Upcoming Events

Creating a Supportive Classroom

This workshop will discuss 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 will:

  1. Identify some basic principles of Inclusive Classrooms;
  2. Discuss attribution theory and stereotype threat and how they affect student performance;
  3. Discuss classroom interventions that can help alleviate these effects; and
  4. Work with peers to develop interventions they can implement in their current courses.

Please note: this workshop is designed to be an introduction to community building and the positive effects it has on all learners and teachers.  While primarily for newcomers, it might also provide new strategies for those with previous experience emphasizing community in their classrooms.  All faculty and instructional staff are welcome.

Tuesday, Oct 9th @ 4:15 Keck Classroom Honnold Library
Wednesday, Oct 10th @ 10  Pitzer Broad Hall 204

This workshop is Step 1 in the Creating an Inclusive Classroom Community Pathway (more here).

Please RSVP here: https://goo.gl/forms/AR3UUr4PLj7w8ZMD2

CTL Events

September 2018

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  • Active Learning: What is Active Learning?
  • Your Students Want You To Know: SDRC Barriers to Education for People with Disabilities and Access to Education
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  • Active Learning: What is Active Learning?
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  • Active Learning Grant Training
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  • CTL Book Club
  • Pedagogy Beyond The Classroom: Understanding the Advising Relationship
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  • Pedagogy Beyond the Classroom: Understanding the Advising Relationship
  • CTL Book Club
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What your students what you to know about...

Religious Bias and Anti-Semitism

Come hear the Claremont Colleges Chaplains share what they know about our students’ experiences with religious bias and anti-semitism. A light lunch will be served

Wednesday, Oct 10th, 12-1pm Honnold Mudd Library Founders Room

This workshop is the second in our WYSWYTK lunchtime presentation series.

Please RSVP here: https://goo.gl/forms/lRvWh4j7GIaBVwiK2

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 will:

  1. Review some of the key principles of transparent teaching;
  2. Apply the UNLV / TILT “Purpose-Task-Criteria” approach to sample assignments and our own class work; and
  3. Evaluate some of the benefits and limitations of transparent assignment design.

Please bring an existing assignment sheet or description that you would like to work on, if you have one.  This workshop is suitable for any faculty or instructional staff who assign in-class or out-of-class work to students and wish to make the process more transparent and successful for novice learners.

Monday, October 15th @ 1:15 @ CMC Bauer Center South 34
Tuesday, October 16th @ 9:30 @ CGU Burkle 24

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

Please RSVP here: https://goo.gl/forms/38LhYCY1DAjMeriJ3

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

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