This Semester's Workshops

This semester's SCALE (Small Changes Advancing LEarning) micro-workshops will feature one of the many books the Center for Teaching Excellence (CTE) has recently added to our library. Each session will dip into the premise of a particular book and offer practical strategies for classroom implementation. Read more about each session and register below.

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.   Designed to accommodate busy schedules, this series of 30 minute workshops highlights simple, effective strategies that can be incorporated into teaching and learning without much, if any, disruption of the course design. 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

Please register in advance to assist CTE in planning. These workshops are part of CTE's SCALE initiative. Learn more. Check out the other new titles listed below that we've added to the collection, and contact us for more information on how to borrow from our library!

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

3:20-- 3:50 PM, Fisher Hall 727C

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

3:20-- 3:50 PM, Fisher Hall 727C

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.


New titles available for rental through the CTE

  1. Ahad-Legardy, B., & In Poon, O. Y. (2018). Difficult subjects: Insights and strategies for teaching about race, sexuality and gender.
  2. Baker, V. L., In Neisler, G., In Lunsford, L. G., In Pifer, M. J., In Terosky, A. L. P., & Sorcinelli, M. D. (2019). Success after tenure: Supporting mid-career faculty.
  3. Brookfield, S. (2019). Teaching race: How to help students unmask and challenge racism.
  4. Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes.
  5. Davidson, C. N. (2017). The new education: How to revolutionize the university to prepare students for a world in flux.
  6. De Welde. K., & Stepnick, A. (2015). Disrupting the culture of silence: Confronting gender inequality and making change in higher education.
  7. Eynon, B., & Gambino, L. M. (2018). Catalyst in Action: Case Studies of High Impact EPortfolio Practice.
  8. Hanstedt, P. (2018). Creating Wicked Students Designing courses for a complex world.
  9. Hensel, N. H., & Davidson, C. N. (2018). Course-based undergraduate research: Educational equity and high-impact practice.
  10. Herman, J. H., & Nilson, L. B. (2018). Creating engaging discussions: Strategies for "avoiding crickets" in any size classroom and online.
  11. Middendorf, J., Shopkow, L., & Bernstein, D. (2018). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline.
  12. Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best.
  13. Schwartz, H. L. (2019). Connected teaching: Relationship, power, and mattering in higher education.
  14. Stevens, D. D., & Brookfield, S. D. (2018). Write More, Publish More, Stress Less!: Five Key Strategies for Academic Writing Success. Bloomfield: Stylus Publishing, LLC.
  15. Verschelden, C. (2017). Bandwidth recovery: Helping students reclaim cognitive resources lost to poverty, racism, and social marginalization.

PAST Micro-workshops - this document provides information about previous micro-workshops.