Past Events

This workshop is designed for full-time faculty on the tenure track who will be submitting their portfolios in Fall for a multiyear review. While all the rules, schedules, forms and procedures can be found in the Faculty Affairs website, preparing all the relevant documentation is a momentous endeavor that can generate questions and perplexities. Furthermore, the P&T narrative is a genre few faculty are practiced in. We will review requirements and timelines, as well as share common pitfalls and suggestions for crafting an effective portfolio.

This workshop is designed for full-time faculty not on the tenure track who will be submitting their portfolios in Fall for a promotion review. While all the rules, schedules, forms and procedures can be found in the Faculty Affairs website, preparing all the relevant documentation is a momentous endeavor that can generate questions and perplexities. Furthermore, the narrative is a genre few faculty are practiced in. We will review requirements and timelines, as well as share common pitfalls and suggestions for crafting an effective portfolio.

Stephen D. Brookfield's book, The Skillful Teacher, discusses considerations about teaching online. These include setting expectations, grading, and interactivity. In this workshop, we will explore Brookfield's literature and support it with discussions about technologies used to enhance online courses. Dr. Jeanne Bohannon will share her expertise on incorporating technology into her f2f classes.

Why do you do what you do? Simon Sinek's book Start With Why explains the need to establish your why in your work. He frames this discussion in the model of The Golden Circle. The Book Chat discussion with explore the what, how, and why in our work, and how we direclty and indirectly share our why with others.

Featuring Dr. Lisa Kastello's art exhibit, "101 Ways to Recycle a Dissertation: Transforming the Academic into the Visual," this workshop explores the relationship between graduate student research and undergraduate teaching. Participants will create research artifacts to use in their current or future classrooms.

In this webinar you can experience what it might be like to work in an online Team-Based Learning classroom. This session 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.

All leaders need to inspire trust in order to be effective. Research shows there are several layers to trust, cognitive, affective, and value-based, each salient in certain situations. Using presentations, case studies, and other activities, in this workshop we will unpack the concepts of trust and trustworthiness, and discuss research-based strategies to foster a culture of trust.

Narrative is often overlooked as a pedagogical approach. This webinar explores the use of narrative to introduce a lesson, bridge a case study activity, illustrate a concept, reinforce a teaching principle, and create classroom community. Participants will reflect upon and create purposeful narratives to enhance undergraduate teaching in all disciplines.

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.

Introverts are some of the most creative and productive people, but are often stereotyped as shy and forced to navigate work and class environments designed for extroverts. With the rise of group work in classes, emphasis on interdisciplinary collaboration, and open discussions of often contentious issues in faculty meetings, introverts can feel marginalized. Yet, this need not be the case. In this book Susan Cain examines the power of introverts and how they can leverage their strengths to thrive in these contexts. She also provides valuable incites for extrovert faculty who work with and teach introverts.

Small changes prompt big results in teaching. Drawing from ideas in James M. Lang's Small Teaching: Everyday Lessons from the Science of Learning, we will identify and share ways to turn ‘so-so’ lessons into more effective teaching activities.

Students are coming out as trans* in college at much higher rates than in the past, and many eductors feel unprepared to reach them. This book is a great resource in that direction. Rather than looking at trans* students from a deficit perspective, as problems needing to be accommodated, Z Nicolazzo uses a framework of resilience and agency to shape hir empirical study. The book also provides a glossary and answers to commonly asked questions about gender beyond the binary.

In this workshop, participants will reflect on their beliefs about teaching and learning, identify theorists that align with their views, and articulate concrete ways their philosophy is enacted in online or traditional classroom settings. This workshop is designed for all graduate students interested in teaching or preparing their materials for a job search.

Authentic assignments are designed to encourage students to develop and apply their knowledge and skills to real or simulated situations. Dr. Anne White will share her course assignments and simulations. Join our interactive workshop to draft course assignments that engage and motivate students and encourage them to take responsibility for their own learning (Brookfield).

Participants in this workshop will identify ways to integrate informal, formative writing activities in STEM classes to improve and measure student learning (writing-to-learn). In addition, participants will develop specific strategies to efficiently design and assess formal writing assignments (learning-to-write).

This book is the foundation for this year's eponymous workshop series focusing on teaching techniques. Moving from a research-based perspective, Dr. Brookfield unpacks skillful teaching in all its formats (lectures, discussions, group work etc). This Book Chat is structured in two parts, one per semester. Part 2 covers chapter 2 (the 4 assumptions of skillful teaching) and chapters 11 to 20. Participants can sign up for either one or both.

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.

Problem-based learning, first introduced in medical schools, is a pedagogical approach which strives to make the classroom student-centered and the learning experience relevant to real life situations. Dr. Wynn will demonstrate how he applies this pedagogy in his history courses. We will examine the evidence for the effectiveness of this technique as well as ways to incorporate it in various disciplines.

The most successful educators treat lectures and discussions as conversations with their students (Bain, 2004). This webinar focuses on designing punctuated lectures that blend class discussion to boost student engagement and improve learning.

One of the factors that affect the quality of online courses is instructor facilitation. There are many aspects of facilitation that contribute to a successful online course. This workshop is designed for faculty members who are teaching a course they developed or one a colleague created. We will look at why it is important to focus on course facilitation, what successful facilitation looks like, ways to provide effective feedback, creating a sense of community, time management strategies, and how to ensure instructor presence in an online course. This workshop would be appropriate for anyone getting ready to facilitate an online course, or in the beginning stages of doing this.

By registering for the correlated component (Part 1), you are responsible for completing all components of the workshop. See Part 1 for full workshop description. You will not register for Part 2.