A series of 30-minute workshops designed to accommodate busy schedules. These micro-workshops highlight a teaching and learning topic and provide simple but effective strategies that can be incorporated into a course without much, if any, disruption of the course design. Each workshop occurs twice in the same week. You do not need to attend both days. Prior to the workshops, there will be time to meet, collaborate and eat with colleagues. The workshops focus on strategies that are:
- Based on principles of learning
- Known to benefit students equitably
- Achievable by instructors in varied contexts
- Open to creativity
This Semester's Workshops
Faculty often find themselves too busy to try evidence-based instructional strategies, but many are simple to implement across disciplines and in multiple classroom settings. This semester's sessions will align research and practice, using insights from Major, Harris, and Zakrajsek (2016): Teaching for Learning:101 Intentionally Designed Educational Activities to Put Students on the Path to Success. The sessions are designed with new and experienced faculty in mind.
Wednesday, January 29 and Thursday, January 30
Evidence-based Practices for Every Day: Reading Strategies
12:20 - 12:50 PM, Fisher Hall 727C (1/29/20)
3:20 - 3:50 PM, Fisher 727C (1/30/20)
Facilitator: Erin Rentschler
Reading is a complex process that helps us gain knowledge and develop understanding. Yet, many college students struggle to read in ways that deepen their learning. In this session, participants will discover how selected reading strategies can improve student learning.
Wednesday, February 12 and Thursday, February 13
Evidence-based Practices for Every Day: Peer Instruction
12:20 - 12:50 PM, Fisher Hall 727C (2/12/20)
3:20 - 3:50 PM, Fisher 727C (2/13/20)
Facilitator: Steve Hansen
This workshop will share strategies for responding to student writing to encourage them to revise. The session will address tips for using comments to teach students rather than just to justify a grade. Faculty and teaching assistants will learn about giving comments a future orientation, using minimal marking, and asking students to respond to comments. Taken together, these approaches offer ways to help students take responsibility for their learning. co-sponsored by Writing Center
Wednesday, February 19 and Thursday, February 20
"Writing to Learn" to Improve Retention & Student Understanding
12:20 - 12:50 PM, Fisher Hall 727C (2/19/20)
3:20-- 3:50 PM, Fisher Hall 727C (2/20/20)
Facilitator: Michael DuPont
Writing is a common practice in higher education but difficulties often arise when understanding best practices due to the multiple types of writing students can engage within. Teaching for Learning (2016) highlights how "Writing to Learn" can connect student learning across the disciplines to short writing assignments.
Wednesday, February 26 and Thursday, February 27
Academic Games as a Form of Effective Experiential Learning
12:20 - 12:50 PM, Fisher Hall 727C (2/26/20)
3:20-- 3:50 PM, Fisher Hall 727C (2/27/20)
Facilitator: Michael DuPont
Games take many forms in education and are often too simply labeled as fun, and not learning. Academic games, with their focus on a goal with parameters and contexts, offer prime opportunity for reasoning and application skills. Teaching for Learning (2016) highlights how Academic Games are structured to support student learning across all disciplines and ways to design and implement them effectively.
PAST Micro-workshops - this document provides information about previous micro-workshops.