Event Types: Humanities, Arts & Soc Sciences

Leading Engaging Discussions

August 22, 2016 | Beth Fisher

Discussions can help students develop critical-thinking skills and deepen their knowledge of the course content. However, effective discussions require careful planning and facilitation. Participants in this workshop will explore strategies for planning and leading engaging discussions that foster learning and encourage participation from all students. Presenter: Michelle Repice, PhD (Assistant Director of The Teaching Center; Lecturer, […]

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Facilitating Inclusive Learning in Groups

January 5, 2016 | Beth Fisher

Participants in this workshop will discuss the factors that affect student engagement and participation during group work, as well as learn strategies for designing and facilitating group work that can foster inclusion and full participation. This workshop is part of a two-session series offered this semester on Collaborative Learning in the Humanities, Arts, and Social […]

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Collaborative Learning in Groups

January 5, 2016 | Beth Fisher

Education research suggests that students acquire and retain knowledge most effectively by engaging in collaborative-learning groups with peers. In this advanced-level workshop, participants will discuss the philosophy behind a selection of formal and informal collaborative-group structures, as well as practical strategies for effectively planning and implementing group learning. This workshop is part of a two-session […]

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Developing Rubrics to Grade Student Writing

August 24, 2015 | Beth Fisher

This interactive workshop will focus on different approaches to developing and using rubrics to evaluate student writing. Participants will learn about the key elements of designing effective rubrics that are connected to the learning objectives for each assignment and for the course. Reviewing a variety of sample rubrics, participants will discuss how rubrics can be used […]

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Designing Effective Writing Assignments

August 24, 2015 | Beth Fisher

Ineffective writing prompts can lead to ineffective student writing. Participants in this workshop will discuss strategies for writing clear, well-crafted writing assignments and essay prompts that can deepen student learning and help students shape their writing for specific audiences and purposes. With a focus on the process of writing and refining assignments, participants will work […]

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Incorporating Active Learning into Lectures

June 4, 2015 | Beth Fisher

Many studies have shown that students who participate in active-learning activities during class are more engaged in the material and retain more than students who are passively listening and taking notes Participants in this advanced-level workshop will learn strategies for transforming lectures by integrating active learning, including how to structure their class sessions to effectively […]

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Strategies for Inclusive Teaching: Facilitating Challenging Conversations

June 4, 2015 | Beth Fisher

**Rescheduled** This workshop has been rescheduled from its original date. Registration is still open. While the classroom can be a space for open, respectful discussion of sensitive or controversial topics, facilitating such discussions can be a challenging prospect. This advanced-level workshop for graduate students and postdocs in the humanities, arts, and social sciences will provide […]

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Applying Cognitive Science to Improve Teaching

June 4, 2015 | Beth Fisher

What does recent research in cognitive science suggest about strategies you might implement to improve student learning in your course? This workshop will introduce participants to research on learning and memory and to specific suggestions for applying this research in the humanities, arts, and social sciences. Participants will discuss the following: Strategies for integrating interactive […]

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Designing A Course

June 4, 2015 | Beth Fisher

Are you preparing to teach a course independently or designing a course for future teaching? This advanced-level workshop for graduate students and postdocs in the humanities, arts, and social sciences will guide participants through a “backward-design” approach to course design, which begins with identifying the knowledge and skills that students should learn in the course. […]

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