Teaching Enrichment Series
Faculty, instructors, and TAs are invited to attend the Teaching Enrichment Series. Eighteen different workshops are offered on topics ranging from an introduction to active learning to effective use of academic technology and best practices in teaching sensitive course content. Advance registration is preferred. Drop-in moodle clinics are also offered following the conclusion of each day's sessions from 11:50-3:00 in Nicholson 135.
Wednesday, August 31, 2016
Keep Your Student Teams on Track
Christina Petersen (CEI)
Teamwork projects are a great way for your students to tackle a complex assignment, learn from each other, and practice valuable interpersonal skills. The downside is that students often complain about working in teams. In this workshop we will provide you with simple, evidence-based guidelines for designing an effective teamwork project that sets up your students for success. We also will introduce tools and resources to ensure your students stay on track all semester long.. Nicholson 110. Register.
Supporting Non-Native Speakers of English in the U of M Classroom
Bethany Peters (Minnesota English Language Program)
Studying at an American university in your second language is a complex and demanding task, even for someone with fairly strong language skills. If you teach a class with international students or others who do not speak English as their first language, you may have questions or concerns about cultural differences, comprehension levels, participation skills, and giving feedback on writing, among other things. In this session, we will discuss some of the most common challenges multilingual students face, provide an overview of relevant campus resources, and discuss strategies for enhancing support for this population of students.. Nicholson 115. Register.
Active Learning 101: An Introductory Whirlwind Tour
Barbara Beers (CEI) & Elena Stetsenko (CEI)
This workshop is for those who are new to teaching, new to teaching in the US, or who are new to using active learning strategies. The participants will experience some basic active learning techniques, from the basic Think/Pair/Share to the Jigsaw Teamwork reading technique. Nicholson 125. Register.
Ilene Alexander (CEI) & Mary Jetter (CEI)
Do you grade participation in your course? What does it mean to "participate" in class anyway? Have you considered framing class participation as class engagement? In this workshop, we'll look at the pros and cons of grading participation as well as provide participants with concrete suggestions for effective and fair grading of participation. Nicholson 110. Register.
Action! The Benefits and Tips for Developing and Integrating a Student Produced Media Assignment Into Your Curriculum
Scott Spicer (University Libraries)
In this workshop, participants will learn about a wide range of different types of student produced media assignments (emphasis video) illustrated through real world case studies, spanning disciplines drawn primarily from the University of Minnesota. Participants will also learn about the subject knowledge acquisition and soft skill set development benefits in addition to levels of technical and support considerations related to each. Finally, participants will be provided tips for developing student media assignments along with various campus resources available for assisting instructors with media assignment development, classroom outreach, and on-demand student media production support during the creation of their projects. Nicholson 115. Register.
Three Virtues of Great (Online) Pedagogy
Katie Brink (Carlson School of Management)
Tell me if this sounds familiar: Your work week is already full to bursting, yet teaching online is increasingly expected to be part of your repertoire, and you wonder exactly when you’re supposed to find time to make a study of online learning. Or perhaps you’ve taught online, but you think of it as a necessary evil, and you believe there isn’t the slightest chance you will ever consider your online course to be the best class you’ve ever taught. In this practical, hands-on workshop, instructor-turned-instructional-designer, Katie Brink, will facilitate as you test drive a shovel-ready course design approach that leverages three key features of quality online learning design. These “virtues” reverberate throughout current research and, what’s more, they’re just as effective face-to-face as they are online. This three-ingredient recipe for course design success is calibrated to generate effective learning, continuous engagement, and learner satisfaction that will make your students—and you!—fall in love with your online course. Nicholson 125. Register.
Accessible Usable Instructional Materials
Ann Fandry (Liberal Arts Technology Innovation Services) & Sara Schoen (Academic Technology Support Services)
Just six everyday practices can improve the accessibility of your digital instructional materials by 80%! In this interactive presentation, you'll get an overview of the six practices, as well as resources to make them actionable in your own workflows. Nicholson 110. Register.
Teaching that Sticks: Developing Memorable Presentations
Dave Langley (CEI)
In Made to Stick: Why Some Ideas Survive and Others Die (2008), Chip and Dan Heath present a simple framework for increasing the chances that presentations are understood, remembered, and have a lasting impact. In this workshop, we will adapt this framework to provide you with a set of examples for developing "sticky" presentations to students in any discipline. Nicholson 115. Register.
Getting Feedback You Can Use
Kris Gorman (CEI)
When students give feedback on teaching, it can be vague and contradictory. In this workshop, we will discuss mechanisms for soliciting quality feedback from students, both during and at the end of the semester. Participants will walk away ready to gather useful feedback from their students and with a framework to respond. Nicholson 125. Register.
Thursday, Sep 1, 2016
Using Clickers in the Classroom
Paul Baepler (CEI) & Bill Rozaitis (CEI)
This workshop is for instructors new to student response systems (or “clickers”) who would like an introduction to what they are and how they might be used. We will discuss the pedagogy of clicker use: the concept of active lecturing, strategies for using clickers to encourage student learning, and the range of questions that one might use with clickers. NOTE that this session is not “hands-on” technology training and will not focus on the practicalities of using any particular clicker system. Nicholson 110. Register.
Copyright Crash Course for Instructors
Nancy Sims (University Libraries)
Building on the session on alternative course content, this session will take a fun and empowering look at the legal aspects of sharing course materials with students. We’ll discuss strategies for avoiding difficult legal situations, like linking and using open or public domain content. We’ll also dig deeper into fair use, a flexible part of copyright law that sometimes permits unauthorized sharing; and we’ll discuss how to seek permissions to use works when fair use does not apply. Nicholson 115. Register.
Course Design: From Ready to Remarkable with Universal Design Principles
Ilene Alexander (CEI)
Drawing on principles of Universal Design for Learning and Multicultural Teaching, this session will focus on four areas of course design that enhance learning, and support teaching: articulating the essentials of course outcomes, creating adaptable assignments, making presentations accessible, and developing discussion activities for deep and broad engagement. The presenters will share examples, resources, and tools developed from courses on campus. Nicholson 145. Register.
Designing for Learning in the 21st Century
Lauren Marsh (Academic Technology Support Services) & Bill Rozaitis (CEI)
Experts in the field of teaching and learning with technology will offer a sneak preview of 2016 - 2017 workshops. Leave with tips for designing effective learning experiences for your students, as well as information about services and professional development opportunities available to you through the Center for Educational Innovation (CEI), Academic Technology Support Services (ATSS), the University Libraries, and the Disability Resource Center (DRC). Nicholson 110. Register.
How to Address Scholastic Dishonesty and Disruptive Conduct in the Classroom
Office for Student Conduct and Academic Integrity
Staff from the Office for Student Conduct and Academic Integrity will share information about how to address scholastic dishonesty and other behavior in the classroom that may disrupt the teaching and learning environment. They will also present information about the new program entitled AIM: Academic Integrity Matters which is a educational experience which uses restorative justice to address scholastic dishonesty with an opportunity to ameliorate the student's conduct record. Register. Nicholson 115
Teaching Critical Thinking
Anita Gonzalez (CEI)
Students from all disciplines are asked to “think critically” about their subjects, but do they know what instructors are seeking? Although critical thinking is highly regarded in academia and the work place, how do instructors design learning activities and assess this elusive goal? In this workshop, participants will define critical thinking within the context of their respective disciplines, map learning activities that cultivate critical thinking, and consider methods to assess critical thinking. Nicholson 145. Register.
Best Practices: Teaching Sensitive Course Content
Sofia Andersson-Stern (OED), Colleen Meyers (CEI), Deb Wingert (CEI)
Whether you knowingly teach a course which includes sensitive course content (racism, sexism, etc.) or not, certain material may cause your students to feel distress. For instance, a discussion about a seemingly "safe" topic, such as Memorial Day celebrations, may be difficult for veterans to talk about and may cause them high levels of distress. In this interactive, research-based workshop, participants will address 1) What is sensitive course content? 2) How can we best prepare for teaching potentially sensitive material? and 3) How can we successfully manage distress in our classrooms? Nicholson 110. Register.
Small Changes with Big Impact
Kris Gorman (CEI)
It can be difficult to make major changes to your teaching when there are so many demands on your time. This workshop is designed to introduce quick and simple teaching techniques that are effective for improving student learning and/or satisfaction but which require little preparation or class time. Most examples are from science & engineering courses, but the strategies apply to any discipline. Nicholson 115. Register.
Can “Enthusiasm” and“Warmth” Increase Student Learning and Your Student Ratings of Teaching?
Paul Ching (CEI)
Can you fake your way to better teaching evaluations? This workshop will examine that question by looking into areas such as expressiveness, warmth, tone and other "touchy-feely" aspects that have nothing to do with course content. And just in case the answer to that question is "yes", we will also review techniques and exercises to improve your ability in those areas. Nicholson 145. Register.