Upcoming Events

Advising Graduate Researchers

Advising graduate students can involve many aspects, including academic planning as well as advising research experiences.  Faculty supervision of such opportunities can make the difference in terms of the academic outcomes students acquire from their research projects and experiences. What are some key strategies that can help faculty learn better how to “teach” students in research and advising settings? Participants in this workshop will:

  1. Understand advising as a teaching and learning process for students;
  2. Learn some background in what research says about how student research experiences affect student learning outcomes.
  3. Understand links between classroom teaching and research experience supervision.
  4. Discuss strategies for research supervision including focusing on student and faculty goals, learning outcomes, and scaffolding knowledge.

Tuesday, April 16th, @ 4:15, KGI Training Room 210 (in the village above Blaze Pizza)

Wednesday, April 17th @ 11:00, CGU  Burkle 26

Please  RSVP here: https://goo.gl/forms/Lsiz9NEEKBG0j1n02\

CTL Events

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  • CTL Pre-Semester Workshop
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  • CTL Drop In Hours
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  • CTL Pre-Semester Workshop
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  • CTL Drop In Hours
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How to Assess the Inclusive Classroom

This pathway has looked at what a supportive classroom looks like, how it benefits students, differences between faculty availability and accessibility, and specific ways to create an inclusive space for your students.  This workshop will describe ways to assess if your efforts are working. Participants in this workshop will:

  • Review activities to enhance inclusivity
  • Discuss methods to assess these activities
  • Develop an assessment plan for their course

Please note: this workshop will help all teachers think about ways to effectively assess how their community building efforts.  All faculty and instructional staff are welcome, even if they haven’t attended any other workshops in this path.

Tuesday, April 30th @4:15, Honnold Mudd Library Keck Classroom

Wednesday, May 1st @ 1:15, Millikan 1249

Please  RSVP here: https://forms.gle/k54yqBGbvwcXMnqM6

Transparent Assessment

More details to come!

Monday, May 6th @ 1:15 Pitzer, Broad Center (NOT Broad HALL) 208

Tuesday, May 7th  @ CMC,9:30 Honnold Mudd Library, Digital Toolshed

Please  RSVP here: https://forms.gle/s9k29iyktpH5bFMm6

What Your Students Want You To Know About

Educating the Whole Student

Jessica Tinklenberg from the CTL  will wrap up our “What Your Students Want You To Know” series in May with a review of the year’s events, a time of integration and reflection, and a celebration of our students!

Wednesday,  May 1st, 12-1pm. Honnold Mudd Library, Honnold Conference Room

RSVP here: https://goo.gl/forms/bBd0WP4Thp1bGi1v2  

Spring 2019 Past Events

Intentionally Inclusive Active Learning

Like many other approaches to teaching, Active Learning (AL) does have the potential to create either inclusive or exclusive classroom environments depending on how it’s used.  The difference between one result and the other is often the intentional reflection of the instructor on their practices and the experiences of their students. In this workshop, we will:

  1. Review active learning concepts and techniques that we have encountered throughout the year;
  2. Discuss principles of Universal Design for Learning (UDL) and the implications of these principles for AL;
  3. Troubleshoot AL practices that have the potential to exclude and reframe them to be intentionally inclusive.

This workshop is the final event on the Active Learning Pathway.  Our discussion will refer to previous workshops, but all faculty and instructional staff are welcomed to attend regardless of previous participation.

Wednesday, April 3rd, @ 10, Scripps College, Humanities 201

Thursday, April 4th, @ 2:45, Honnold Mudd Library, Keck Classroom

Please  RSVP here: https://goo.gl/forms/OfZtM1TrPUZp4bSX2

What Your Students Want You To Know About

The Black Student Experience

Our colleagues Nick Daily and Lydia Middleton from the Office of Black Student Affairs will discuss how students they’ve surveyed experience life at the 7Cs. A light lunch will be served. 

Wednesday, April 3rd, 12-1pm Honnold Mudd Library, Honnold Conference Room

Please  RSVP here: https://goo.gl/forms/aZ7ZXT5ly1tJsB3l2

Productive Classroom Discussions

Why do we even have discussions in our classes?  Is there a unique benefit for student learning, or are we simply doing to others what has been done to us?  This workshop focused on ways to make our discussion-based classes more productive, transparent, and valuable for deep student learning.  Participants in this workshop applied principles of transparency to classes in which discussion plays some role; learned new techniques and principles that can support meaningful discussion; and evaluated the usefulness of these techniques for our various classroom settings and goals.

This workshop was Step 4 in the Transparent Teaching Toolkit Pathway (more here)

Building your Community Building Plan

Having discussed what a supportive classroom looks like in previous workshops in this path, participants in this workshop brainstormed ways to make their individual classrooms inclusive.  Participants in this workshop reflected on the principles of inclusive classrooms, participated in a mindfulness meditation, and worked individually and with peers to refine their community building plan.

This workshop was Step 3 in the Inclusive Classroom Community Pathway (more here)

What Your Students Want You To Know About

LBGTQ+ Identities and Holistic Wellbeing

Manual Diaz, Director of the Queer Resource Center gave a brief presentation and discussion about what LGBTQ+ students want their professors to know about the current challenges students face in and out of the classroom.

Active Learning in Disciplinary Contexts

While “Active Learning” (AL) is often associated with certain classroom activities (like Think-Pair-Share or Jigsaw) it is actually a way of thinking about every aspect of the learning environment and experience, including what learning is, how it happens, and whose voices and ideas matter to the process.  This workshop was an opportunity to take these broader pedagogical concerns of AL and apply them to our unique disciplinary classroom contexts. It was also an opportunity to think about interdisciplinary and transdisciplinary approaches to AL that might offer additional benefits to our student learners.

Advising Undergraduate Researchers

Undergraduate research opportunities can be important learning experiences for students. Faculty supervision of such opportunities can make the difference in terms of the academic outcomes students acquire from undergraduate research. What are some key strategies that can help faculty learn better how to “teach” students in research settings? Participants in this workshop learned some background in what research says about how undergraduate research affects student learning outcomes, worked to understand links between classroom teaching and undergraduate research experience supervision, and discussedstrategies for undergraduate research supervision including focusing on student and faculty goals, learning outcomes, and scaffolding knowledge.

What Your Students Want You To Know About

Mental Health and Assisting Students

Dr. Anneka Busse, Crisis Therapist and Care Manager at Monsour Counseling, shared with us a current update on Mental Health and provided a guide to assisting student struggling with mental health. A light lunch will be served.

Wednesday, February 6th, 12-1pm. Honnold Mudd Library, Digital Toolshed

Distinguished Lecture: Sarah Rose Cavanagh

Sarah Rose Cavanagh headshot

Sarah Rose Cavanagh

Sarah Rose Cavanagh, author of the Fall 2018 Guilt Free Book Club Book The Spark of Learning, gave the CTL’s 2019 Distinguished Lecture.

Sarah Rose Cavanagh is a psychologist, professor, and Associate Director of the D’Amour Center for Teaching Excellence at Assumption College. Her research considers whether the strategies people choose to regulate their emotions and the degree to which they successfully accomplish this regulation can predict trajectories of psychological functioning over time. Her most recent research project, funded by the Davis Educational Foundation, focuses on whether giving students tools from emotion regulation at the start of class can improve their same-day and semester-long learning. Sarah’s first book, The Spark of Learning: Energizing the College Classroom with the Science of Emotion, was published in 2016. Her second book, HIVEMIND: The Power and Perils of Our Collective Social Selves, will be published by Grand Central Publishing in 2019. She gives keynote addresses and workshops at a variety of colleges and regional conferences, blogs for Psychology Today, and writes essays for The Chronicle of Higher Education. She’s also on Twitter too much, at @SaRoseCav.

Additionally Sarah hosted a discussion with First 5 Faculty at 10am (POM Millikin 1249), and be was available for informal lunch discussion at 12pm (Honnold Mudd Library Honnold Conference Room).

Spring Teaching Tune Up

The CTL helped everyone gear up for the Spring Semester with a free one day micro-conference. The CTL and other 7C partners hosted sessions on syllabus design, managing your scholarship, universal design, advising, digital pedagogy, and classroom firsts.

For more information, including session descriptions, and the full schedule, go here.

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)

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 learned at least ten different active learning techniques that could be implemented in many classroom settings; evaluated the class time and preparation necessary for various techniques, considered which might be the best fit for their classes and teaching style, and continued to build our database of active learning techniques together.

This workshop was Step 2 in the Active Learning Path (more here)

What Your Students Want You to Know About

Developing Cultural Competencies

We heard from our colleagues from the Chicano Latino Student Association as they shared our student’s perspective on cultural competence in the classroom. A light lunch will be served.

This workshop was the third in our WYSWYTK presentation series.

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 looked at advising as a teaching and learning process for students, considered the main goals of advising in particular contexts; Discussed the relationships with classroom teaching pedagogy and advising pedagogy, and started the process of drafting one’s own advising strategies and pedagogies.

This workshop was Step 2 in the Pedagogy Beyond the Classroom Path (more here)

Wise Feedback

Faculty feedback on student work has the potential to encourage and challenge learners, but also to frustrate and create mistrust.  In this workshop, participants considered concrete ways to make formal and informal feedback more inclusive, productive, and timely.  Participants also began developing a strategy for giving feedback on a future assignment.  

This workshop was Step 2 in the Transparent Teaching Toolkit Path (more here)

What Your Students Want You to Know About

Affordable Course Materials

Jennifer Beamer, head of Scholarly Communications in the Library, Jessica Davila Greene, Director of Digital Technologies, and Charlotte Brun, Social Science Library, shared information on the importance of affordable course materials. This workshop was the fourth in our WYSWYTK presentation series.

Setting the Tone, Changing the Tone

Student learning and retention increase when they feel supported.  While faculty might make themselves available, students perceive a difference between availability and accessibility. This workshop will discuss ways to make yourself more accessible by setting an inclusive tone in your classroom.  Participants in this workshop participated in tone setting exercises to develop definitions of inclusive classrooms, discussed feminist pedagogies and how they changed previous notions of what defined good teaching, and worked with peers to develop goals for classroom communities and exercises to implement in current courses. 

This workshop was the second in the Creating an Inclusive Classroom Community pathway (more here).

Looking for events from previous years? Here’s what we did in 2016-17 and 2017-18.

What Your Students Want You To Know About

LBGTQ+ Identities and Holistic Wellbeing

Manual Diaz, Director of the Queer Resource Center gave a brief presentation and discussion about what LGBTQ+ students want their professors to know about the current challenges students face in and out of the classroom.