Whether for a job search or professional development, a teaching philosophy statement is a powerful catalyst for reflecting upon one’s teaching. Past workshop participants say that the process of creating the document is as important as the finished work. In this workshop, participants will be asked to reflect on their values and goals as teachers, what their teaching looks like in action, and how students are changed as a result. This workshop can be helpful no matter how much or little you have already written or reflected upon your teaching, and is for graduate student instructors or faculty at any rank.
This is a customized workshop. If you are interested in a similar workshop for your area, contact us at email@example.com.
This is the third workshop (on transparent design) for new instructors in the Students Teaching Students program.
Please join us to review a proposed new approach to assigning and requesting classrooms through the 25Live Optimizer. The Optimizer (used at the DuBois, New Kensington, Shenango, and University Park campuses) assigns classrooms based on requested attributes. However, the way attributes are currently assigned is not aligned with pedagogical needs, is poorly understood, and generally is assigning classrooms based only on capacity. Members of the Academic Subcommittee of the Learning Spaces Leadership Committee have been working on a revised approach, a process in which we could use your participation and input.
Please join us to review the DRAFT hierarchy and think about how this might be best implemented at Penn State.
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Meeting ID: 725 444 351
This is the fourth workshop (microteaching) for new instructors in the Students Teaching Students program.
This is the fifth workshop for new instructors in the Students Teaching Students program.
This series of talks will highlight interesting teaching innovations at Penn State. The goals is to help further build a community of instructors who are interested in improving learning by their students. All are welcome. Lunch will be provided to pre-registered Mann Assembly room attendees courtesy of the Schreyer Institute.
Much of the emphasis in learning assessment is on the importance and benefit of frequent feedback. The effectiveness of such methods has primarily been studied in small to medium size classes, and the challenge of providing effective and efficient assessment for large enrollment courses remains. Computerized grading using artificial intelligence (AI) provides a possible technological solution to provide this feedback. Studies have compared student perceptions of courses that use AI grading versus tailored instructor grading, but research isneeded to compare student perceptions of AI grading versus multiple-choice assessments. This study assesses student perceptions of course value, as related to the modality of feedbackand assessment, specifically as it applies to large enrollment general education classes. This project would not be possible without collaboration and support provided by GradeScope.
For those unable to attend in person, the talk will be available via Zoom at: https://psu.zoom.us/j/603504112
For information about the ITAP series: www.ITAP.psu.edu
For more topics, visit our Custom
Workshops page or request a workshop on any other topic.
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