Committee on Teaching Development

Sit Up Straight!

Brain!
On Thursday, October 27, the Committee on Teaching Development hosted the first “Innovative Pedagogical Strategies Happy Hour.”

Karen Leigh-Post started us off with a 15-minute presentation entitled “Sit Up Straight: An Alert and Receptive Mind is Essential to Learning.” (ppt) Karen reviewed some of the physiology of the vestibular system — from whence comes our sense of balance and spatial awareness — and made the point that by monitoring our vestibular sense, we have a means by which we can actually stimulate “an alert and receptive mind.” A lively discussion followed, complete with balancing practice.

The Committee looks forward to hosting more of these events. If you have ideas for programs you’d like to see or discussions you’d like to have, contact the Committee’s chair.

On Syllabi and Course Design from ProfHacker

We may not be ready for this yet, but a new ProfHacker post, “From the Archives: On Syllabi and Course Design,” collects links to many useful and interesting tips to get us thinking (and rethinking) how our courses work.

If you’re not familiar with ProfHacker, it’s worth a look. From the Chronicle of Higher Education, “ProfHacker delivers tips, tutorials, and commentary on pedagogy, productivity, and technology in higher education, Monday through Friday.” Some good stuff here.

“Balancing Act” on the Chronicle website

Working on that life and work balance thing? The Chronicle of Higher Education hosts Balancing Act, a very popular discussion forum, “where thousands of academics gather every day to share advice with each other on work, life, and parenting. Post a question or offer your opinions there or in more than a dozen other forums on topics such as personal finance and teaching.”

First day jitters

In a guest Brainstorm blog posting, Michael Nelson, a professor of political science at Rhodes College, answers the question, “What do I hope to accomplish today [the first day of class] in each of my classes?”

“First and foremost, I want to get my students excited about the subject…

Second, I want my students to know what to expect from me this semester…

Third, I want my students to know that I love them, not in any ooey-gooey way but in the sense of wanting them to flourish…

Fourth, I want to create a sense among my students that when we gather for class, we’re on serious business….

Finally…I will start learning their names and will know them all within two or three weeks.”

It’s a good (quick) read as we get ready to get started.

Teaching Evaluation Workshop II: Focus on Individualized Study

Moderator: Karen Leigh-Post

Panelists: Kathy Privatt, Ken Bozeman, and Matt Michelic

The sessions opened with a quick look at the evaluation forms now in use at Lawrence. A discussion of potential evaluation comments and how they may be used to improve teaching followed.

A bibliography of articles on current thinking about the effects of gender, race and nationality on coursework and as well the impact of required vs. elective coursework was distributed at the event.

The session was recorded and is available for listening on campus only.

Download: mp3
Listen Online:

Teaching Circles!

Are you looking for a place to share great ideas about teaching and learn from fellow faculty in the context of a community of teachers?

The Committee on Teaching Development would like to invite you to join one of the teaching circles that have formed this fall. Each group listed below represents a teaching circle of 5-8 LU faculty and staff members who have just begun meeting regularly (yet informally, often over lunch, etc.). If you are interested in joining any of the circles, please e-mail the contact person for that group for more information on times/dates/topics/etc. If you have general questions about the Teaching Circles Program, please contact Julie Haurykiewicz via e-mail or by phone at x7022.

Alternative Pedagogies

The Alternative Pedagogies Teaching Circle is interested in exploring issues such as: contemplative pedagogy (relating contemplative practices [e.g., meditation] to teaching and learning); feminist pedagogy; and other unique perspectives on the process of teaching and the place of a self-reflective teacher.

Contact: Ruth Lanouette and Gene Biringer

Effective Teaching

This group is comprised of faculty who wish to share strategies for developing and reflecting on their teaching techniques. The circle plans to discuss issues such as: learning and teaching styles; alternatives to lectures; getting the most out of small group work; teaching to varied abilities/interest levels; and how to create a classroom environment which promotes active learning and engaged discussions.

Contact: Julie Haurykiewicz

Emerging Technologies

This circle is interested in the multiple uses of technology in the classroom and how technology can be used to enhance student learning. New technologies may seem daunting at first, but in the supportive environment of this circle, you’ll learn to use those technologies to expand your teaching repertoire.

Contact: Julie Fricke

Freshman Studies Teaching

This circle will focus on issues relating to the teaching of Freshman Studies–including assigning and grading papers, promoting active discussion, and brainstorming responses to challenges presented by the works. New and experienced Freshman Studies instructors are welcome.

Contact: Tim Spurgin

*”Joining the Conversation”: Helping Students Transition to College Intellectual Life

*The “Joining the Conversation” circle will explore how faculty can assist students in joining the intellectual/academic conversation(s) we hope that they will grow to take part in as they progress through college. In other words, this circle will consider how best to support and instruct students as we ask them to engage scholarship, find their own academic voice, and take a stand in the intellectual debates essential to liberal education. The group has begun their exploration by reading and discussing selections from authors such as Gerald Graff (/Clueless in Academe/) and examining high school writing materials (syllabi, essay assignments, graded writing samples, etc.).

Contact Dominica Chang

Individualized Learning “Wrap-up” Session

What: Discussion with Beth DeStasio, Chair, Committee on Individualized Learning, and members of the Committee on Teaching Development

Where: Science Hall 102

When: 4:30pm, Thursday, April 26th

Why: To address questions and provide feedback about the Committee on Individualized Learning’s report and for CTD to report out on its activities during this theme year.

The session was recorded and is available for listening on campus only.

Download: mp3
Listen Online:

Strategies for Grading/Assessing Individualized Learning

A panel discussion on strategies for assessing and grading individualized learning took place in Harper Hall on Tuesday, January 30, 2007 at 4:30 p.m.

Panelists Mark Frazier, Eilene Hoft-March, Julie McQuinn, and Nancy Wall (ably moderated by Tim Spurgin) shared their expertise on assessment and grading in the context of individualized learning (tutorials, independent study, internships, applied lessons, studio classes, etc.).

The panelists addressed issues such as:

* What expectations do students bring to individualized learning experiences? What exactly should we expect from the students?

* What’s the best way to handle this sort of grading? Is it a good idea to give interim grades at midterm, for example?

* What can we do to assess and improve our own work in these areas? How can we make sure we’re doing a good job?

The session was recorded and is available for listening on campus only.

Download: mp3
Listen Online:

You can also read a summary transcript of the event.