Kennesaw State University

General Faculty Development

Monday, October 1, 2018 - 3:00pm to 4:15pm
Event Type: 
Workshop
Campus: 
Location: 
Academic Building (H) - Room 202

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.

Presented By

Wednesday, September 12, 2018 - 10:00am to 11:15am
Event Type: 
Workshop
Campus: 
Location: 
Academic Building (H) - Room 202

This workshop is designed to help participants choose and use a variety of assessment tools and techniques for STEM courses that can help us better understand our students’ performance in the classroom. We will discuss important concepts underpinning successful classroom assessment, describe a variety of classroom assessment tools and techniques for STEM courses, and note connections to helpful literature. During the session each participant will have an opportunity to articulate their own assessment needs, select several options for their own course from among a variety of effective assessment tools and techniques, and plan for initial implementation of one or two tools and techniques.

Presented By

Thursday, September 6, 2018 - 12:00pm to 1:00pm
Event Type: 
Virtual
Campus: 
Location: 
Virtual

Inappropriate comments, cheating, lack of engagement . . . instructors often face problematic student behaviors. Do you know how to handle unexpected challenges? In this webinar, 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. This webinar will address problematic student behaviors that occur in online and face-to-face classes.

Presented By

Friday, August 31, 2018 - 12:30pm to 1:45pm
Event Type: 
Workshop
Campus: 
Location: 
Academic Building (H) - Room 202

Do you find that students begin to tune you out just when things are getting interesting in class? Do they seem stuck on details they should already know? In this workshop we will explore research-based practices to reduce student cognitive load and help them learn more effectively in class. During this workshop we will: learn to recognize factors that cause bottlenecks in student information processing required for learning; describe ways to reduce cognitive load by helping students effectively process information; and plan strategies to reduce cognitive load in your classroom

Presented By

Thursday, August 30, 2018 - 2:00pm to 3:00pm
Event Type: 
Virtual
Campus: 
Location: 
Virtual

How can we proactively approach classroom management? Drawing from case studies and campus resources, this interactive webinar will examine multiple strategies to prepare for problematic student behaviors, facilitate reflective conversations, establish office hours, mitigate academic misconduct, and identify intervention basics.

Presented By

Wednesday, August 22, 2018 - 10:00am to 11:00am
Event Type: 
Workshop
Campus: 
Location: 
Virtual

This webinar is designed for faculty who are currently mentoring and advising graduate students with current or future teaching responsibilities. Drawing from evidence-based research, this interactive webinar explores general guidelines for how to productively mentor graduate students. Participants will establish effective strategies for initial meetings, explore mentors’ responsibilities, and identify effective practices to support graduate student teaching.

Presented By

Tuesday, August 21, 2018 - 9:30am to 10:45am
Event Type: 
Workshop
Campus: 
Location: 
Academic Building (H) - Room 202

How can we help students "own" their learning? Leverage social learning theory! Collaborative learning among students on assignments and projects is a high-impact educational practice that can be implemented in a variety of ways in a variety of content areas. Benefits include building authentic work-place skills, exposure to varied perspectives and valuable insights from other students, and the potential to learn more effectively than one could on their own. In this workshop, participants will experience several modes of collaborative learning as we explore the research behind designing top-notch collaborative learning experiences we can implement with our own students.

Presented By

Friday, January 26, 2018 - 9:00am to 10:15am
Event Type: 
Workshop
Campus: 
Location: 
CETL House #3211: Lab

Tenure and promotion to full are tremendous accomplishments, but what comes next? Once the celebration ends, service committments tend to build-up. Many faculty have overextended themselves for so long, they have habitualized the prioritization of work over other important persuits. Whether you have just achieved tenure or are nearing retirement, it is important to reflect on your body of work with an eye toward legacy-building. Participants in this workshop will identify how to leverage what matters most to build a fulfilling academic legacy.

Presented By

Wednesday, December 6, 2017 - 11:00am to 12:30pm
Event Type: 
Workshop
Campus: 
Location: 
CETL House #3211: Lab

This workshop will review key components of the application, Faculty Development Committee (FDC) submission requirements, and effective strategies for constructing applications.

Presented By

Thursday, November 16, 2017 - 3:00pm to 4:30pm
Event Type: 
Workshop
Campus: 
Location: 
Academic Building (H) - Room 202

This workshop will review key components of the application, Faculty Development Committee (FDC) submission requirements, and effective strategies for constructing applications.

Presented By

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