Tag Archives: course development

Workshop: The Course Faire, Monday Dec 3 @ 1:00

The Course Faire

When a student asks “Why should I take this course?”, what’s your response?

When I was a student, we chose our courses by attending a “course faire.” At this event, we would ask professors about their courses before deciding which course we would take. In this workshop, participants will create a poster that communicates to students the essence of their course.  Come join us for this fun, creative way to reflect on your course!
What:  A fun opportunity to reflect on your course!
When: Monday, Dec 3 1:00 – 2:30 PM
Where: The Brown Center (Elizabeth 110)
Who: Anyone with a course
Purpose:  The purpose of this workshop is for you to distill your course design in the form of a poster that communicates to students the value of your course.
Task: Imagine you are an professor preparing for the Course Faire. Create a poster and include any other supporting documents that you would like to include. Your goal is to explain your course to potential students in a way that simultaneously captures its detail and complexity (to the extent that is possible) and also captures what makes it special, but does so in an abbreviated way. When the time arrives, you’ll stand by your poster/supporting documents and the rest of us will act as serious students asking you questions and provide feedback.
Criteria: You will be evaluated on your ability to communicate to students (us!) your vision and expectations for your course.  Creativity is encouraged.
[This is a transparent authentic assessment]
We will provide supplies & snacks – you will provide the creativity!

 

Reminder: Course Design for Essential Learning Workshop

Reminder: The fifth workshop in the Course Design for Essential Learning series is MondayDecember 3, 1:00 pm – 2:30 pm.  Please register by Wednesday, November 28.

Workshop topic:  Reflect & Share – Share your work with your peers.

Location: Please note the location of the workshop has been changed to the Brown Center – Elizabeth Hall 110.

This workshop series is a five-part course (re) design series where you will use evidence-based strategies to design courses that are engaging and effective. LEARN MORE | REGISTER NOW

Contact the Brown Center with any questions: browncenter@stetson.edu.

Call for Applications: Brown Innovation Fellows

The Brown Center for Faculty Innovation and Excellence is seeking applications to the 2019 Brown Innovation Fellows Cohort.

Program Focus: Students Who Change the World! Building Courses That Inspire

How do we help Stetson’s students realize their “full potential as informed citizens of local communities and the world” with the capacity and desire to address societal issues?  How can we design courses that prepare students for these challenges?

Our society faces broad, complex issues that will require years of work, collaboration among individuals from different cultural and disciplinary backgrounds, and innovative, creative thinking.

The Brown Innovation Fellows program will provide faculty with the tools to be able to address issues facing our local and global community through engaging learning experiences in and out of the classroom. This program will be facilitated by the Brown Center for Faculty Innovation and Excellence and the Center for Community Engagement.

LEARN MORE AND APPLY

Workshop: The Course Faire, Monday April 23 @ 1:30

What:  A fun opportunity to reflect on your course!
When: Monday, April 23 1:30 – 3:00 PM
Where: LBC 136
Who: Anyone who teaches (or is planning to teach)
“Why should students take your course?
(The Course Faire)
When I was a student, we chose our courses by attending a “course faire.” At this event, professors would have a poster, along with other artifacts such as sample assignments, the syllabus, etc. to communicate what his or her course would be about, what it would be like, and what a student could hope to get from that course – a kind of “elevator speech” in a graphic format. Students could then examine the poster and supporting documents and ask as many questions as they needed to in order to clearly understand that course so that they might make a fully-informed decision about whether or not to take it.
Purpose:  The purpose of this assignment is for you to distill your course design in the form of a poster that communicates to students the value of your course.
Task: Imagine you are an professor preparing for the Course Faire. Create a poster and include any other supporting documents that you would like to include. Your goal is to explain your course to potential students in a way that simultaneously captures its detail and complexity (to the extent that is possible) and also captures what makes it special, but does so in an abbreviated way. When the time arrives, you’ll stand by your poster/supporting documents and the rest of us will act as serious students asking you questions and provide feedback.
Criteria: You will be evaluated on your ability to communicate to students (us!) your vision and expectations for your course.  Creativity is encouraged.
[This is a transparent authentic assessment]
We will provide supplies & snacks – you will provide the ideas!

Recap: 2018 Colloquium on Teaching and Learning

[Presenters: Please send materials to browncenter@stetson.edu]

All Learners Welcome:
Making Excellence Inclusive

April 6, 2018 – 8:45 AM – 6 PM
Stetson University, DeLand, FL
Lynn Business Center
(corner of N. Woodland Blvd and Michigan Ave [MapIt])

On Friday, April 6th, 2018 the Brown Center for Faculty Innovation and Excellence hosted the 4th annual Colloquium on Teaching and Learning Innovation.  This all-day event boasted a variety of engaging and thought-provoking sessions aligned with the theme of Making Excellence Inclusive.  Please share your feedback so we can improve your experience next year.

DOWNLOAD PROGRAM

Welcome

by
Noel Painter, Executive Vice President and Provost
Stetson University

Keynote: Inclusive Narratives:
Facilitating Student Success with Data

by
Angela Henderson, Director of Institutional Research

Resche Hines, Assistant Vice President for Institutional Research,
Julia Metzker, Executive Director for the Brown Center for Faculty Innovation and Excellence
Stetson University

Through a storytelling lens, the facilitators will present case studies drawn from actual student data. Participants will explore scenarios that impact student success. From this analysis, participants will be asked to reflect upon the roles and responsibilities of the institution in supporting individual and collective student success.  [view presentation]

Concurrent Session A (10:00-10:50)


A1 – To Flip Or Not To Flip: A Hands On Learning Approach

Leslie Connell & Christopher Leo, University of Central Florida

A2 – Using Roleplay at the undergraduate level to help students understand key economic principles.

Raymond Sanders, Embry-Riddle Aeronautical University

A3 – Student Learning Through Community Impact: Integrating Meaningful Community-Engaged Learning into Courses

Savannah-Jane Griffin & Kevin Winchell, Stetson University

A4 – Embracing Universal Design for Learning: Teaching Generation Z

Caroline Pratt Marrett & Maria Reyes, University of Central Florida


Concurrent Session B (11:00-11:50)

B1 – Radical Candor: How To Give Effective Feedback To Students

Michael Eskenazi, Robert Askew, Sarah Garcia, & Danielle Linder, Stetson University

B1 – Critical Reflective Reflexive Inclusive Pedagogy: A Pathway For Implementing Inclusive Educational Practices In Higher Education

Rohan Jowallah, University of Central Florida

B2 – Weight – What Bias?

Zach Cordell, Daytona State College

B2 – Boosting Student Academic Excellence And Providing A Link Between Content And The “Bigger Picture” Using Transparent Assignments

Jordan Ruybal & Michael Eskenazi, Stetson University

B3 – A Little Less Talk, A Lot More Action: Engaging Learners With WAC/WID Strategies

Jessica Kester & Jessica Lipsey, Daytona State College

B4 – Using Universal Design for Learning To Enhance Accessibility In Student-centered STEM Courses

Jacquelyn Chini, Bo Chen, James Cooney & Jessica Sprague, University of Central Florida

 


Panel: Why I teach in Prison

by
Pamela Cappas-Toro, Melinda Hall, Josh Eckroth,
Josh Rust & Joel Davis, Stetson University

The Community Education Project is an interdisciplinary educational program established by Stetson University professors for the purpose of providing high-quality liberal arts instruction to incarcerated people residing in Florida. Beginning in January 2015, professors and volunteers have covered a wide range of reading groups, workshops, and college-level courses at the Tomoka Correctional Institution, located in Daytona, Florida. The program recognizes that access to higher education offers incarcerated individuals with meaningful opportunities for personal growth, intellectual engagement, and leadership development, which benefits our society as a whole.

Concurrent Session C (1:00-1:50)


C1: Project- Based Active Learning Homework (PBH): Improving Student Success.

Ricardo Zaurin, University of Central Florida

C1: “Are You Serious? I Can Learn Mathematics?” – The Mathematics Inclusive Classroom

Veon Stewart & Becky Fisher, Adventist University of Health Sciences

C2: Embracing Generational Differences

Joy Lewis, Daytona State College

C3: Critical Reading – Pedagogy For All Students

Megan O’Neill, Michele Randall & Leigh Ann Dunning, Stetson University

C4: Teaching Students About Teaching And Learning: An Experiment In Pedagogy

Alan Green, Khushbu Mishra, Ranjini Thaver & Chris de Bodisco, Stetson University

Concurrent Session D (2:00-2:50)


D1: Internationalizing Your General Education Course

Rachel Core, Stetson University

D1: Responding To International Students’ Writing In The Writing Center

Leigh Ann Dunning, Vanessa Petion, Jeremy Jackman, Jeanette Jakupca & Nicholas Ikegami, Stetson University

D2: Career And Civic Connections: Addressing Social Justice Issues Through Community-based Learning In Spanish Classrooms

Pamela Cappas-Toro & Valeria C. Servigna-Villalobos, La Casa Cultural Latina at Stetson University

D2: Inclusive Pedagogical Practices In The Spanish Language Classroom

Esmeralda Duarte, University of Central Florida

D3: Exploring Arts And Revolution Across The Disciplines Through Collaborative Teaching

Mayhill Fowler, Daniil Zavlunov
& Katya Kudryavtseva, Stetson University

D4: Workshop: Design Your Inclusive Syllabus

2017 – 2018 Brown Innovation Fellows, Stetson University
Slideshow | Handouts


Global Citizenship Symposium:
Panel on Immigration

Jelena Petrovic & Paula Hentz, Stetson University

Instructions for a Home Invasion


Chaz Underriner, Madison Creech, Teresa Carmody
& Terri Witek, Stetson University

DOWNLOAD PROGRAM

Thank you to all who participated!  Be sure to  share your feedback so we can improve your experience next year.

Did you know Stetson hosts an annual hackathon?

Stetson Hosts Annual Hackathon April 7-8, with Chance to Win An Interview with Apple

Stetson will host its third annual hackathon on April 7-8 in DeLand and feature an extra competition designed by engineers at Apple that will award an interview with Apple to the winner.

“Apple has confirmed they will sponsor us, and they will be sending a senior security manager and security engineers to the event to meet the students,” said Joshua Eckroth, Ph.D., assistant professor of Computer Science. “Apple will also host a security competition with the winner guaranteed an interview with Apple.”

The 30-hour hackathon is being expanded this year with many new events and has been renamed The Greater Central Florida Tech Faire + Hackathon. The new events include capture the flag (security challenges), coding interview challenges, tech talks by the Stetson Computer Science faculty and corporate sponsors, as well as the usual food and impromptu games.

“This year, we are significantly expanding the number of activities, faculty lectures and prizes,” the event website says.

The hackathon is free and open to high school and college students from across the state and nation. Minors must bring a chaperone to the overnight event. Participants can register on The Greater Central Florida Tech Faire + Hackathon website. 

Last year, more than 200 university students from around the country attended sudo HackStetson, which is organized each year by the Stetson Math/Computer Science department. Other major sponsors this year include Google and Electronic Arts.

For questions, email hack@stetson.edu or Professor Eckroth at jeckroth@stetson.edu.

Source: Stetson Hosts Annual Hackathon April 7-8, with Chance to Win An Interview with Apple – Announce!

Authentic Assessment Workshop TODAY at 1:30 in LBC 136

The Course Design for Essential Learning workshop series continues today: Monday, March 26 in LBC 136*.  In this workshop, we will create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.

*LBC 136 is a little tricky to find.  Walk through the LBC lobby out the back doors across the lobby into the annex.

A few things you should know …

  • The series is cumulative.  I encourage you to attend all the workshops in the series but I also recognize we are busy people with competing demands.
  • Each workshop has a focus. Each workshop is designed to focus on a particular piece of course design. If you have to make hard choices, shoot for the workshops where you need the most help.
  • Commit to working on a single course.  Everything you learn is transferrable but I’ve found it is more impactful if the course you are working on is a consistent thread throughout the series.
  • Bring your experience. As educators who have experiences in the classroom, you will have valuable experiences to share. You will learn from each other.
  • The reflection workshop is REALLY fun!

The workshop schedule

Lynn Business Center Room 136

  1. What’s the Big Idea? – engage students through complex dilemmas, issues and questions.
    Monday, February 5 – 1:30 -3pm
  2. Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.
    Monday, February 19 – 1:30-3pm
  3. High-impact Teaching – develop inclusive assignments and activities that challenge.
    Monday, March 12 – 1:30-3pm
  4. Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
    Monday, March 26 – 1:30-3pm
  5. Reflect & Share – share your work with your peers. (It’s a good time!)
    Monday, April 23 – 1:30 – 3pm

All workshops will be held in LBC 136

High-impact Teaching Workshop TODAY at 1:30 in LBC 136

The Course Design for Essential Learning workshop series continues today: Monday, March 12 in LBC 136*.  In this workshop, we will develop inclusive assignments and activities that challenge.

*LBC 136 is a little tricky to find.  Walk through the LBC lobby out the back doors across the lobby into the annex.

A few things you should know …

  • The series is cumulative.  I encourage you to attend all the workshops in the series but I also recognize we are busy people with competing demands.
  • Each workshop has a focus. Each workshop is designed to focus on a particular piece of course design. If you have to make hard choices, shoot for the workshops where you need the most help.
  • Commit to working on a single course.  Everything you learn is transferrable but I’ve found it is more impactful if the course you are working on is a consistent thread throughout the series.
  • Bring your experience. As educators who have experiences in the classroom, you will have valuable experiences to share. You will learn from each other.
  • The reflection workshop is REALLY fun!

The workshop schedule

Lynn Business Center Room 136

  1. What’s the Big Idea? – engage students through complex dilemmas, issues and questions.
    Monday, February 5 – 1:30 -3pm
  2. Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.
    Monday, February 19 – 1:30-3pm
  3. High-impact Teaching – develop inclusive assignments and activities that challenge.
    Monday, March 12 – 1:30-3pm
  4. Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
    Monday, March 26 – 1:30-3pm
  5. Reflect & Share – share your work with your peers. (It’s a good time!)
    Monday, April 23 – 1:30 – 3pm

All workshops will be held in LBC 136

Course (re)Design workshop series continues on Monday at 1:30 in LBC 136

The Course Design for Essential Learning workshop series continues on Monday, February 19 in LBC 136*.  In this workshop, we will think through writing learning goals that align with your vision for your course, promote higher-order learning for students, and prepare students for success as global citizens.

If you weren’t able to attend the first workshop, you might want to review the recap on the Brown Center blog, where you can download the handouts.

*LBC 136 is a little tricky to find.  Walk through the LBC lobby out the back doors across the lobby into the annex.

A few things you should know …

  • The series is cumulative.  I encourage you to attend all the workshops in the series but I also recognize we are busy people with competing demands.
  • Each workshop has a focus. Each workshop is designed to focus on a particular piece of course design. If you have to make hard choices, shoot for the workshops where you need the most help.
  • Commit to working on a single course.  Everything you learn is transferrable but I’ve found it is more impactful if the course you are working on is a consistent thread throughout the series.
  • Bring your experience. As educators who have experiences in the classroom, you will have valuable experiences to share. You will learn from each other.
  • The reflection workshop is REALLY fun!

The workshop schedule

Lynn Business Center Room 136

  1. What’s the Big Idea? – engage students through complex dilemmas, issues and questions.
    Monday, February 5 – 1:30 -3pm
  2. Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.
    Monday, February 19 – 1:30-3pm
  3. High-impact Teaching – develop inclusive assignments and activities that challenge.
    Monday, March 12 – 1:30-3pm
  4. Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
    Monday, March 26 – 1:30-3pm
  5. Reflect & Share – share your work with your peers. (It’s a good time!)
    Monday, April 23 – 1:30 – 3pm

All workshops will be held in LBC 136

Recap: What’s the Big Idea? ~ Course (re)Design Workshop (1 of 5)

On February 2nd, 2018 at 1:30, a small but might group of Stetson faculty met in LBC 136 for the first of a five-part workshop series, Course Design for Essential Learning.

Join us for the next workshop, Writing Learning Goals for Essential Learning, on Monday, February 9th, 1:30 – 3:00 PM in LBC 136*

[pdf-embedder url=”https://blog.stetson.edu/faculty-engagement/wp-content/uploads/2018/02/180205-CDfEL-1-DIQ.pdf”]

<<download handouts>>

Recap: After a short overview of the workshop series and the anchoring research from AAC&U, participants developed a vision for the course they want to build (or rebuild).  Through a speed-dating exercise in pairs, we experimented with using capacious Dilemmas, Issues or Questions (DIQs) to frame our courses.

Looking Forward:  In workshop 2, Writing Learning Goals for Essential Learning, we will draft learning goals that will help articulate  to students the course vision as well as provide a roadmap for constructing course activities and assessments.

*LBC 136 is a little tricky to find.  Walk through the LBC lobby out the back doors across the lobby into the annex.

Resources for Continued Learning

Fink, L. D. (2013). Creating Significant Learning Experiences, Revised and Updated. An Integrated approach to Designing college Courses. John Wiley & Sons. (available in the Brown Center Lending Library)

Palmer, P. J., Jackson, M., & Tucker, E. (2007). The courage to teach : exploring the inner landscape of a teacher’s life.

Science Education for New Civic Engagements and Responsibilities (SENCER). (n.d.). SENCER Model Courses.

Santa Clara University Office of the Provost. Pathways.