Moderated by Cindy Decker Raynak, Senior Instructional Designer, this self directed workshop will provide you with a brief introduction to the resources and strategies that are crucial to good teaching and planning.
Registered participants will receive a registration confirmation immediately, followed by an email within two business days with Canvas access instructions.
Registration closes at noon Wednesday, February 21, 2018.
The last day to register is noon, Wednesday, February 21, 2018. All assignments must be uploaded by 11:59 p.m. Friday, February 23, 2018.
A teaching philosophy statement is required by many search committees as part of the faculty hiring process. In this hands-on workshop, facilitated by Chas Brua and Michael Murphy, participants will identify their central beliefs about teaching and will consider kinds of evidence they can use to show those beliefs in action.
This workshop satisfies a requirement for the Instructional Foundations Series for new instructors.
You've got one chance to showcase your teaching talents but don't know where to begin. Feeling nervous about your teaching demo and wondering how you should go about preparing to "teach" your prospective colleagues or students? This workshop, facilitated by Chas Brua and Michael Murphy, will provide practical guidelines about preparing a stellar teaching demonstration.
Do you find grading to be time-consuming and frustrating? Do you spend hours writing comments on student papers but feel doubtful that your comments are implemented, or even read? In this workshop led by Wideline Seraphin and Moji Shahvali, we'll discuss time-saving strategies, ways to ensure fairness, and strategies for providing meaningful feedback.
This workshop meets one of the requirements for the Instructional Foundations Series.
It's not a question of if but rather of when — challenging situations happen to all teachers, whether that means chronically late students, distracting use of mobile devices, hostile students, or some other behavior.
This workshop, facilitated by Wideline Seraphin & Moji Shahvali, will focus on ways to deal with challenging situations without becoming part of the disruption.
This event is required as part of the Instructional Foundations Series for new instructors.
This highly successful 8-week course, facilitated by instructional consultants Chas Brua and Edmund Hansen, combines the best elements of a collaborative learning environment with those of a seminar on pedagogy. Discussion of the current literature on teaching and learning, as well as facilitation by instructors from the Schreyer Institute’s experienced faculty, help prepare participants to design and implement both practical and reflective instructional activities.
The Course in College Teaching is a free, non-credit course. In Spring 2018, it is open to any graduate student or post doc with prior teaching experience or teaching assistantship. Interested faculty are invited to participate, as well. The application deadline has passed. To apply for the wait list, please fill out this form: http://tinyurl.com/spring2018CCT
Applicants accepted into the class will be notified by e-mail prior to the start of the course.
Students and instructors all bring unique personal histories to the classroom. One of our responsibilities as teachers is to make sure that our classes are places where all students - regardless of their backgrounds or identities - feel welcome to learn.
In this workshop, facilitated by Chas Brua and Wideline Seraphin, we'll talk about practical strategies for teaching inclusively.
Impostor Phenomenon (also sometimes called Impostor Syndrome) is the belief, despite evidence to the contrary, that one is inadequate, unworthy, and does not belong in a particular role or position. One attributes one's success to luck, luck that will soon run out. "I am a fraud," that little voice inside says, "and it's only a matter of time before everyone else knows it. I don't belong here."
This set of beliefs and the attendant self-criticism can have profound consequences for our well-being, our enjoyment of life, work, and school, and our ability to perform at our true levels.
Impostor Phenomenon is quite common in academia, and both teachers and students suffer in secret. In this workshop, facilitated by Michael Murphy and Moji Shahvali, we will talk more about what I.P. is and how to recover a well-deserved sense of confidence, enjoyment, and satisfaction in our teaching, learning, and research. We will also explore ways to support those students in our classrooms with similar thoughts and feelings.
Required event for participants in the Instructional Foundations Series. Participants will reflect on beliefs and practices about teaching and learning in light of participation in other workshops, personal teaching experiences, and classroom observations.
Within the field of educational psychology are concepts and terms that lie at the foundation of effective teaching and efficient learning. Within this one session we will explore metacognition, scaffolding, and cognitive load, as well as new teaching strategies you might implement based on these concepts. In addition, we will use these concepts to better understand why lecture versus active learning is a false dichotomy. This session will have an immediate impact on how you teach!
By the end of this session, participants will be able to:
Dr. Zakrajsek is an associate professor of Family Medicine and associate director of the Faculty Development Fellowship at the University of North Carolina School of Medicine. His most recent publication is Dynamic Lecturing: Research-based Strategies to Enhance Lecture Effectiveness (Stylus Publishing, 2017).
By the end of this session, participants will be able to
To join from PC, Mac, Linux, iOS or Android: https://psu.zoom.us/j/7883671959
You may be asked to enter Meeting ID # 788 367 1959.
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