Upcoming Events
10 Active Learning Techniques to Try Today
Active learning techniques are easy to implement in a variety of classrooms and with a diversity of teaching approaches, and have been shown to encourage deep, connected learning and improved content retention. In this workshop, participants will:
- Learn at least ten different active learning techniques that can be implemented in many classroom settings;
- Evaluate the class time and preparation necessary for various techniques, and consider which might be the best fit for their classes and teaching style;
- Continue to build our database of active learning techniques together.
This workshop is suitable for all faculty and instructional staff interested in active learning as a teaching practice.
October 24th @ 10am Keck Classroom Honnold Mudd Library
October 25th @ 2:45pm POM Millikan 1181
This workshop is Step 2 in the Active Learning Path (more here)
Please RSVP here: https://goo.gl/forms/JuUWVeQCEamwavwv2
What Your Students Want You to Know About
Developing Cultural Competencies
Come hear from our colleagues from the Chicano Latino Student Association as they share our student’s perspective on cultural competence in the classroom. A light lunch will be served.
This workshop is the third in our WYSWYTK presentation series.
November 7th, 12 pm in the Founders Room of Honold Mudd Library
Please RSVP here: https://goo.gl/forms/gfO28xFbrFEZY1uI3
Developing Your Personal Advising Pedagogy
Becoming a better advisor is what many faculty members (and staff) strive to do, but it can be difficult finding helpful strategies to improve our interactions with students. What are strategies that faculty may employ to be better advisers and how does one develop a pedagogy around advising?
Participants in this workshop will:
- Understand advising as a teaching and learning process for students;
- Consider the main goals of advising in particular contexts;
- Discuss the relationships with classroom teaching pedagogy and advising pedagogy.
- Start the process of drafting one’s own advising strategies and pedagogies;
This workshop is designed to introduce concepts and build upon any prior knowledge of faculty advising and mentoring of undergraduate and graduate students. Prior knowledge of advising and mentoring strategies is helpful but not necessary for this workshop. Those who have extensive background in advising, those with very little, and all in between may benefit. All faculty and instructional staff are welcome.
November 6th 4:15 @ CGU Burkle 16
November 7th 11am @ HMC Shanahan 2421
This workshop is Step 2 in the Pedagogy Beyond the Classroom Path (more here)
Please RSVP here: https://goo.gl/forms/IWL93CHKOZjAR2PL2
Fall 2018 Past Events
The Transparent Teaching Toolkit
Transparent teaching has been shown to have significant benefits for both faculty and students, including more equitable student learning outcomes, improved higher-order thinking and metacognitive skills, and even increased faculty job satisfaction (Perry, Hall, and Ruthig 2007; Winkelmes, M. 2013.). This workshop provides participants with an opportunity to discover the principles and benefits of a more transparent classroom, and to learn new ways to incorporate transparency into their assignments, lectures, course documents, and assessments.
This workshop was an “appetizer” into to the Transparent Teaching Toolkit Path (more here)
What is Active Learning
There has been a lot of talk in Higher Education recently about the potential of active learning strategies to improve student engagement, satisfaction, retention, and overall learning. But — is “active learning” just the latest educational fad, or something more? Participants in this workshop identified some basic principles of active learning pedagogy, discussed the facts and fictions about using active learning in higher education, assessed some of the benefits and limitations of an AL approach, and began the process of building a consortial database of active learning ideas.
Understanding the Advising/Mentoring Relationship
Advising and mentoring are often thought to be important for students – both in terms of their satisfaction in pursuing degrees and in their persistence in college. What is the difference between advising, mentoring, and supervising and what are strategies that faculty may employ to be better advisers and mentors? Participants in this workshop learned how the advising/mentoring needs of students differ from their first year to the final year in their undergraduate or graduate degree programs; discussed the ways in which advising activities may be linked to faculty service, scholarship, and teaching, and how advising can be affected by department (and college structures) and the kinds of support faculty may need to be most effective, and begin the process of developing one’s own advising strategies and pedagogies.
This workshop was Step 1 in the Pedagogy Beyond the Classroom Pathway (more here).
Please RSVP for other workshops in the path here: https://goo.gl/forms/AR3UUr4PLj7w8ZMD2
Creating a Supportive Classroom
This workshop discussed what a supportive classroom looks like, how it benefits students and some examples on how to create an inclusive space for your students. Participants in this workshop identified some basic principles of Inclusive Classrooms, discussed attribution theory and stereotype threat and how they affect student performance, discussed classroom interventions that can help alleviate these effects; and worked with peers to develop interventions they can implement in their current courses.
This workshop was Step 1 in the Creating an Inclusive Classroom Community Pathway (more here).
What your students what you to know about...
Religious Bias and Anti-Semitism
The Claremont Colleges Chaplains share what they know about our students’ experiences with religious bias and anti-semitism. A light lunch will be served
This workshop was the second in our WYSWYTK lunchtime presentation series.
Transparent Assignment Design
According to a UNLV study on transparent teaching, ”students’ learning outcomes improved when they understood how and why instructors had structured their learning experiences in particular ways” (Winklemes 2013). Connecting the “how” to the “why” is particularly important when we design assignments, and doing so has been shown to not only improve learning outcomes but decrease resistance, increase motivation, and positively impact faculty and student satisfaction about student work. In this workshop, participants reviewed some of the key principles of transparent teaching, applied the UNLV / TILT “Purpose-Task-Criteria” approach to sample assignments and our own class work; and evaluated some of the benefits and limitations of transparent assignment design.
This workshop was Step 1 in the Transparent Teaching Toolkit Path (more here)