Upcoming Events

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 will consider concrete ways to make formal and informal feedback more inclusive, productive, and timely.  Participants will also begin developing a strategy for giving feedback on a future assignment.  

This workshop is suitable for any faculty wishing to develop more equitable, challenging, and supportive feedback practices.   

Monday, November 26th @ 1:15 Pitzer Skandera Hall 103

Tuesday, November 27th @ 9:30 Honnold Mudd Library Keck Classroom

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

Please RSVP here: https://goo.gl/forms/1t7rD6NmLGtggSe83

CTL Events

November 2018

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  • Pedagogy Beyond the Classroom: Developing your Personal Advising Pedagogy
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  • Pedagogy Beyond the Classroom: Developing your Personal Advising Pedagogy
  • Your Students Want You To Know: CLSA presents Developing Cultural Competence
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  • Active Learning Faculty Fellows
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  • First 5 Social
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  • Thanksgiving Break
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  • Thanksgiving Break
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  • Thanksgiving Break
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  • Thanksgiving Break
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  • Transparent Teaching Toolkit: Wise Feedback
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  • Transparent Teaching Toolkit: Wide Feedback
  • CTL Book Club
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  • Course Activity Grants are Due Tomorrow Dec 1st

What Your Students Want You to Know About

Affordable Course Materials

Come hear from Jennifer Beamer, head of Scholarly Communications in the Library, as she shares our student’s perspective on the importance of affordable course materials. A light lunch will be served.

This workshop is the fourth in our WYSWYTK presentation series.

November 28th, 12 pm in the Founders Room of Honold Mudd Library

Please RSVP here: https://goo.gl/forms/gfO28xFbrFEZY1uI3

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 will:

  1. Participate in tone setting exercises as we develop our own definitions of inclusive classrooms;
  2. Discuss feminist pedagogies and how they changed previous notions of what defined good teaching (lectures, professor as lone authority, etc); and
  3. Work with peers to develop our goals for our classroom communities and exercises we can implement in our current courses.

Please note: this workshop is the second in the “Creating Inclusive Classroom Communities” pathway. While we will build upon what we previously learned about supportive classrooms, no previous experience is needed.  All faculty and instructional staff are welcome.

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

Tuesday, Dec. 4th @ 4:15 at Scripps, Humanities 102
Wednesday, Dec. 5th @ 10  Pomona Hahn 215

Please RSVP here: https://goo.gl/forms/hlLv5ymG710xNd8D3

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)

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