The workshop will present and discuss a variety of different assessment approaches that faculty can use to assess the teaching effectiveness and student learning which takes place within respective courses. The overall goal of the workshop is to substantiate the high level of student learning that we believe is occurring across the College of Science and Mathematics. Outcomes will assist attendees to identify and implement classroom assessment tools to assist you in annual reviews and subsequent T&P applications.
Exclusive workshop for College of Science & Mathematics faculty.
G William Hill
Associate Director for the Scholarship of Teaching & Learning and Professor of Psychology
The first days of your course can be the most important of the semester. The tone you set will either grab your students, or lose them -- by withdrawal or apathetic retention.
"Successful Beginnings for College Teaching" by Angela Provitera McGlynn discusses some strategies and tools to get off to a great start. Sign up for the book club now, and you'll get the book right away, so you can employ some of them to start Spring semester. (It's a short book with some ready suggestions.) Then come to the discussion, and talk about how it's going.
As faculty, you are at times challenged with students who present to you with various types of emotional disorders that can impact how effectively you are able to teach. In addition, you may be unsure about what to do when you have a student who may be acting in a manner that is disruptive to the classroom. This workshop will assist you with specific interventions that you can use in dealing with students who are either dangerous disruptive or distressed. You will be provided with information as well as the opportunity to practice skills that you can use. The workshop will be conducted by Dr. Amy Westergren, LPC, Debbie Snyder, LPC, and Dr. Rhonda Perry L.Psy of the CAPS Center.
We've learned about Learner-Centered Teaching, and maybe we've even tried it a bit. But how do we assess what we've done? How do we justify to our students and our colleagues (and our supervisors) that this is worth doing, even if it's a bit painful at first?
Anyone interested or involved in mentoring relationships will enjoy this book and joining other colleagues to discuss how we can strengthen mentoring at KSU. Johnson’s book is the definitive guide for higher education faculty who wish to excel as mentors to students and new faculty. This research based, no-nonsense guide features cases studies, strategies, best practices, and recommendations for professors who wish to excel in mentoring.
“The real strength of this book is that it can be used by faculty members and academic administrators in any institutional setting and any discipline. Johnson's review of the risks and rewards on this important dynamic are comprehensive and very useable. It is a wonderful perspective on one of the most meaningful relationships a faculty member can have” Steve Janosik, Education Review.
What is all this talk about Learner-Centered Teaching, anyway? What can we as educators do to maximize our students actual learning? How can we get students to take responsibility for their own education? At this gathering, we will discuss with colleagues from across campus how we can fight apathy in the classroom.