Sign in to the event registration system with your username for my-scranton.edu. Select “Faculty Development Events” and when you hit submit you’ll be able to select the workshop(s) of your choice:
Giving Effective Feedback to Promote Revision Thursday, January 16, 10:00 am - 12:30 pm, LSC 590 (with Lunch afterward in 591, 12:30-1:30)
***Now also being offered on Friday, January 24, 10:00 am - 12:30 pm, LSC 118 (with lunch afterward in LSC 114).
What have studies of faculty comments on student writing revealed about trends and best practices? What effects do our comments really have on student writing? How can we be most effective and most efficient? In this workshop, we’ll examine several different responding styles with the goal of distinguishing between comments that help students communicate more effectively and comments that just generate noise. We’ll then test out a new approach, and give one another “feedback” on our comments.
A Day of Guided Reflection and Exercises for Re-Designing a Course Wednesday, January 22, 9:00 am – 3:00 pm, DeNaples 405 (with Coffee/Bagels at 9:00, & Lunch at 12:00)
Have you recently taught a course for the first time which didn’t go as well as you’d hoped? Or maybe you’ll be teaching one in the spring that you haven’t taught in a while? This workshop will involve a series of individual and small group reflective practices to help you identify the sources of your dissatisfaction and envision a more successful course. In the second half of the workshop, you’ll have a variety of resources at your disposal to make changes and get feedback from peers on these initial re-design efforts.
Integrating Assessment Techniques into Everyday Classroom Activities to Improve Student Learning Tuesday, January 28, 12:30 pm – 4:00 pm, DeNaples 405 (with Lunch at 12:30)
In this workshop we’ll use Angelo and Cross’s Classroom Assessment Techniques: A Handbook for College Teachers to learn how a formative feedback and assessment loop can help improve student learning. After clarifying what “classroom assessment” is (and isn’t), you’ll complete the “Teaching Goals Inventory,” learn from sample case studies, and then follow Angelo and Cross’s steps for planning a Classroom Assessment Project for one of your upcoming courses. *All participants will receive copies of the Teaching Goals Inventory, the Classroom Assessment Project Cycle, and a Case Study.
Creating Super-Charged Discussions for Evidence-Based, Higher Order Thinking Wednesday, January 29, 10:00 am – 2:00 pm, DeNaples 405 (with Lunch at 12:00)
Tired of class discussions that are dominated by a few well-prepared or vocal students? Skeptical that discussion actually enhances deeper learning? Using methods borrowed from team-based learning, this workshop will be conducted as a super-charged discussion. You’ll learn the principles for designing discussion activities that involve significant problems, include the application of course concepts for decision-making, and structurally require everyone’s participation.