Upcoming Events

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 will focus on ways to make our discussion-based classes more productive, transparent, and valuable for deep student learning.  Participants in this workshop will:

  1. Apply principles of transparency to classes in which discussion plays some role;
  2. Learn new techniques and principles that can support meaningful discussion; and
  3. Evaluate the usefulness of these techniques for our various classroom settings and goals.

Note that this workshop relies on previous conversations about transparency and course design in this pathway.  However, these concepts will be reviewed and thus all faculty and instructional staff are welcomed and encouraged to participate.

Monday March 25th  @ 1:15, HMC, Shanahan 2465

Tuesday March 26th @ 9:30 am, Honnold Mudd Library Keck Classroom

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

Please RSVP here: https://goo.gl/forms/0GDMaX470tN0yZs13 

CTL Events

March 2019

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  • Workshopping your community building plan
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  • WYSWYTKA: Queer Identities and Holistic Wellness
  • Workshoping your Community Building Plan
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  • CTL First 5 Socials
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  • Guilt-Free Book Club
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  • Guilt-Free Book Club
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  • Spring Break
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  • Spring Break
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  • Spring Break
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  • Spring Break
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  • Spring Break
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  • Productive Classroom Discussions
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  • Productive Classroom Discussions
  • Guilt-Free Book Club
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  • Guilt-Free Book Club
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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

Intentionally Inclusive Active Learning

More details to come!

Wednesday, April 3rd, @ 10, Scripps College, room TBD

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

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

Advising Graduate Researchers

More details to come!

Tuesday, April 16th, @ 4:15, Keck Graduate Institute (Location TBD)

Wednesday, April 17th @ 11:00, Claremont Graduate University

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

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

Building your Community Building Plan

Now that we have discussed what a supportive classroom looks like in previous workshops in this path, we will brainstorm ways to make our individual classrooms inclusive.  Participants in this workshop will:
  1. Reflect on the principles of inclusive classrooms;
  2. Participate in a mindfulness meditation;
  3. Work individually and with peers to refine your community building plan.

Please note: this workshop is designed to help teachers develop their own strategies for building classroom community.  While primarily for people who have attended previous Path 4 workshops, it will provide strategies for any teachers looking for ways to enhance inclusivity in their courses.  All faculty and instructional staff are welcome.

Tuesday, March 5  @ 4:15, HMC, Shanahan 3465

Wednesday, March 6th @ 1:15, CMC, Kravis Center 161

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

Please RSVP here: https://goo.gl/forms/Eqp9F4kLHeUmfE5T2  We’ll email you with the specific room one week in advance.

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.