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All Duquesne faculty, staff, and graduate students are welcome to attend CTE's workshops.  Please register online to assist us in planning. 

Fall 2016 Workshops

Transparent Assignment Design - Hands-on

Facilitators: Laurel Willingham-McLain (CTE), Pamela Spigelmyer (Nursing), Gesina Phillips (Gumberg Library)  
Date: Wednesday, September 28, 3:00-4:15 [change from previous date]
Location: Union 613

Small changes make a dramatic difference in student learning. The research of Mary-Ann Winkelmes (TILT Higher Ed project) has found significant benefits of transparent assignment design on students' learning.

Join this workshop to make powerful changes in the way you communicate assignments to students. Apply the transparency framework by clarifying for students the purpose, task, and criteria of assignments.

This is a flipped workshop. By signing up, you agree to spend an hour preparing on your own time.

Before the session: Download the handout and watch the first 51 minutes of a video featuring Mary-Ann Winkelmes presenting the transparency framework to Duquesne faculty (Duquesne multipass required). Then select one assignment from a course you teach that you would like to revise.

At the session: Bring three copies of the assignment you chose. Together, we will apply the transparency framework. (CTE SCALE Event)

Co-Sponsored by the University Core Curriculum

Register online

Predatory Publishing: What You Don't Know CAN Hurt You...

Presenters: David A. Nolfi and Charlotte Redgate Myers (Gumberg Library) & Joan Such Lockhart (Nursing)
Date: September 29, 10:50-12:05
Location: Gumberg 408 

A growing number of new publishers are inviting researchers and recent Ph.D. graduates to publish their work in journals of questionable value.

These "predatory publishers" often present themselves as reputable publishers and then charge fees in order to get the author's work published. Predatory publishers mimic the business models of well-respected Open Access journals, making them difficult to recognize.

This workshop is aimed at faculty and graduate students looking to publish their research. Its goals are to help you understand predatory publishing and recognize predatory publishing inquiries. The presenters will discuss ways that you can investigate the reputations of publishers and journals as well as how you can combat predatory publishing in the context of your own discipline or profession.

Co-Sponsored by the Gumberg Library

Register online via Gumberg Library

Creating Plagiarism-Resistant Assignments

Facilitators: James Purdy (Writing Center and English) and Jerry Stinnett (English)
Date: Monday, October 3, 12:00 - 1:30
Location: Union 613

In the copy and paste culture of today's students, plagiarism is a recurring problem for higher education. However, faculty can minimize the risk of plagiarism through the design of their assignments. In this workshop, faculty will learn strategies to create research and writing assignments that are resistant to plagiarism.

Co-sponsored by the Writing Center

Register online

Winning Ideas and Tips on Preparing Creative Teaching Award Submissions

Facilitator: Laurel Willingham-McLain (CTE) 
Date: Tuesday, October 4, 3:00-4:15 
Location: Union 613

Panelists & Projects:

Alison Colbert & Melanie Turk (Nursing): Building Empathy: Using Simulation to Help Nursing Students Understand the Experience of Poverty

Sarah Woodley (Biological Sciences): Innovations in a Physiology Laboratory Course: Combining Novel Research and Service-Learning Around a Community-Based Problem

Panelists will present the teaching/learning innovations they implemented, their rationale, and ways of documenting student learning. Duquesne's Creative Teaching Award has three criteria: scope of involvement, description of innovativeness, and student-learning evidence. Laurel Willingham-McLain, the award review committee chair, will give an overview of how to demonstrate that an innovation contributed significantly to students' learning, and point out features of compelling award submissions.

Register online

Using a Nudge to Transform and Deepen Student Learning

Facilitator: Steve Hansen (CTE)
Date: Thursday, October 6, 12:00 - 1:30
Location: Union 613

Nudge theory recognizes that people sometimes choose and behave irrationally. Academe is not immune. In this workshop, participants will explore student choices that hinder deep learning and apply nudge theory to promote better learning practices. Nudges (small interventions) are a form of choice architecture "that alters people's behavior in a predictable way without forbidding any options or significantly changing their economic incentives" (Thaler & Sunstein, 2009). Participants will explore a gallery of everyday nudges that influence better choices and actions and will creatively strategize similar interventions for their students to promote deeper learning practices.

Expected Outcomes of the Workshop:

  1. Participants will identify how nudges work to influence choices and behaviors.
  2. Participants will evaluate irrational student practices that hinder deep learning.
  3. Participants will produce nudges (small interventions) that encourage better student choices and practices to deepen learning. (CTE SCALE Event)

Register online

Book Study: Teaching at its Best (for graduate students only)

Facilitator: Arvin Simon (Center for Teaching Excellence)
Date: A two-part book study. Participation in both sessions is required

  • Part One: Friday, October 7 12:00-1:40 
  • Part Two: Friday, October 21, 12:00-1:40

Location:Union 608

Do you need tips on teaching? Come to this two-part book study featuring Linda Nilson's Teaching at Its Best: A Research-Based Resource for College Instructors. The book is a veritable toolbox for college instructors addressing topics such as

  • Understanding your students
  • Motivating your students
  • Getting your students to do the reading
  • Constructing tests

Participants will receive a free copy of the book in exchange for participation in both of the discussion sections.

Register online (SPACE IS LIMITED)

Book Study: Small Teaching: Everyday Lessons from the Science of Learning (by James Lang)

Facilitator: Laurel Willingham-McLain (CTE)
Date: A two-part book study. Participation in both sessions is required

  • Tuesday, October 11, 4:00-5:15 - book discussion
  • Tuesday, October 25 4:00-5:15 - application of ideas to something in your course

Location: Union 610

Are you looking for a teaching idea you can use tomorrow - something that is shown to deepen student learning? Simple changes can make a big difference.

James Lang, in Small Teaching, offers well researched teaching approaches that require minimal preparation and grading. They take three basic forms:

  1. Brief (5-10 minute) classroom or online learning activities
  2. One-time interventions in a course
  3. Small modifications in course design or communication with students

The book features three major sections: Knowledge, Understanding, and Inspiration. Each chapter presents the theory, models, principles, and "quick small teaching" reminders for essential learning topics such as retrieving, connecting, predicting, and motivating.

This is a flipped session. By signing up, you agree to read the book prior to the first session and to design a small teaching approach for your course for us to "workshop" at the second session. If you are unable to prepare in this way, we ask that you return the book to us as soon as possible, since we have a limited number of books.  (CTE SCALE Event)

Register online

Writing a Philosophy of Teaching (for graduate students only)

Presenters: Emtinan Alqurashi and Arvin Simon (CTE)
Date: Monday, October 17, 12:00 -1:15
Location: Union 613

Increasingly, search committees are asking faculty candidates to provide a statement of their teaching philosophy. At first, this can be a little frightening. It s an opportunity, however, to think through the beliefs in which you ground your teaching practices, and to be prepared for both the written and oral aspects of the academic job search.
Come and discover:

  • What is a statement of teaching Philosophy?
  • Why is it so important? 
  • How can you go about writing one?

This will be a practical workshop! You will leave with sample statements of teaching philosophies, useful exercises to help you write your own, and confidence to discuss your teaching philosophy with perspective employers.

Register online

Developing a Teaching Portfolio (for graduate students only)

Presenters: Emtinan Alqurashi and Arvin Simon (CTE)
Date: Tuesday, October 25, 1:45 - 3:00
Location: Fisher 609

Research institutions hire fewer than 10% of available PhDs. The vast majority of hires are in institutions that emphasize classroom teaching. The creation of a teaching portfolio will give you the edge on showing yourself as a person who values excellence in teaching.Please bring with you the following items: example syllabus, example test and/or handout, and a draft philosophy of teaching statement (if you have one).

Register online

Those Who Do the Work, Do the Learning: Actively Engaging Students in FlexTech Classrooms

Facilitators: Lauren Turin (Office of Classroom Technologies) and Laurel Willingham-McLain (CTE)
Panelists: Amy Olson (Education), Marcia Rapchak (Gumberg Library), Sarah Wallace (Speech-Language Pathology)
Date: Thursday, October 27, 3-4:15
Location: 442 Fisher Hall

Duquesne has created several FlexTech classrooms and more are on the way! In this session, faculty colleagues will demonstrate "everyday" ways to engage students in learning.  It is ideal for folks new to FlexTech spaces or who are simply curious about them. Workshop participants will play the student role.

Co-sponsored by Office of Classroom Technologies

Register Online

Designing Your Course and Syllabus - Hands-on

Facilitator: Laurel Willingham-McLain
Date: Thursday, November 3, 12:00 -1:15
Location: Union 608

The purpose of this workshop is for you to understand basic design principles for college teaching and apply them to planning a course. This is a flipped workshop. By signing up for this workshop, you agree to spend an hour preparing on your own time.

Before the session: Complete the 20-minute Course/Syllabus Design video and worksheet (prepared by Michael McGravey & Laurel W-M). Read the brief article, Integrated Course Design, by L. Dee Fink. Begin applying what you learned to a course syllabus you are designing/revising.

At the session: Bring 3 copies of your new/revised syllabus to the hands-on session so that you can get feedback and learn new ideas from colleagues. (CTE SCALE Event)

Register Online

Planning a Writing Intensive Course

Presenter: James Purdy (English & University Writing Center)
Thursday, November 10, 10:45 - 12:00
Union 109

One of the biggest challenges of teaching a writing-intensive course is incorporating the writing assignments/projects into the syllabus. When should due dates fall? How can the syllabus reflect the scaffolding of activities the lead to a writing project? How can writing activities fit in with all the content to be covered? This hands-on workshop will guide participants in planning the syllabus for a Spring 2016 writing-intensive course. Faculty and graduate students will leave with an outline of the schedule of writing projects and tasks. If you teach a University-designated "W" course, you will find this workshop especially useful as you prepare your new syllabus.

Cosponsored by the University Writing Center

Register Online

Publish or Perish: Choosing and Approaching Academic Publishers

Presenter: Susan Wadsworth-Booth (Duquesne University Press)
Date: Tuesday, November 15, 3:00 - 4:30
Location: Union 613

The workshop is intended for graduate students and junior faculty who want to learn about getting their work published in today's academic environment. We will discuss how to research and choose appropriate publishers, how to prepare initial proposals for a publisher's review, how doctoral dissertations may (or may not) be revised for book publication, how the review process works, and how new technologies and models (such as electronic journals and open-access publications) fit into the process. This workshop will focus on the humanities and social sciences, though all are welcome.

Cosponsored by Duquesne University Press

Register Online