Feeling too busy to redesign that in-class activity or grade that recent quiz? "Welcome to a gold mine of insights into strategies for how to have more energy, be more relaxed, ...and get a lot more accomplished with much less effort." Join us to tap into a bit of this gold mine as we discuss Getting Things Done: the art of stress-free productivity by David Allen.
Director for Scholarly Teaching and Associate Professor of Nuclear Engineering
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). In this book club we will consider Berg and Seeber's "pedagogy of pleasure, " what it means for ourselves and for our students, and how slowing down to reflect and deliberate can improve our effectiveness in the classroom and beyond.
Executive Director, Professor of Statistics
Associate Director for Faculty Support & Associate Professor of Political Science
Unfortunately, we don’t live in Lake Wobegon where all teachers receive above average ratings. Faculty who receive mean ratings below 3.50 are not necessarily perceived by students as ineffective teachers.
In order to keep students in college, we need to keep them (and keep them successful) in our classes. Many of our classes have high withdrawal (W) rates. There ARE things you can do about it. This workshop will discuss strategies for keeping students engaged in your class, and reducing your W rate.