Past Events

As part-time faculty members, we have to be efficient as we prepare for class, communicate with our students, and grade student work. In this workshop, we will discuss practical strategies part-time faculty can use to save time grading. Workshop participants will have the opportunity to share their own strategies and will also leave with tools they can use in their courses.

Join us as we unpack the meaning and purpose of the High-Impact Practice of community engagement. In this workshop, we will describe the spectrum of community engagement efforts students might undertake in your courses. We will also connect you with resources that will support you in your efforts to help students meaningfully engage with the community outside of the university. Finally, we will spend time creating an action plan for developing and implementing your own community engagement project.

Were you hired after new faculty orientation? Have you been teaching at KSU for years and never attended an orientation? Were you not able to make orientation because of other obligations? Now is your chance! Join us to hear about resources at KSU that can help you to innovate and improve your teaching and the various departments that will support you in and out of the classroom during this mini-orientation session.

Laura Rendon's book Sentipensante (sensing/thinking) pedagogy offers a holistic approach to teaching in higher education. Rendon's hybrid memoir and research study proposes a vision of higher education that balances the relationship between intuition and intellectualism. Described as "a pedagogy that embraces wholeness, social justice, and liberation," Rendon describes how to integrate a consonant pedagogy that prepares students for civic action, sustainability, and community building.

This Online Course Development Workshop is a three-week online workshop and is one pathway to online teaching certification at KSU. 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.

This workshop is delivered in an online format. You will participate in synchronous and asynchronous online activities. You will have the opportunity to experience online instruction from a students' perspective, complete activities at your own pace, and explore various course tools.

*Session Registration Closed.

CETL is currently conducting an IRB approved study on learning-focused courses. This workshop will introduce the participants to current research about creating a learning-centered syllabus, as well at the opportunity to actively make changes and improvements to their syllabus. By attending, participants will give their consent to become part of the research study. This study is supported by the rubric and research of: Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning_focused syllabus rubric. To improve the academy: A journal of educational development, 33 (1), 14-36.

*Session Registration is closed.

CETL is currently conducting an IRB approved study on learning-focused courses. This workshop will introduce the participants to current research about creating a learning-centered syllabus, as well at the opportunity to actively make changes and improvements to their syllabus. By attending, participants will give their consent to become part of the research study. This study is supported by the rubric and research of: Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning_focused syllabus rubric. To improve the academy: A journal of educational development, 33 (1), 14-36.

What's the trouble with grades? Walvoord and Anderson (2010) state, when we talk about grades, educators have student learning most in mind. However, our students may have different perspectives about grades. Participants in this webinar will discuss grading processes and products that spur communication with students. We will identify research-based tools and strategies to motivate and engage students in grading practices to improve teaching and learning in our classrooms.

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.

What's the trouble with grades? Walvoord and Anderson (2010) state, when we talk about grades, educators have student learning most in mind. However, our students may have different perspectives about grades. Participants in this webinar will discuss grading processes and products that spur communication with students. We will identify research-based tools and strategies to motivate and engage students in grading practices to improve teaching and learning in our classrooms.

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.

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.

Have you ever wondered how some people manage to get so much done while others seem to work harder and accomplish less? In The Power of Habit, Pulitzer-prize winning author, Charles Duhigg examines the science behind habit formation and reveals how you can apply this information to create productive habits that will help you transform your career and your life!

Undergraduate research is a high-impact educational practice that leads to deep, meaningful learning for students (Kuh, 2008). This workshop will be focused on how faculty can get started in mentoring undergraduate researchers, how to work with teams of researchers, and how to embed meaningful undergraduate research experiences into your courses. Kennesaw State University will be hosting the largest undergraduate research conference in the country in 2019; let's start now in making our campus the epicenter of transformative undergraduate research experiences.

Do your students come to class not having done the reading? Do they fail to turn in simple assignments? Do they seem disengaged? How can we get our students to care about our classes as much as we do? In this workshop, we will examine a few theories of motivation that may help explain some of these student behaviors. Then we will work together to brainstorm ways we can use this new knowledge to bring out the best in our students.

This session is FULL.

KSU Peer Reviewer Training is now being offered for those interested in becoming more involved in KSU's internal online course reviews using the Quality Matters rubric. This certification will be delivered as a two-week online course and includes a review of the QM program and its guiding principles. We will examine the KSU review process, delve deeper into the general standards, and provide participants the opportunity to practice writing feedback and reviewing a sample course. A required F2F session, or a synchronous online meeting, will be scheduled with the group on a date that most can attend. Alternative arrangements will be set up for those who cannot attend the F2F session. This session explores the internal review process and application of the skills learned in the online workshop. Participants find this aspect of the workshop very valuable.

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. Time for reflection and open-ended inquiry is not a luxury but is crucial to what we do." (p.x) They suggest that in taking the slow approach to teaching, we must shift our focus from impact to pleasure, because "it may be that pleasure -- experienced by the instructor and the students" is the most important predictor of 'learning outcomes.'" (p.36).

SESSION IS FULL. NEXT AVAILABLE WORKSHOP BEGINS OCT 12, 2016.

The Online Course Development Workshop is a two-week online/f2f workshop and is one pathway to online teaching certification at KSU. 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.

From student misbehavior to technology issues to cheating on tests, knowing what to do when those unexpected challenges pop up in our class is important. In this workshop, we will discuss a variety of problems that might arise over the course of the semester, some pre-emptive strategies you can implement to help avoid issues, how to handle situations in the moment, and who to follow up with after class is over.

Were you hired after faculty orientation? Have you been teaching at KSU for years and never attended an orientation? Were you not able to make orientation because of other obligations? Now is your chance! Join us to hear about resources at KSU that can help you to innovate and improve your teaching and learn ways that various departments at KSU can support you in and out of the classroom during this virtual mini-orientation 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. There is no Part 2 on this website. See Part 1 for full workshop description.