When you receive your course evaluation report, do you immediately jump to the mean scores? Do you compare yourself to department means? Do you ignore the student comments in favor of the numerical data? Is the first time you solicit student feedback at the end of the semester? If so, you may not be getting the full picture of how students respond to your teaching. Attend this workshop to build strategies for obtaining midterm feedback, interpreting your data and banishing course evaluation misconceptions.
Associate Director for the Scholarship of Teaching and Learning (SoTL) and Associate Professor of Educational Psychology
As more students from racially, culturally, and economically diverse backgrounds enter our institution, it is important to recognize the differences in life experiences and perspectives these students bring into the classroom. Research shows that some students are less apt to retain information delivered through lecture. Others may lack trust in institutions or authority figures and hesitate to speak up in class. Some may experience stereotype threats that influence their achievement on exams. In this workshop, we will address a variety of factors that influence the experiences of underrepresented students and discuss how faculty can emphasize students’ strengths while acknowledging students’ challenges.
Educational Specialist for Part-time Faculty Support and Part-Time Instructor of American Studies
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 engage students by mentoring them to be undergraduate researchers, how to work with teams of researchers, and how to embed meaningful undergraduate research experiences into your courses.
Director for Scholarly Teaching and Associate Professor of Nuclear Engineering
This workshop provides an overview of three fundamental High-impact practices (HIPs): undergraduate research, internships, and community-engaged service learning. Students who participate in HIPS demonstrate greater persistence and appreciation for diversity. Participants will explore ways to incorporate these experiential practices in their traditional or online courses.
CETL Assistant Director of Graduate Student Support