Kennesaw State University

Teaching Effectiveness

Thursday, April 27, 2017 - 11:00am to 12:15pm
Event Type: 
Workshop
Campus: 
Location: 
CETL House #3211: Conference Room

This workshop will provide strategies for teaching large classes with a learning-centered approach. Large classes present challenges for instructors and learners alike, and many instructors struggle with how to scale up the active learning pedagogy that is effective in their smaller classes. Participants will discuss their own challenges in this regard, consider the literature on effective teaching practices for large classes, and work together to identify solutions to the challenges discussed.

Presented By

Tuesday, April 11, 2017 - 2:00pm to 3:15pm
Event Type: 
Workshop
Campus: 
Location: 
Building H Room 202

Michael Reder (2006) states that assigning student writing is an “efficient way not only to engage students with the content of the material they are learning but also to foster the development of the thinking abilities we want in our students.” Participants in this workshop will discuss research-based strategies for designing, assigning, and responding to student writing in our various disciplines. We will examine ways to scaffold writing-to-learn activities with longer writing assignments. We will also practice teacher-friendly strategies for responding to student writing.

Presented By

Tuesday, March 21, 2017 - 1:00pm to 2:15pm
Event Type: 
Workshop
Campus: 
Location: 
Building H Room 202

The brains of most of our students in the classroom are still developing. Leveraging this fact, the instructional choices me make can either help to accelerate student learning and growth or act to hinder it. This workshop will provide faculty of all disciplinary backgrounds with an introduction to the several essential student development theories and will include a discussion of teaching approaches based on the theories.

Presented By

Tuesday, March 14, 2017 - 2:00pm to 3:00pm
Event Type: 
Virtual
Campus: 
Location: 
Virtual

College teachers are well aware that students learn best when they are not fearful or anxious. We also know students lives may be affected by poverty, addiction, interpersonal violence, divorce, or the death of a family member or friend. Drawing upon developmental theories and recent studies about grit (Stoltz 2014) and perseverance through stressful times (Brown 2015), this webinar offers tools for teachers to discuss grades, classroom performance, or learning strategies for students in crisis.

Presented By

Tuesday, February 21, 2017 - 2:00pm to 3:00pm
Event Type: 
Workshop
Campus: 
Location: 
CETL House #3211: Conference Room

In an increasingly noisy world, “There are many reasons why bringing silence into university classrooms might be a smart move,” according to Helen Lees (2013). Research on silence as a pedagogical approach ranges from intentionally inserting pauses into the curriculum to developing more sustained approaches to silent observations or reflection. Participants will talk about how we might purposefully integrate silence to not only enhance student learning but also to challenge our assumptions about the quiet students in our classrooms.

Presented By

Tuesday, February 14, 2017 - 1:00pm to 2:15pm
Event Type: 
Workshop
Campus: 
Location: 
Building H Room 202

Come experience what it might be like to work in a Team-Based Learning classroom. The experience will be based in part on actual coursework from the facilitator’s nuclear engineering courses which were redesigned to be modeled after the Team-Based Learning approach of Michaelsen and Knight. However, the workshop is designed to appeal to a broad audience. In Team-Based Learning, the use of activities drives much of the instruction through extensive use of cooperative teams to enhance learning.

Presented By

Tuesday, January 3, 2017 - 2:55pm
Event Type: 
Book Club
Campus: 
Location: 
Building H Room 202

Maggie Berg and Barbara Seeber argue in The Slow Professor (2016) that "In the corporate university, power is transferred from faculty to managers, economic justifications dominate, and the familiar 'bottom line' eclipses pedagogical and intellectual concerns. Slow Professors advocate deliberation over acceleration. We need time to think, and so do our students.

Presented By

Tuesday, October 18, 2016 - 2:00pm to 3:15pm
Event Type: 
Book Club
Campus: 
Location: 
CETL House #3211: Lab

Linda Nilson describes a course grading system that is designed to maintain high academic standards, align final grades to student achievement of the course learning outcomes, increase student motivation to complete quality work, and reduce grading time for faculty. Could this system work for your courses? Join the discussion!

Part Time Faculty Note: This workshop is uncompensated. Part-time faculty who participate will not be compensated but should still enter participation hours in the time management system.

Presented By

Addressing Common Challenges

Wed, 01/11/2017 - 10:14am -- alb1724

Faculty members confront many challenges as they design and deliver their courses. As best practices in education change to address the evolving needs of students, we are confronted with a variety of challenges in our classrooms and it is often difficult to determine what these particular students need at this particular moment in time. When an issue arises, we tend to look for a quick fix, but that rarely exists and can be difficult to execute.

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