All Duquesne faculty, staff and teaching assistants are welcome to attend. Please register online to assist us in planning for handouts and refreshments.
Spring 2016 Upcoming Workshops
Rubrics to Promote and Assess Student Learning: Online Hands-on Workshop
Facilitators: Ryan Luchs (Marketing) & Laurel Willingham-McLain (CTE)
Click here to enter the Online Workshop (multipass required)
Are your assignments difficult to grade? Does grading take far too much time and energy? Do students have a hard time understanding your assignments? Participants in this workshop will draft a grading guide for an assignment in a course they teach. This guide, or rubric, will simplify the work of grading as well as promote learning by clarifying expectations in advance, and then making feedback useful to students. The AAC&U VALUE rubrics will serve as a resource.
Ryan Luchs, a 2010 participant, wrote: "I tried out my first grading rubric, and it worked really well: my grading time was cut in half, the feedback I gave was equal or better than when I used to make extensive comments on each paper, and I was much more consistent."
(Adapted from Spring 2015 workshop)
Co-sponsored by the Academic Learning Outcomes Assessment Committee
Planning a Writing-Intensive Course
Presenter: James Purdy (English & University Writing Center)
Thursday, April 14, 1:45 - 3:00 pm
Location: Canevin 201
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 Fall 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
Documenting the Impact of Your Scholarship
Presenters: David Nolfi (Gumberg Library) and Allison Brungard (Gumberg Library)
Wednesday, May 4, 11:00 am - 12:30 pm
408 Gumberg Library
The workshop's goal is to help faculty members applying for promotion and tenure to make the case for excellence in scholarship by using tools such as citation analysis, journal metrics, and other methods. Newer faculty can also benefit by using these tools to develop effective publishing strategies. Following the presentation, participants will have hands-on opportunities to use the tools and begin documenting the impact of their own scholarship. The workshop will conclude with a faculty-led discussion about using scholarship data in the promotion and tenure process.
Cosponsored by the Gumberg Library
Spring 2016 Past Workshops
Raising Your Scholarly Profile
Presenters:Rob Behary, Allison Brungard, Kelley Cotter, David Nolfi and Gesina Phillips (Gumberg Library)
Thursday, January 21, 1:40 - 2:55pm
600 Fisher Hall
This interactive workshop's goal is to help faculty members and graduate students raise their scholarly profiles and increase the impact of their work. Through a combination of brief presentations and group work, faculty will identify strategies to improve the discoverability of their research, publicize their scholarship to relevant stakeholders, take part in scholarly conversations using social media, and measure the impact of individual publications.
Co-sponsored by the Gumberg Library
How did you learn that? Designing Innovative Lesson Plans for Learning
Presenters: Steven Hansen (CTE) and Laurel Willingham-McLain
Tuesday, January 26, & Tuesday, February 16, 12:15 - 1:30 pm
Location: Union 613
In this two part interactive workshop, participants will consider how they themselves learn in order to design innovative lesson plans that addresses the essential components of student learning. Through exploring their own learning, participants will discover a framework of lesson planning that is practice-oriented, feedback driven and compellingly motivational. Throughout the workshops, participants will apply their discoveries to a single topic that they are planning to teach and will leave the workshops with a framework for bringing new life to how they think about planning for class. Feel free to attend one or both sessions.
Part 1 - Creating a Learning Oriented Framework and Planning for Student Motivation - Tuesday, January 26
Part 2 - Planning for Engaging Students in Practice and Planning for Feedback - Tuesday, February 16
Five Writing Activities for Any Day
Presenter: James Purdy (English & University Writing Center)
Thursday, February 4, 1:45 - 3:00 pm
Location: Union 109
Knowing what writing activities to use in class can be a challenge both pedagogically and logistically. What will help students most effectively learn material? What can serve as a productive task for the last ten minutes of class? Operating from the premise that writing facilitates learning, this workshop will describe five in-class writing activities and associated learning goals that new and experienced teachers can incorporate into classes from any discipline or level. Faculty and graduate students will leave with ideas for writing tasks that they can implement in the classroom.
Cosponsored by the Writing Center
Helping Students (and Yourself) Create Poster Presentations in the Humanities
Presenter: Alima Bucciantini (History)
Wednesday, February 10, 3:00 - 4:30 pm
Location: Union 119
Poster presentations are becoming increasingly common at Humanities symposia and conferences, following the lead of the sciences and medicine. They are a creative and engaging way to present projects that are perhaps not quite ready for a formal conference panel, as they allow you to make connections and have conversations with other scholars at the panel sessions. They are also a fantastic venue for students to first try presenting their work. But what makes a great poster in the humanities? How are they different than conference papers, and how can you successfully mentor students who are designing their first ones?
What does Ethics Education Look Like at Duquesne?
Facilitators: Elizabeth Cochran and Darlene Weaver
Wednesday, February 17
12:00-1:30 pm Union 613
Spring colloquia build on the initial conversation to consider more concretely how these central questions play out in our particular university context. Dr. Weaver and Dr. Cochran are collecting syllabi from required undergraduate ethics courses in order to conduct qualitative analysis of their stated learning outcomes. They will share the initial results of their work at this colloquia in order to spark more detailed conversation among attendees regarding the goals of ethics education. Attendance at prior colloquia is not necessary to participate.
- Do syllabi from required undergraduate ethics courses at Duquesne exhibit shared understandings of ethics or is ethics understood in divergent ways?
- What points of convergence and divergence appear in stated learning outcomes?
- What are common themes that appear in the syllabi?
- How do the stated learning outcomes bear on the questions explored during the first colloquia?
Working with ESL (English as a Second Language) Students
Facilitator: Jess Dunn (Center for Teaching Excellence)
Panelists: Dr. Susan Todhunter (ESL), Julia Salehzadeh (ESL), and Dr. Jim Purdy (Writing Center)
Date: February 17th, 1:00-2:00
Location: Union 109
This panel is designed to help TAs and professors increase their knowledge and effectiveness in teaching students for whom English is a second language. The panelists include faculty and staff from the ESL Program and the Writing Center who have a wealth of experience working with students for whom English is a second language at various levels of fluency and university education. The discussion will include information about these students and the resources available to them as well as practical tips that can help you to engage with and improve the educational experience of ESL and non-ESL students alike.
Using a Future Time Perspective for Personal-Professional Motivation and Goal Setting
Presenter: Steven Hansen (CTE)
Date: February 19, 12:00-1:30pm
Location: Rockwell 304
When we fail to reflect on our deepest personal goals, we become stuck in the drudgery of the present. Using research on time perspective and goal setting, we will explore how a future orientation motivates personal-professional growth. Session goals include 1) discovering your aspirations and motives as an academic, 2) becoming open to creating your future through goal elaboration, 3) exploring effective ways to respond to barriers, obstacles and conflicts to goal achievement, and 4) creating a collaborative community for those who may feel squelched or want to experience new growth as academic professionals. Participants will leave the workshop with their own future plan and strategies for achieving their goals.
Those Who Do the Work, Do the Learning: Actively Engaging Students in FlexTech Classrooms (Continued)
Facilitators: Lauren Turin (Media Services) and Laurel Willingham-McLain (CTE) Panelists: David Carbonara (Education), Michael Irwin (Sociology), Lucia Osa-Melero (Modern Languages)
Monday, February 22, 3-4:15 pm
Fisher Hall 442
Duquesne has created five flex-tech classrooms. Take a look. In this session, faculty colleagues will demonstrate a specific way in which they engage learners. Workshop participants will play the student role. In addition to giving practical tips, presenters will describe lessons learned, obstacles overcome (or not), and a next step they plan to take.
Co-sponsored by Media Services
Book Study: Engaging Imagination: Helping Students Become Creative and Reflective Thinkers by Alison James and Stephen Brookfield
Facilitator: Carla Meyer (Education)
Tuesday, February 23, 10:45 - Noon
Location: Berger Gallery, 207 College Hall
In the preface to the book, James and Brookfield say,
"This is a book about practice, yet we would classify it not so much as a ‘how to,' but more as a ‘what if?' book. What if we take more imaginative approaches and integrate them into what we do already, in whatever form exists? What if we change the reflective questions, prompts, and structures that we, and our students, are used to using? What if we, and our students, step outside our comfort zone and do something differently? What if we are playful in our approaches to learning? What do we risk, lose, or gain?" (pp. xii-xiii)
James and Brookfield guide the reader through three elements of developing and implementing creative instructional practices:
• Understanding the Role of Imagination in Learning
• Engaging Imagination: Tools and Techniques
• Negotiating the Emotional Realities of Engaging Imagination
Participants will receive a free copy of the book in exchange for participating in the book study discussion.
Teacher-Scholar Nexus IV: Teaching Through Research
Panelists: Jennifer Aitken (Chemistry), Alexander Kranjec (Psychology), Carla Meyer (Education), Heather Rusiewicz (Speech-Language Pathology),
Facilitators: Jason Margolis (Education) & Laurel Willingham-McLain (CTE)
Thursday, February 25, 1:45 - 3:00 pm
Being a teacher-scholar is demanding. Join us in exploring ways in which faculty can integrate their work so that one initiative produces both teaching and research outcomes. In this 4th annual teacher-scholar nexus workshop we will focus on teaching through research.
Panelists from four disciplines will briefly share ways in which they engage undergraduate and graduate students in research within their discipline.
Participants will have time to reflect on how they can integrate these ideas into their unique contexts and to outline next steps for enhancing their work as a teacher-scholar.
Target audience: faculty as well as graduate students preparing to be faculty. Participants from past teacher-scholar nexus sessions are invited to attend again as this is a new focus, and the session is highly interactive.
Exploring Race and Pedagogy: Classroom Climate
Facilitators: Erin Rentschler (Center for Teaching Excellence)
Student Panelists: Don Crawford (Sophomore, Political Science), Essence Criswell (Freshman, International Relations), Sharifa Garvey (Senior, Information Systems Management), Abdul Junaid (Freshman, Undeclared Arts), Shawn Ramsay (Junior, Psychology), Ariana Sampson (Senior, Liberal Arts)
Faculty and Staff Discussants: Jeff Mallory (Multicultural Affairs), Darius Prior (Education)
Date: March 15, 3:00-4:30
Location: Power Center Ballroom **Please note that this is a room change**
This year's conversation about race and pedagogy at a predominantly white university will feature a panel discussion featuring students, who will address the learning climate at Duquesne as it relates to race and racism. The students and faculty and staff discussants will then involve the audience in a conversation about the challenges of race talk in the classroom, including strategies for avoiding and approaching microaggressive behaviors.
Publishing Articles in Academic Journals
Presenter: Joan Such Lockhart (Nursing)
Wednesday, March 16, Noon - 1:30 pm
Location: Union 613
Publishing has become increasingly valued in recent years and can clearly give both individuals and institutions an edge, but people often feel overwhelmed by barriers such as unfamiliarity with the publishing process and difficulty generating and focusing ideas. Joan Such Lockhart has mentored both graduate students and faculty colleagues in addressing these concerns by focusing on the following aspects of publishing in journals:
- Identification of rewards for publishing
- Development of a step-wise approach to writing
- Practice critiquing writing using the criteria of targeted publications
Although Dr. Lockhart's experience lies primarily in health care, all who are interested in publishing academic articles can learn from the process she recommends.
This session was previously offered in the Spring of 2015.
Preparing an Effective Case for Third-Year Review, Promotion, and Tenure
Presenters: Timothy Austin (Provost and Academic Vice President) & Jessica Wiskus (Member of University Promotion & Tenure Committee)
Thursday, March 31, 3 - 4:30 pm
Location: Union 119
Provost Timothy Austin and a member of the University Promotion and Tenure Committee will provide suggestions for preparing a strong application packet for third-year review, and for promotion and tenure. Brief presentations will be followed by time for questions and answers. Sample personal statements and vitae will be distributed. This session is designed primarily for those who will be applying for third-year review, or promotion and tenure in the future. It is equally useful for department chairs and faculty who mentor faculty and vote on promotion decisions.
This event is repeated annually.