Tag Archives: workshops & seminars

REMINDER: End-of-semester reflection lunch, TOMORROW (Dec 18)

Teaching Reflection:
End of Semester Luncheon

Reflect on your courses while they are still fresh in your mind!
 Please RSVP!

When: Dec 18, 2018 at 11:30 AM to 2:00 PM
Where: Allen Hall
Target Audience: Teaching staff and faculty
RSVP:  https://www.addevent.com/event/Dp1146300

Each semester, the Brown Center hosts a structured reflection luncheon.  This is an opportunity to take some time to reflect on your teaching over the past semester while it is still fresh in your mind – and in the company of colleagues that can offer new insight.

© Tomas Castelazo, www.tomascastelazo.com / Wikimedia Commons / CC BY-SA 4.0

Recap: Values Day Community Forum

Forum participants organize their ideas for Values Day.

On Friday, February 23rd, the Values Day Planning Committee held an open forum to gather input from the Stetson community for Values Day 2018.  Students, staff, administrators, alumni and community members came together to provide their ideas. The forum was highly interactive and adopted strategies from design thinking to engage those in attendance in generating ideas for themes, workshops and other activities on the day.

Check out the photo gallery!

Weren’t able to attend?  Complete our survey to add your ideas!

Workshop Agenda

  1. Brainstorm (idea-ate)
    – Aim for Quantity
    – Build on each other’s ideas
    – Encourage others
  2. How might we use Values Day to reinforce/explore our Values?
    – Write each idea on a post-it
    -Report out (see wall notes)
  3. What Dilemmas, Issues and Questions should we explore?
    – Write each idea on a post-it
    – Collect and Prioritize – identify your top 3 themes
  4. Vote on themes:

 

 

Complete our survey to vote for your favorites or add your own ideas!

 

 

 

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.

FAR Clinics in December and January

[RSVP Requested]

What’s in a FAR?
December 15th, 2017 – 2:00 – 3:30 pm
and
January 19th, 2017 – 1:15 – 3:15 pm
 LBC 123 – LARGE CLASSROOM

The Brown Center will be hosting two FAR Clinics that will help you (1) develop strong narratives that utilize supporting evidence and (2) develop a plan for drafting your report.

Please RSVP by completing this short form.

Course Design for Transformative Learning – Spring Registration

The Brown Center for Faculty Innovation and Excellence is once again offering the  multi-part course design (or redesign) workshop series in the Spring 2018 semester. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

All workshops will be held in LBC 136

Workshop  Topics

Monday, February 5 – 1:30 -3pm: What’s the Big Idea? – engage students through complex questions.

Monday, February 19 – 1:30-3pm: Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.

Monday, March 12 – 1:30-3pm: High-impact Pedagogies – develop inclusive assignments and activities that challenge.

Monday, March 26 – 1:30-3pm: Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.

Monday, April 23 – 1:30 – 3pm: Reflect & Share – share your work with your peers.

All workshops will be held in LBC 136

<<Register for Spring Semester Workshop Series >>

Authentic Assessment: Innovative Course-building Workshop on December 8

The fourth workshop* in the Innovative Course-building Workshop Series will be held, Friday, December 8th from 2:30 pm – 4 pm in SAGE HALL – ROOM 222

This workshop is a multi-part course design (or redesign) workshop series. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

Coming Up*:

08 Dec 17 Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
Location:  SAGE 222

19 Jan 18 Reflect & Share – share your work with your peers.
Location: Hand Art Museum – Conference Room

*While the workshop builds, participants are welcome to drop-in any workshop.

Are you interested but just couldn’t fit it in?  Good news, we will repeat the workshop next semester!  Sign up here.

Workshop Recaps

(click on title)

  1.  What’s the Big Idea? – engage students through complex questions. (22 Sep 17)
  2. Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens. (06 Oct 17)
  3. High-impact Pedagogies – develop inclusive assignments and activities that challenge. (10 Nov 17)

Innovative Course Design Workshop III: High-impact Strategies (Recap)

Facilitator: Julia K. Metzker
Date: 10 Nov 17, 2:30-4pm
Topic: High-impact Strategies: Developing inclusive assignments and activities that challenge

Workshop Goals

You will …

  • explore evidence base for high-impact practices and teaching strategies.
  • design transparent activities and/or assignments.

Participants in the third workshop in a five-part course design series, explored evidence based strategies for designing assignments and activities that have high-impact on learners.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Life in College Matters for Life After College (2014)
This Gallup-Purdue study of college graduates finds the type of school these graduates attended matters less to their work lives and current well-being than their experiences while in school.

Check-in …

We started with a round-robin check-in to gauge success and challenges faced in the course (re)design process thus far.  The list of resources below came up in that conversation.

Best practices in service-learning/community-based learning.  There are a ton of resources if you are interested in incorporating community-based learning in your course.  To get you started …
Using course portfolios to document your teaching
Reading Strategies

Learn …

Resources from workshop:

  • High-Impact Educational Practices—ways of engaging and challenging students—such as first year programs; intensive writing, collaborative assignments, undergraduate research, internships, and major projects that help students achieve essential learning outcomes
  • Visible Learning (HATTIE, 2009) – “Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching. According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. In his meta-analysis of over 800 meta- analyses, Hattie identifies the interventions with the highest rate of return for student success.
  • Transparency in Learning and Teaching in Higher Education (TILT-HIgherEd) – The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed) is a national educational development and research project that helps faculty implement a transparent teaching framework that promotes college students’ success. Transparent teaching methods help students understand how and why they are learning course content in particular ways. Housed at UNLV, the project invites participants from all institutions of higher education in the US and abroad. Any instructor may join the project by signing up online.
  • Kuh, G. D. (2009). High-Impact Educational Practices: What they are, who has access to them, and why they matter. Washington, D.C.

Practice …

Before the next workshop …

  1. describe an assignment to a colleague or friend not familiar with your course/discipline.  Ask them to identify the purpose, task and criteria for the assignment from the perspective of a novice. (see details in handouts)
  2.  Literature Jigsaw with Focused Questions (see below)

Literature Jigsaw with Focused Questions

Reading assignments (#’s assigned in email)

#1: Flaherty, C. (2017). Large-Scale Assessment Without Standardized Tests. Inside HigherEd, pp. 1–5.

#2: Pascarella, E. T., & Blaich, C. (2013). Lessons from the Wabash National Study of Liberal Arts Education. Change: The Magazine of Higher Learning, 45(2), 6–15.  (Read pages 2-9)

#3: Alby, C. J. (2012). A summary of Hattie’s Research on Learning.

#4: Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success . Peer Review, 18(1/2), 31–36.

Questions to guide your reading:
  1. Briefly summarize the work
  2. What was the main takeaway?
  3. What methods were used to collect the evidence?
  4. How confident are you in the conclusions?
  5. What does this research tell you about student learning?
  6. How might you use this information in your own teaching?

Happy Reading!

Third workshop – November 10 – Course Design for Transformative Learning

The third workshop in the Course Design for Transformative Learning Series will be held tomorrow, Friday, November 10th from 2:30 pm – 4 pm.

Please note: The location has been changed to SAGE HALL – ROOM 239.

This workshop is a multi-part course design (or redesign) workshop series. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

NEXT SESSION:

10 Nov 17 High-impact Pedagogies – develop inclusive assignments and activities that challenge.
Location:   SAGE 239

08 Dec 17 Authentic Assessment– create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
Location:  SAGE 222

19 Jan 18 Reflect & Share – share your work with your peers.
Location: Hand Art Museum – Conference Room

<<sign up here to receive course materials and future notices >>

Previous sessions:

22 Sep 17 What’s the Big Idea? – engage students through complex questions.

06 Oct 17:  Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.

For more information or questions please contact the Brown Center at browncenter@stetson.edu

 

Innovative Course Design Workshop II: Essential Learning Goals (Recap)

Facilitator: Julia K. Metzker
Date: 06 Oct 17, 2:30-4pm
Topic: Essential Learning Goals – Constructing learning goals that challenge, foster critical thinking, and prepare students to be successful global citizens.

Workshop Goals

  • draw connections between your course and the essential learning outcomes
  • write SCHMI course-level outcomes

On 06 Oct 17, participants in the second workshop in a five-part course design series, used  the SCHMI model to write effective, measurable and inclusive learning outcomes for their courses.

<<download the handouts or review the presentation>>

NOTE: The concepts in this series will build over each workshop.  The prezi will also evolve as we move through the series.

Reflect …

We began with a modified version of the DEAL reflection technique.

*Ash, S.L. & Clayton, P.H. (2009). Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education. 1(1).

Learn …

Resources from workshop for developing learning outcomes:

I’ve attached the AAC&U Rubrics for you to look at.

SCHMI Framework (see handout for details)

  • S – Student centered
  • C – Concrete
  • H – High-order
  • M – Measurable
  • I – Inclusive

Practice …

Before the next workshop …

  1. revise (or write) learning outcomes so they meet the SCHMI framework (Handout: p11)
  2. Think through how your discipline & course contribute to essential learning. (Handout: p12-13)

Course Design for Transformative Learning

The Brown Center for Faculty Innovation and Excellence is offering a multi-part course design (or redesign) workshop series. Through this engaging, hands-on series of workshops, participants will use backward design to develop innovative courses that …

<<Register for Spring Semester Workshop Series >>

  • foster transformative learning experiences.
  • engage students with complex questions.
  • use a dilemma, issue or question as an organizational principle.
  • clearly defines learning around Essential Learning Outcomes.
  • includes pedagogical practices and strategies that have high-impact on learning and are inclusive of all learners.
  • uses authentic assessment to measure learning at the source.

NEXT SESSION:

10 Nov 17 High-impact Pedagogies – develop inclusive assignments and activities that challenge.
Location:   SAGE 239 (LOCATION UPDATE)

Workshop Dates & Topics

All workshops are on Friday afternoons, 2:30-4 pm

22 Sep 17 What’s the Big Idea? – engage students through complex questions.
Location: Sage 222

Friday – 06 Oct 17:  Essential Learning Goals – write learning goals that are appropriately challenging, foster critical thinking and prepare students for success as global citizens.
Location: NEW LOCATION:  SAGE 222 

NEXT SESSION:

10 Nov 17:  High-impact Pedagogies – develop inclusive assignments and activities that challenge.
Location: NEW LOCATION:  SAGE 239

08 Dec 17 Authentic Assessment- create assessments that reliably measure student learning, promote critical thinking, improve your grading experience.
LocationNEW LOCATION:  SAGE 222

19 Jan 18 Reflect & Share – share your work with your peers.
Location: Hand Art Museum – Conference Room

<<sign up here to receive course materials and future notices >>