Student Feedback: Summative Feedback
A carefully designed feedback form can give you valuable information about how your class is going and how it can be improved, making the semester a better experience for both you and your students. Learn how to use mid-semester feedback to:
Course-correct after a rocky start.
Tailor your course to the students you actually have, not the students you wish you had or the students you had last year.
Give students more input and more of a say over their education.
Improve your relationships with students by making them feel heard, respected, and that their perspective is valued.
Thursday Oct 6th 10:00am-11:15 am, location TBD
Recording available here: https://youtu.be/TjiyFt6YI-E
This event will feature a panel of Claremont Colleges professors from across the disciplines who have taught community-based courses. Possible discussion topics include 1) how to design a community-engaged course; 2) the unique challenges of adapting existing courses in various disciplines; 3) the differences between community-engaged versus classroom-based pedagogy. Attendees will have an opportunity to workshop ideas for future or current courses. The goal of the workshop is to share experiences, introduce novices to community-based pedagogy, and form a community at the Colleges for those involved in community-based teaching.
Thursday September 22nd, 4:15-5:30 PM, Mudd 2 South Classroom
Recording available here: https://youtu.be/_gdWdikO_T8
Intentional Course Design: Making Space for the Good Stuff
In this workshop, the CTL will guide you through a short reflective process to identify your values and goals for your courses. We’ll talk about things like community-building, creativity, or critical thinking– the Good Stuff that fuels you and your students. We’ll share some practical tips to shrink the burden of organizing and delivering your course, so you can spend more time with the things that matter most to you and your students. If possible bring (or have in mind) an assignment from one of your courses to work with.
Presenters: Sara Hollar, Barbara Junisbai, Sadie Otte, Michelle Decker
Tuesday, August 23rd: 10:30am-11:45am Honnold Mudd Library- Keck Classroom Library (also Called Mudd 2 South Classroom)
Wednesday August 24th: 4:15pm-5:30pm POM-The Hive Studio 2
Recording available here: https://youtu.be/STWHeEmT2ig
Fostering a sense of belonging in STEM: The Role of Teaching and Mentoring
Led by Dr. Chrissy Stachl, hosted in partnership with the Keck Science Department
A sense of belonging—the extent to which an individual feels valued by and accepted in a community—is an important predictor of retention throughout academia. In her research, Dr. Stachl has studied how teaching, mentoring, and imposter phenomenon play a role in shaping a sense of belonging among STEM faculty, postdoctoral researchers, and graduate students. In this workshop, we will discuss these findings, their implications in promoting positive culture change within undergraduate and graduate academic communities, and how mentoring relationships can play a role in enhancing sense of belonging within STEM. Although this research was conducted in STEM, a sense of belonging and mentoring are important in all disciplines. Therefore, faculty, staff, and graduate students are invited from all disciplines.
Wednesday, September 7th: 12:00-1:00 PM, on Zoom
Recording available upon request.