Past Events

Join us for a book chat about Teaching University Students with Autism Spectrum Disorder: A Guide to Developing Academic Capacity and Proficiency by Kim Draisma and Kimberley McMahon-Coleman (2016). We will discuss how autism presents itself in our classes and strategies for teaching students who fall within the autism spectrum.

Multiple colleges at KSU have begun formally supporting the peer coaching process. This workshop is designed to support those efforts and expand participation across KSU. Peer coaching is a formative process conducted with another instructor to provide feedback about teaching in areas you have targeted for improvement in your classroom. It is specific, organized, constructive, collaborative, non-threatening, confidential, and focused on mutual benefits. The process generates valuable feedback on classroom performance, introduces participants to new educational practices, models the value of assessment to the learners in the classroom, and quickly propagates ‘best practices’ within a community of educators. In this workshop, participants will learn about successful peer coaching efforts from the literature, discuss the value of various steps in the peer coaching process, and practice providing peer coaching feedback for a case scenario and for the workshop context itself.

"Make it Stick" has been described as "the single best work I have encountered on the subject [of how students learn]" (Chronicle of Higher Education, April 2014). This informational webinar will share strategies based in cognitive psychology and the learning sciences that explore more efficient and effective ways to help students make it stick. Webinar link and information will be emailed to you a few days before the webinar.

What if there was a way to prevent or reduce those student meetings at the end of the semester on cheating and academic dishonesty? This workshop will explore strategies for creating an environment of trust in your course that can promote academic integrity and examine ways to design assessments that can reduce the opportunity for cheating. We will also discuss the process of addressing academic integrity issues if they do arise. CETL is partnering with the Department of Student Conduct and Academic Integrity to deliver this workshop.

If your students often skip the readings in your class, or if they struggle to comprehend the content of text when they do read, this workshop is for you. In the workshop we will illuminate factors that make it difficult for students to comprehend what they are reading, discuss research-based approaches that support students’ comprehension of text, and plan strategies to help your students comprehend the readings for your course.

In this workshop, author and fellow KSU faculty member Dr. Seneca Vaught will take us through the argument in his new book. We will consider the hidden costs of college and the shortcomings of considering education merely as a commodity, paying particular attention to groups of students who regularly shoulder more of that cost. We will broaden the definition of investment, moving from a guild mentality to considering long-term returns beyond financial earnings, so that we can have productive conversations with our students about the value of their education.

CETL offers a competitive, peer-reviewed funding program that includes awards for travel to teaching-related conferences and the SoTL Writing Retreat. Attend this workshop to learn more about how to strengthen your application for funding.

Unsure about how to move beyond course evaluations to describe your teaching in your annual review? This session will discuss strategies for documenting teaching effectiveness that includes input from students, peers, and self-reflections.

The SoTL Writing Group is an informal gathering of faculty working on projects at any stage of the SoTL process, from idea generation to manuscript publication. In this group, faculty members share their ideas, exchange peer feedback, and receive professional mentoring as they work on individual or collaborative SoTL projects with the goal of enhancing student learning. Faculty may drop in and out of this group as their schedule permits; no registration is necessary.

Metacognition is a big word for a simple concept: thinking about our thinking. As professionals, we are constantly monitoring what is being asked of us, thinking about how we will accomplish the tasks at hand, and considering how we can improve the way we do things. However, this is a challenge for many college students. In this workshop, we will discuss metacognitive strategies you can teach your students to help them be successful—while still covering your course content.

If you find yourself wondering why your students' exam results are often worse than their homework and class activity results, this workshop is for you. We will discuss strategies and tools to incorporate the use of purposeful knowledge network development throughout our teaching in order to help students transfer what they learn from lecture and practice to other contexts, including in exams and later in life.

If you’re interested in a career in academia, a teaching statement that describes your approach to teaching and learning will be a key requirement for future job applications. In this workshop, you will reflect on your beliefs about teaching and learning, identify theorists that align with your views, and articulate concrete ways your philosophy is enacted in online or traditional classroom settings. This workshop is designed for all graduate students interested in teaching or preparing materials for a job search.

The Online Course Development Workshop is a two-week online/f2f workshop and is one pathway to online teaching certification at KSU. (See below for the all online three week option).

This training will explore aspects of online pedagogy, effective practices for online course design and introduce the Quality Matters (QM) Rubric for Online Courses which provides a framework for designing, developing, and improving online courses. This is the only CETL workshop that will lead to online teaching certification at KSU. You must be a current KSU instructor to register for this workshop.

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. During the workshop, participants will experience a number of important elements in the Team-Based Learning approach. This includes the Readiness Assurance Process, completing team-activity worksheets, and peer review of team members. In addition, the facilitator will share anecdotal and other basic evidence of how the course setup positively impacts student performance.

The SoTL Writing Group is an informal gathering of faculty working on projects at any stage of the SoTL process, from idea generation to manuscript publication. In this group, faculty members share their ideas, exchange peer feedback, and receive professional mentoring as they work on individual or collaborative SoTL projects with the goal of enhancing student learning. Faculty may drop in and out of this group as their schedule permits; no registration is necessary.

Making small changes to our teaching can make a big impact on student learning and no one knows that better than James Lang. In his book, Small Teaching: Everyday Lessons From the Science of Learning, Lang outlines learning theories and principles, describes multiple models, and offers practical advice and strategies for transforming teaching and learning. Book club participants receive a free copy of the book, so sign up and join us to discuss how we might apply Lang's ideas in our own classrooms.

The SoTL Writing Group is an informal gathering of faculty working on projects at any stage of the SoTL process, from idea generation to manuscript publication. In this group, faculty members share their ideas, exchange peer feedback, and receive professional mentoring as they work on individual or collaborative SoTL projects with the goal of enhancing student learning. Faculty may drop in and out of this group as their schedule permits; no registration is necessary.

Peer coaching is a form of feeback that uses other faculty/staff to collect and provide assessment about areas you have targeted in your teaching. Benefits of this type of collaboration include: obtaining valuable feedback on your classroom performance, introducing others to new educational practices, modeling the value of assessment to the learners in the classroom, and quick propagation of ‘best practices’ within a community of educators. In this workshop, participants will learn about the principles behind peer coaching, tips on implementation, and get to see the process for producing and reporting peer coaching feedback.

Alexander Astin contends that higher education is biased toward students who are perceived as smart. As a consequence, the curricular structure and individual courses are designed to reward students who are "smart" and penalize (if not pose insurmountable barriers to) students who are not. This book club will discuss how a bias toward "smartness" affects our own teaching and limits what our students can accomplish. We will also consider Astin's suggestions for what we can do to change our mindsets as instructors and improve the success of more, equally deserving, students. Sign up to receive a free book and a discussion fitting for the USG's "Momentum Year."

When we assign students a project or activity, we often take for granted that they will understand what we are asking them to do and why. Students do not always have the skills and ability to determine this, though, which is why writing assignments with a clear purpose, that explains the task in full, and provides the criteria on which students will be evaluated is so important. This webinar will explore the TiLT framework for assignment creation. Bring an assignment you currently use in one of your classes to study and revise throughout the session.

By registering for the correlated webinar (Part 1), you are responsible for completing all 3 components of the workshop described below. This is part 3 of a 3-part workshop. See Part 1 for full workshop description.

The SoTL Writing Group is an informal gathering of faculty working on projects at any stage of the SoTL process, from idea generation to manuscript publication. In this group, faculty members share their ideas, exchange peer feedback, and receive professional mentoring as they work on individual or collaborative SoTL projects with the goal of enhancing student learning. Faculty may drop in and out of this group as their schedule permits; no registration is necessary.