This workshop will explore creativity from the perspective of Seelig's (2012) inGenius, Cameron's (1992) The Artist's Way and critical thinking from Brookfield's (2012) Teaching for Critical Thinking. Hands on and experiential this workshop will also include a dash of disruptive thinking.
As educators, we want our students to become lifelong learners, but many students simply lack the metacognitive skills necessary to take charge of their own learning and problem-solving. In this workshop, we will review the research on self-directed learning, understand what some of the roadblocks are for our students, and generate strategies to promote the development of metacognitive skills.
When you think of creativity, do you think of art, science, or both? If you think you are not a creative type, this workshop will teach you to unblock your creativity, to enhance your ability to solve problems and to gain a sense of abundance. Basadur, Runco, and Vego (2000) posited that training in a complete creativity process increases ideation and evaluation skills. Learn how to use the ÒCasual Process Model of CreativityÓ for problem finding, problem solving and solution implementation which then leads to new useful problems to be discovered.
What are the 21st century skills most employers seek in college graduates? What skills are needed to think/act creatively and to inspire colleagues and students? What happens to creativity/innovation in the high stakes testing environment? Is failure an option? In this workshop, participants will: 1) explore the essential elements of creativity through hands-on experiences delineating creativity from different points of view from the mystical, mundane to contemporary as well as person, place, process and product aspects of creativity/innovation; 2) discuss research results supporting creativity/innovation across disciplines; and 3) reflect on disengagement as a necessary creativity/innovation tool.
This workshop will provide an introduction to psychological models of how students process information in their brain. Research shows that these mental processes are intimately connected to retention of information, meaning-making, and transfer to new contexts. Equipped with this knowledge, we will brainstorm pedagogical strategies that promote deep learning.
Students are not empty slates. They enter our classrooms with experiences and beliefs that shape their readiness to learn. Most of the time prior knowledge is the foundation for new learning, but sometimes prior knowledge can actually impede it. In this workshop, we will review the research on prior knowledge, beliefs and misconceptions, and we will generate strategies to capitalize on relevant prior knowledge and productively challenge student misconceptions.
Associate Director for the Scholarship of Teaching & Learning and Professor of Psychology
In this session, we will discuss research-based mentoring strategies for faculty who are interested in supervising Graduate Teaching Assistants (GTAs). Join us for an interactive session devoted to ensuring a great assistantship experience for both you and your graduate students.
Increasing our graduation rate is a strategic priority for KSU. Our institution has a strong, multi pronged plan to reach our target. In this workshop, Dean Rascati will share the plan with the group, including the available data, the multiple objectives of the plan, the challenges we face, and the strategies we have devised to succeed. This is an opportunity to understand the role faculty can play in this effort, to ask questions and to discuss with the group.