Notre Dame of Maryland University, Susan is the author of The Peak Performing Professor: A Practical Guide to Productivity and Happiness, published by Jossey-Bass in October 2013, two leadership books (Discovering Our Gifts and Sharing Our Gifts), a co-author with Barbara Walvoord et al. of a faculty development book, Thinking and Writing in College, as well as numerous articles on leadership and work-life balance.
Her awards include an early career NSF award and several business awards including the 2004 Mandy Goetze award from the Executive Women’s Network for service and leadership to business women in the Baltimore area and, in 2008, one of the Top 100 Minority Business Entrepreneurs in the Maryland, DC, and Virginia areas.
A faculty job can be a very satisfying life-long career IF it is handled well. Long-term work-life balance requires a combination of two things: a vision of what is needed for professional and personal success and the work habits used by successful academics to achieve long-term work and life satisfaction. This practical interactive workshop, based on the evidence-based Peak Performing Professor model, will explore the challenge of the tripartite professor job description (teaching, research, and service) and how to balance those responsibilities with a great personal life. Hint: Doing everything well all of the time is not the answer.
You will learn how to PACE yourself with these practices:
The benefits of applying the PACE practices will allow you to:
A lifelong commitment to the professoriate requires staying engaged and motivated for the long haul. You may be hitting your stride at mid-career but are you enjoying the fruits of your earlier labor? In this practical, interactive workshop based on the Peak Performing Professor Model, mid to late career faculty will learn evidence-based practices to motivate and pace themselves for continued success and enjoyment in career and life.
The following practical skills will be presented and practiced. You will learn how to:
Join us at The Oak House with guest facilitators Paul Miller and Meredith Allison to discuss the relationship between undergraduate research mentoring and teaching — including the approaches we use to teach students in a research context and how mentoring undergraduates in research affects our in-class teaching and our research. We will be discussing the following articles at this Talking Teaching Tuesday (pre-reading not required):
In this presentation and workshop, we’ll explore the use of mapping in introductory courses in the humanities. I’ll give a brief demonstration of a project I developed as part of my Humanities Writ Large Fellowship at Duke, an interactive map of Edith Wharton’s New York. Focusing on process rather than product, I’ll discuss how my understanding of and argument about the text changed through creating the map. Together, we’ll consider the “so what” of using GIS in the humanities classroom: Why might GIS and other spatial tools be useful in humanities courses? Why think about humanities texts as data sources? How might such an approach affect students’ and faculty’s perceptions of the humanities? Please bring a laptop (not a tablet or phone) so we can develop some maps ourselves.
Join us to discuss factors contributing to productivity. We will be using the following articles at this Talking Teaching Tuesday (pre-reading not required):
In this Winter-Term themed panel discussion, Elon faculty from a variety of disciplines--including Naeemah Clark (Communications), Tom Mould (Anthropology and Sociology), and Casey DiRienzo (Economics)--will discuss moments of insight – moments, that is, when they became aware of the difference that difference makes in their teaching, and in the learning that can result, for our students and ourselves.
The panel discussion will focus on strategies the panelists used to address challenges to creating inclusive classrooms, as well as ways they work to continue their own and their students’ learning and growth about people who are different from ourselves/themselves.
Sign up by September 4th to receive a copy of the book and further information about the first meeting by email. At this first meeting, the group will decide times for two subsequent discussions.
In this session, we'll explore the “minimal marking” approach to grading written assignments (Haswell, 1983) along with more recent studies that examine the kinds of grading and feedback that are both time-efficient for you and optimal for student learning. We'll discuss ways to provide feedback that students read, understand, and use as well as consider how you might adapt these to your own teaching context. While there is no simple formula to solve all the challenges of grading, we'll focus on strategies to make the process more efficient and effective.
Workshop Materials: If you were unable to attend, but are still interested in learning about grading strategies, please view the workshop materials.
Most faculty wish they could have some feedback on how their class is going before the end of semester Student Perceptions of Teaching results, which come out after the fact. One option for gathering more information is to have a colleague observe a class meeting. If you are interested in that option, it’s wise to have a clear and mutually understood plan for such an observation. In this workshop, we’ll discuss specific strategies and models for how we can make peer-to-peer observation of teaching a constructive, collegial and beneficial experience.
Workshop Materials: If you were unable to attend, but are still interested in learning about peer observation, please view the workshop materials.
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to assessment, it will be very difficult to produce a meaningful change in education.
Empirical research has shown that intentionally creating mental images is a powerful strategy for learning. By understanding how the brain creates and uses mental images, we can help students better retain information and build effective study skills. Students often struggle to understand new concepts because they lack foundational knowledge. Visual imagery can strengthen foundational knowledge and contribute to higher-order learning. In this workshop there will be an overview of the cognitive neuroscience of visual memory and we will practice using visual imagery strategies and reflect on ways to incorporate them into any kind of course.
Workshop Materials: If you were unable to attend, but are still interested in learning about visual imagery and student learning, please view the workshop materials.
Your course meets 3 hours a day, 5 days a week for about 3 weeks. Class meetings are very long and yet the term is over in the blink of an eye. How do you take advantage of the opportunities offered by this unique format while also surviving the grueling schedule? How do you insure that your students learn really important things (deeply?). How do you take advantage of the Winter Term theme of “The Difference that Difference Makes”?
Workshop Materials: If you were unable to attend, but are still interested in learning about preparing to each a Winter Term course, please view the workshop materials.
Lang’s book reviews key studies on student cheating, provides examples of student and faculty efforts to stop it, and provides effective strategies for reducing cheating that also improve student learning and performance. In this two-part book discussion, we’ll examine the underlying causes and effects of academic dishonesty and as well as ways to address those in course and assignment design. We’ll talk about Lang’s research and recommendations and focus on ways to implement these strategies in a variety of classroom contexts. Please plan to attend both sessions. Register by June 1 to receive a copy of the book.
Discussion can be a useful method for prompting student thinking and learning, but facilitating it can be tricky. Brookfield and Preskill suggest practical tips for getting discussion started, keeping it going, and making it productive, respectful, balanced, and meaningful. Whether you are looking for new ways to improve class discussion or simply continuing to fine-tune discussion facilitation after years of experience, Discussion as a Way of Teaching can offer new ideas and also remind us why we make the effort to improve our facilitation skills. Join your colleagues for this two-part discussion of the book over lunch. Please plan to attend both sessions. Register by June 10 to receive a copy of the book.
Whether you are planning a new course for next year or spending part of the summer re-thinking a course you have taught before, you can sign up to be part of a course design working group. Groups meet 4 times during the summer, often over lunch, based on group member’s schedules. During each meeting, we’ll discuss each course -- with group members responding to the questions/topics that most interest you as you design it. In particular, if you’re interested in discussing how you might adapt your Winter Term course to take advantage of the theme or consider ways to plan an effective short-term course, please let us know.
To read more about the theme or register for the conference, please visit the conference website. Check back after June 1 for the full program of sessions.
Expert learners use reflection and metacognition for a variety of purposes, including making sense of experience, examining assumptions, and transferring knowledge from one context to another. In this workshop, participants will 1) consider some practical ideas for helping students enhance their learning strategies and ownership of their own learning; and 2) develop your own ideas for using reflection and metacognition to solve challenges in your own teaching.
Join us to share and discuss ideas from the Civic Engagement Institute and the Pathways to Achieving Civic Engagement (PACE) conference held last month at Elon. Jean Rattigan-Rohr will facilitate the discussion on the Civic Engagement Institute. Even if you were unable to attend either event, please join us to hear about and reflect on ideas generated from the institute and the conference. Lunch will be provided for those who pre-register. Please RSVP to Libby Otos.
This lunch discussion is intended for teaching faculty who would like to learn and share effective strategies for working with students on the autism spectrum. Participants will analyze and discuss anonymized classroom or advising scenarios to consider both in the moment and long-term strategies for fostering student learning. We’ll connect those situations to general principles for inclusive teaching.
“Decoding the Disciplines” is a simple, powerful technique for understanding common “bottlenecks” to student learning – and for developing teaching techniques that help students through those bottlenecks. Faculty at Indiana University created Decoding to address persistent teaching challenges, and their work has enhanced student learning in individual courses and throughout certain departments (for example, see this article from The Chronicle).
In this two-part series, participants will:
(1) Read about and discuss how individual faculty can use decoding to work on your own teaching and your students’ learning – on Monday, March 9, 12:15-1:25 p.m.;
(2) Read about and discuss how groups of faculty can use decoding to work together on common “bottlenecks” in a major, minor, or course – on Tuesday, March 31, 12:30-1:45 p.m.
The term “flipped classroom” describes a general teaching approach in which students are exposed to course content before class through readings or other instructional resources; classroom time is then spent achieving a deeper level of understanding of course content and learning goals through active learning exercises. TBL enhances long-term retention and learning by making use of individual and team preparation and assessment processes, significant in-class problem-based team learning activities, and peer teaching/coaching.
Workshop participants are encouraged to view the video overview prior to the February 24 workshop. This workshop will build on the overview, providing participants with TBL processes and fundamentals, as well as demonstration activities that will expose participants to the team-based learning approach used by the workshop facilitator in undergraduate and graduate classes.
Workshop Materials: If you were unable to attend, but are still interested in learning about team-based learning and flipped classrooms, please view the workshop materials.
Panelists Alexa Darby, Jon Dooley, Amanda Sturgill, and Frances Ward-Johnson will discuss qualitative research projects. Lunch will be provided for those who pre-register. Please RSVP to Libby Otos.
The session will focus on both programmatic and pedagogical aspects of high quality internships and is intended especially for faculty who have little or no experience in working with internships. Also, departments interested in reviewing and rethinking the design of their internship programs will likely find the session to be helpful. The session will touch on several key aspects of developing internships such as vetting and managing placements, clarifying student learning outcomes, developing a course syllabus, and facilitating communication with site supervisors and students throughout the internship process. Co-sponsored by the Center for the Advancement of Teaching and Learning and the College of Arts and Sciences, this session is open to all interested faculty and staff.
In this afternoon workshop, we’ll introduce and apply the decoding framework to uncover ways to help students understand how experts think in your field. Whether you are developing new courses or assignments or beginning (or nearing completion on) a scholarly project on teaching and learning, this workshop will be useful for you. We’ll start by exploring and discussing the framework and what it might suggest about building disciplinary expertise. The session will also include time to work with colleagues on the question you identify as most relevant for your teaching or student learning as well as the tacit assumptions we hold about our disciplines, and end with a gallery walk and reception where you can share and deepen ideas.
This workshop will focus on what and how faculty can learn from the Student Perceptions of Teaching feedback. The session will highlight some of the research on teaching evaluations, but most of our conversation will be about practical ways to use the quantitative and qualitative results from the form to enhance our own teaching and our students’ learning. Please note that CATL is not involved in administering or using the SPT form; we focus on helping faculty use the results to enhance teaching and learning.
What kinds of evidence beyond the Student Perceptions of Teaching can you use to evaluate and improve your teaching? This interactive session will explore a framework for gathering, analyzing, and using evidence to inform your teaching and to demonstrate your teaching effectiveness to others.
This short book by Charity Johansson & Peter Felten provides powerful insights on any university’s core educational mission “to shape students into engaged adults who embrace learning as a lifelong endeavor.” A synthesis of extensive interviews with students, teachers, and parents and research on learning and development, Transforming Students describes phases of transformational learning and suggests practices that can help us create such learning experiences for our students.
During this lunch session, we’ll discuss the ideas from the book as well as practical applications and implications of those ideas in our classrooms, advising and mentoring relationships with students. (And the modest authors of this book may be persuaded to join us for that discussion) **Please register by January 9th at noon to receive a copy of the book.
If you are teaching a new course or want to re-think a course you have taught before, consider signing up to join a course design working group. You’ll meet three times during Winter Term with a small group to plan and discuss your course. Facilitated by CATL faculty, planned around your schedules, and focused on your key questions, course design groups can be a collegial and productive way to develop a course. Past working group members remark that:
Our first brown bag will focus specifically on teaching about race and privilege in the U.S., prompted by the events in Ferguson but with an eye toward general principles that apply to other hot national issues. It will be held Friday, August 29, at 12:10 in Moseley 215. Please bring your lunch. No need to RSVP. We’re aiming to make this is a practical and stimulating session for faculty from any discipline.
Our second brown bag will focus specifically on teaching about international and religious issues, sparked by the Israel-Gaza conflict. It will be held Friday, September 12 at 12:10 in Moseley 215. Same format – bring your own lunch.
In both discussions, we’ll focus on the specific and unique topic at hand but also discuss some more general questions: How do these topics enter our classrooms, even when we don’t anticipate them? How can we anticipate and respond to student perspectives during class discussion? How can we introduce such topics in productive ways? How can we set up and model civil discussion on sensitive topics rather than avoiding them? And, ultimately, how can we have civil, meaningful, and authentic conversations about “hot topics” in the classroom?
See above for session description.
Many of us (especially those of us teaching experiential learning courses) ask students to write in response to questions intended to prompt “reflection.” Sometimes, however, we don’t receive the type or quality of products we were hoping for. In this workshop, we will spend time analyzing what we and our colleagues mean by critical reflection, learn what some scholars say are the characteristics of effective critical reflection, and write or revise some of our own prompts (with a peek ahead to assessing them).
Workshop Materials: If you were unable to attend, but are still interested in learning about critical reflection, please view the workshop handout.
This two-part seminar (second session on Monday, October 27) will explore research on and teaching practices that help students learn to connect, apply, and synthesize their learning across contexts and over time. This kind of integration can happen when students link what they’ve learned in one course to another, or when they bridge theory and practice (connecting their learning from a course to an internship, for instance, or vice versa). While majors and programs have integrative goals and use pedagogies to encourage this kind of learning, research suggests that many students are not as successful as they could be at integrative learning. In this seminar we will read and discuss a few key articles on integrative learning – aiming to connect, apply and synthesize the literature on integrative learning to the way we teach our courses and structure our curricula.
Barber, J. P. (2014), Integration of Learning Model: How College Students Integrate Learning. New Directions for Higher Education, 2014: 7–17.
Himbeault Taylor, S. (2011), Engendering habits of mind and heart through integrative learning. About Campus, 16: 13–20.
• Paul Anderson, Writing Across the University
• Alan Russell, Center for the Advancement of Teaching and Learning
• Michael Vaughn, Teaching and Learning Technologies
This workshop, cosponsored by WAU, CATL, and TLT, will give you insights for providing deep, meaningful feedback on student work. Workshop participants will discuss with Paul and Alan the importance of feedback in the writing process and in the service of course learning goals. Michael will share some of the ways technology might help us streamline the grading workload while providing effective feedback to support student learning.
Workshop Materials: If you were unable to attend, but are still interested in learning about providing feedback to students, please view the workshop handout.
This conversation will focus on SoTL research questions and methods. The session will begin with Maureen Vandermaas-Peeler (Psychology) and Mike Carignan (History) briefly describing their ongoing research into "Global Mindedness and Intercultural Competence in Short-Term Study-Abroad” (an abstract of their project is below). Mark Kurt (Economics) will respond with some insights from his own research on student learning from study abroad. We then will focus the conversation on the variety of research questions and methodologies used in SoTL inquiries, using Maureen, Mike, and Mark's questions and methods as a starting point for a wide ranging conversation about the variety of SoTL practices across the disciplines.
"Global Mindedness and Intercultural Competence in Short-Term Study-Abroad”
Maureen Vandermaas-Peeler (Psychology) and Mike Carignan (History)
Institutions of higher learning are increasingly focused on preparing students for a global world, and study abroad programs are one important means of broadening students’ experiences (Wang, Peyvandi & Moghaddam, 2009). There are a number of documented benefits of participating in study abroad programs, including increased concern for international affairs, interest in the history of countries other than one’s own, and ability to understand the complexities of national identity (Clarke et al., 2009; Kim & Goldstein, 2005). Recently, Honors Program administrators and faculty have begun to explore the benefits of program-based study abroad opportunities to advance the general goals of study abroad among Honors students (Mulvaney & Klein, 2013). This presentation will focus on the research questions and methods employed in our on-going investigation of the short- and long-term impacts of the first-year study abroad experience of a small, select group of Honors Fellows.
In the responses of heterosexual faculty and staff to its campus survey last year, the President’s LGBTQIA Task Force heard a great deal of support for LGBTQ community members but also a desire for more educational programs about their unique situation and concerns. In this session intended for teaching faculty who would like to learn more, participants will analyze a few situations that could arise in their classrooms, labs, studios, or advising sessions as they work with lesbian, gay, bisexual, transgender, or queer students. We’ll connect those situations to general principles of inclusive teaching.
Workshop Materials: If you were unable to attend the workshop but are still interested in resources for working with LGBTQ students, please view the materials from the workshop:
This two-part seminar (first session on Monday, September 29) will explore research on and teaching practices that help students learn to connect, apply, and synthesize their learning across contexts and over time. This kind of integration can happen when students link what they’ve learned in one course to another, or when they bridge theory and practice (connecting their learning from a course to an internship, for instance, or vice versa). While majors and programs have integrative goals and use pedagogies to encourage this kind of learning, research suggests that many students are not as successful as they could be at integrative learning. In this seminar we will read and discuss a few key articles on integrative learning – aiming to connect, apply and synthesize the literature on integrative learning to the way we teach our courses and structure our curricula.
Barber, J. P. (2014), Integration of Learning Model: How College Students Integrate Learning. New Directions for Higher Education, 2014: 7–17.
Himbeault Taylor, S. (2011), Engendering habits of mind and heart through integrative learning. About Campus, 16: 13–20.
Robert Bringle, Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian State, and long time scholar and advocate of academic service learning and civic engagement, will be facilitating sessions on developing courses and research projects centered on academic service-learning. CATL is co-sponsoring Bob Bringle’s visit, together with Sharon Hodge (Faculty Development Fellow for Service-Learning) and the Kernodle Center for Service Learning and Community.
Participants in this workshop will explore enhancing or improving a course with integrated community service activities to enrich the academic learning, civic learning, and personal growth of students. As a result of attending, participants will become familiar with rationales for Academic Service Learning (ASL), conceptual frameworks, aligning service learning activities with student learning objectives, developing community partnerships to support ASL, assessment, and practical issues. It is designed for faculty who are developing a service-learning course, curious about service-learning, or who have some experience teaching them and want to join a focused conversation about key elements to consider in this pedagogical context.
Academic Service-Learning (ASL) provides interesting opportunities for instructors to produce scholarship related to their teaching, including empirical research on teaching ASL courses. This workshop will discuss how to develop empirical research projects based on ASL, with particular emphasis on quantitative approaches. It is appropriate for those who are planning a research project as well as those continuing a program of research. The workshop discussion will focus primarily on researching student learning, although the discussion will be generalizable to research on community impact, faculty, institutions, and partnerships.
No one has time to think about Winter Term in November. And yet it will be upon on us soon. Are you new to teaching a short-term intensive course and want to talk about general strategies? Are you teaching a course related to the diversity theme and want to discuss how best to take advantage of the opportunities offered by the theme? Are you bewildered about how you’re going to assess student work in such a fast-paced semester? We will ask participants to tell us in advance what they want to focus on and design this lunch-time session around their needs.
Student Engagement Techniques offers a dynamic model for engaging students, and shares tips, strategies, and techniques applicable across a wide variety of disciplines. On June 18th we will explore the theoretical framework of the book as we define student engagement and discuss what it looks like in practice. On June 25th we will explore tips, strategies, and techniques as well as sharing at least one technique that we have modified for use in our own classroom. This book discussion is designed so that you can attend either or both sessions. **Register by June 2nd to receive a copy of the book.
Wouldn’t it be handy if some authors synthesized recent learning research about mastery, metacognition, student motivation and development, course climate, and how students organize knowledge and then they suggested classroom strategies based on it? Wouldn’t it be nice if they did so in a very readable 224-page book? That’s what five authors did in How Learning Works: 7 Research-Based Principles for Smart Teaching. Join your colleagues for a two-part discussion of this thought-provoking book over lunch on July 16 and 23. **Register by June 5th to receive a copy of the book.
Scholars studying metacognition (the capacity to understand your own thinking) have developed several simple tools that can help students learn disciplinary content/skills and also develop the capacity to consider how they are learning. This session will explore “exam-wrappers” and other techniques that are easy to use and can yield enhanced student learning.
In May 2014 Scott Freeman and colleagues published the largest and most comprehensive meta-analysis to date comparing lecturing to active learning in undergraduate STEM (science, technology, engineering, and math) education - the quotation in the title of this session comes from page one of the article. This research demonstrates that courses using active learning significantly increased student exam scores and significantly decreased student failure rates when compared to lecture–based classes. The authors conclude: “Although traditional lecturing has dominated undergraduate instruction for most of a millennium and continues to have strong advocates, current evidence suggests that a constructivist ‘ask, don’t tell’ approach may lead to strong increases in student performance” (p. 4).
*Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS early edition, 1-6.
• CATL course design working groups– Are you planning a new course for next year or spending part of the summer re-thinking a course you have taught before? Sign up to be part of a course design working group. Groups meet 4 times during the summer, often over lunch, based on group member’s schedules. During each meeting, we’ll discuss each course -- with group members responding to the questions/topics that most interest you as you design it. To sign up for a group (or if you have questions about the process), please email Deandra Little.
• If you’re interested in discussing how you might adapt your Winter Term course to take advantage of the diversity theme, please email Mary Jo Festle.
• Folks from CATL are available to meet with you one-on-one through the summer to talk about teaching and learning.
If you are teaching a new course next year or want to re-think a course you have taught before, consider signing up to join a course design working group. You’ll meet four times this spring with a small group to plan and discuss your course. Facilitated by CATL faculty, planned around your schedules, and focused on your key questions, course design groups can be a collegial and productive way to develop a course. Past working group members remark that:
In Sketchnotes (2013), Mike Rodhe suggests that we engage more fully with material if we use simple doodles to focus and structure key ideas and concepts. Built off a strong foundation of visual coding theory, these methods seem to naturally fit our engaged learning environment. In this session, I’ll share how I used Sketchnotes in an introductory statistics class and the benefits it had on student learning. Overall, students were more engaged with the text, could scan the content for meaningful metaphors, and had more opportunities to discuss and share ideas among small groups. We’ll look at sample activities and student work before considering other places in the curriculum that might benefit from this type of activity.
What if you have a student who seems to bait other students by making insulting generalizations about a particular group of people? Ones who make and laugh at offensive jokes? Or, have students who intentionally exclude a peer in small groups or gang up on one student who holds a view different from the majority? In this workshop, participants will be introduced to a few principles related to teaching inclusively and then think through ways to deal with a number of difficult and/or sensitive scenarios that could easily occur in their teaching environments. We’ll share useful strategies for navigating common challenges to help foster and sustain inclusive classrooms.
Our students are often highly motivated, though at times that motivation can seem more focused on “the grade they earn, not what they learn” (Svinicki, 2005). Research suggests that we can affect student motivation in ways that either impede or facilitate learning. In this session, we’ll discuss a few prevailing theories of motivation and consider what they can tell us about what we can do—or avoid doing—to help students focus on learning.
This seminar will use the lens of “threshold concepts” (Meyer & Land, 2005) to explore students’ learning in your discipline. The fundamental idea of threshold concepts is that certain discrete knowledge or skills in our disciplines is particularly "troublesome" for students to learn and also absolutely essential for students to progress. By thinking hard about threshold concepts, you can gain new insights into how to most effectively help students learn these foundational parts of our disciplines (if you'd like to peek at the literature on threshold concepts in the disciplines, from accountancy and anatomy to women's studies and writing, check out this bibliography).
We’ll meet four times during the spring term, based on participant schedules. Our first meeting will dip into the literature on threshold concepts. We quickly will move to apply this framework to participants’ own disciplines, with each seminar member identifying potential threshold concepts in one of the courses she or he teaches. We will conclude with concrete planning for your teaching based on what you’ve learned about one threshold.
Participants should commit to attend all four seminar meetings, and should plan on some work between meetings. Questions? Contact Peter Felten.
*Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge: Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 373-388.
We invite you to join CATL and other colleagues for the first May Scholarly Teaching Symposium to jumpstart your summer plans, whether you are in the first throes or the final stages of a scholarly project on teaching and learning.
• We’ll start at noon, with a working lunch session focused on researching your teaching and your students’ learning
• Then we'll spend time in rapid roundtables, learning from and sharing with smart colleagues about Scholarship of Teaching and Learning projects in progress.
• The afternoon will end with refresher sessions on practical topics, including ways to capture student thought processes as well as basic statistics and qualitative coding strategies to assess other aspects of student learning. Stephen Bloch-Schulman, Alan Russell, and Alexa Darby will lead these concurrent sessions.
Each lunch discussion will feature a pair of Elon faculty from different disciplines. You are invited to participate in one or both of the two related workshops:
What does it mean to teach “disciplinary thinking”? How can we effectively teach students to think in our distinct disciplines?
This pair of lunch discussions will build on examples from Elon faculty in diverse disciplines as we consider the links between our teaching and our disciplines.As Anthony Ciccone asks in Exploring Signature Pedagogies (2009, p. xii), “ Is there, or should there be, a consistent connection between a way a discipline creates or discovers new knowledge and the way it apprentices new learners?”
Join CATL and colleagues Chad Awtrey (Mathematics & Statistics) and Ann Cahill (Philosophy) on January 9, and Alexis Franzese (Sociology & Anthropology) and Derek Lackaff (Communications) on January 23 as we discuss these questions in our own courses and consider activities and assignments that help students understand what it means to think within a discipline.
For background on teaching and disciplinary thinking, you might read one or both of these classic articles:
• Shulman, L. (2005). Signature Pedagogies in the Professions. Daedalus, 134 (3), 52 - 59.
• Bernstein, D., Marx, M.S. and Bender, H. (2005). Disciplining the Minds of Students. Change. 37 (2), 37-43.
This CATL Talk will explore approaches to help students learn deeply from assigned reading. Megan Squire (Computing Sciences) and Peter Felten (CATL) will provide a brief overview of a structured reading group process that is adaptable to many course contexts and that has shown positive outcomes for student learning in a small study (12 course sections at 3 universities). We then will have a lively yet practical discussion about ways faculty can assist students in learning from course readings. Snacks will be provided.
Research demonstrates that collaborative learning contributes to enhanced critical thinking and problem solving skills and greater student engagement with their peers and the course materials (Barkely, Cross, & Major, 2002). Participants will directly experience several examples of collaborative learning techniques and work together to create specific activities that can be applied to their current courses. Facilitated by Alan Russell (Math & CATL). Snacks will be provided.
Writing assignments that have at least a touch of the "real" can increase student motivation, enhance student learning, and simplify your grading. You’ll leave this workshop with a draft for a new or improved authentic assignment for a course you teach. You may even be able to use the assignment this semester. Lunch will be provided for faculty who register before September 5th. Seating is limited.
Ever wish for a trusted person to observe and discuss (some aspect of) your teaching – but worried how to make it happen and happen well? Ever wanted to partner with a faculty colleague to share and learn from one another’s classroom experiments, successes, and flops in a mutually beneficial manner – but were afraid to ask? In this session, we’ll consider specific strategies and models for how we might make peer-to-peer observation of teaching at Elon be a constructive, collegial, and mutually beneficial experience. Snacks will be provided. To start the conversation, you might want to read the short Chronicle article by Tobin Shearer: “A Pleasing Observation”
Mick Healey is Emeritus Professor at the University of Gloucestershire. Until 2010 he was Director of the Centre for Active Learning, a nationally funded Centre for Excellence in Teaching and Learning in the United Kingdom. Since 1995 he has given about 500 educational presentations. He has written and edited around 150 papers, chapters, books and guides on various aspects of teaching and learning in higher education.
Engaging undergraduate students in research and inquiry is, we would argue, the best way to link teaching and research (Healey and Jenkins, 2009). It is moreover recognised as a ‘high-impact’ activity (Kuh, 2008). You are invited to participate in one or both of two related workshops:
This workshop will discuss the variety of ways in which research and inquiry based learning are undertaken in undergraduate programmes from first year to final year using numerous mini-case studies from different disciplines, departments and institutions in North America, Europe, and Australasia. Lunch will be provided for faculty who register before September 30th.
This interactive workshop aims to explore practical ways of incorporating inquiry based learning into a course and discusses some of the issues faculty and students face in this mode of learning. Participants will leave the workshop with practical ways in which they can incorporate inquiry learning into their courses regardless of discipline or class size.
During this CATL Talk, we'll discuss Domenick Scudera's thought-provoking article from the Chronicle last spring, "Teaching While Gay." In it, Scudera touches on a range of topics related to faculty and student identity in classroom teaching, including self-disclosure and self-care. Join Matthew Antonio Bosch (Gender & LGBTQIA Center) and Deandra Little (CATL) to discuss the following questions, among others: How do we decide how much of our identities to disclose to students, at what point, and why? How do we balance encouraging free expression and exploration of ideas with the fact that some ideas can be painful to hear? How do we create a space for classroom discussion that feels safe — for faculty and students? We'll discuss big ideas as well as practical strategies for classroom discussion and self-care. Snacks will be provided.
Your course meets 3 hours a day, 5 days a week for about 3 weeks. Some classes feel like they’ll never end, and yet the term is over in the blink of an eye. How do you take advantage of the opportunities offered by this unique format while also maintaining your and the students’ energy & enthusiasm? How do you insure that your students learn really important things and deeply? During this interactive workshop, we’ll discuss strategies for teaching effective, engaging intensive courses, and invite participants to share ideas for successful activities and assignments for the short term. Facilitated by Mary Jo Festle (History & CATL) and Deandra Little (CATL). Lunch will be provided for faculty who register before October 14th.
Writing assignments and activities need to be included, but they can present special challenges for in the highly compressed winter-term courses that are taught on campus. This workshop will help you plan writing assignments and activities that maximize student learning while remaining manageable for you. Lunch will be provided for faculty who register before October 30th. Seating is limited.
Scholarly teaching involves applying the analytical tools of our disciplines to understand (and, ideally, to enhance) our teaching and our students' learning. This practical workshop will explore effective ways to use evidence to make sense of teaching and learning in a specific course. What kinds of questions might you ask, evidence might you collect, and analytical techniques might you use to understand teaching and learning in a particular course? Janet Myers (English) and Peter Felten (CATL) facilitate this workshop. Lunch will be provided for faculty who register before November 4th.
These courses vary widely in the opportunities and constraints they present for student writing. In this workshop, we will think together about ways to design writing assignments that increase students’ ability to achieve your course’s learning goals. This workshop will provide suggestions and invite you to contribute some, as well. Lunch will be provided for faculty who register before November 7th. Seating is limited.
During this workshop, we’ll discuss ways to make the most of the diversity theme in a Winter Term course. You might be interested in joining us if you could imagine saying:
• “My course already deals with a type of human diversity but I’d enjoy talking with others about how to help students get better at reflecting, conceptualizing, or communicating about it.”
• “My course already deals with diversity but I’d enjoy talking with others about how to write diversity-related learning objectives and assignments/projects that help students meet those objectives.”
• “My course doesn’t have an obvious connection to diversity but I’d be open to supporting the theme if I could figure out how.”
After a preliminary survey to find out what participants most want to focus on, we’ll tailor the discussion to focus on those topics, including practical strategies, activities, and assignments others have used successfully in diversity-themed Winter Term courses. Lunch will be provided for faculty who register before November 12th.
Join a course design group to give and receive feedback on designing Winter Term courses.