Are you reaching and teaching all of your students? Connecting Cultural Inclusion to Pedagogy
Wednesday, August 30, 11:30 a.m. - 1 p.m.
Co-sponsored by the Division of Diversity, Equity, and Inclusion
Is there a way to teach all students and still teach every student? Professionals in the Division for Diversity, Equity and Inclusion (DEI), will engage you with concepts and activities that connect cultural inclusion and pedagogy in your course development. Topics include identifying cultural assumptions about learning, applying best practices to your teaching and facilitating reflection to ensure equitable academic access for all of our students.
Service-Learning 101: A Course Design Workshop for all Instructors
Wednesday, September 6, 11 a.m. - 12:30 p.m.
Co-sponsored by the Center for Civic Engagement
What is service-learning and how does it differ from other forms of community engagement? How can I design a service-learning course that authentically enriches student learning? This interactive workshop is for faculty and staff looking to develop or refine a community-based course in any discipline. Participants will explore tools for effectively designing service-learning courses, collaborating with community partners, and preparing students for engagement. Faculty experienced with community-engaged teaching will share their experiences. Information on grants for community engagement will also be available.
Cultivating Mindfulness with Dr. Daniel Barbezat
- Keynote: Thursday, September 14, 4 - 4:45 p.m.
Friday, September 15, 9 - 11:30 a.m.
Friday, September 15, 1 - 3:30 p.m.
Cultivating community, connection, and well-being on college and university campuses is an essential part of the educational process. Yet, in various surveys, students report an increasing sense of isolation, anxiety, and stress. Attending to the well-being of our students and colleagues should be a priority as we examine our roles and design our courses and programs. Right across the disciplines and the many services offered in higher education, we can incorporate contemplative-based exercises that initiate curiosity and investigation while addressing the deep divides experienced by our diverse population. My talk draws from courses in Economics and my work at the Center for Contemplative Mind in Society to illustrate and attempt to suggest ways that these methods can be used throughout the academy.
Responding to and Evaluating Student Writing: Coaching for Revision and Grading the Final Product
Wednesday, September 20, 11:30 a.m. - 1 p.m.
Co-sponsored by the The Writing Initiative.
In courses where revision is a crucial pedagogical expectation, such as general education “C” courses, teachers ask themselves several questions: How do I make my expectations clear? What do I do when students don’t meet them? How do I respond to drafts so that student work improves? What do I do about grammar and style? How do I focus on course content in a paper and “teach writing”? How do I respond efficiently so I can manage the paper load? In this workshop, we’ll discuss how to present your expectations to students so that you can evaluate their final products fairly, how to coach for revision so their work improves, and how to use a strategy of “minimal marking” that helps students develop their own capacity for improving their work. Please bring materials for a recent course, such as a syllabus or assignment sheets, that we can use a departure points for your own work.
What's new in myCourses? Introducing Panopto, WebEx, and the Grading Integration with Banner
Friday, September 22, Noon - 1:30 p.m.
Come learn about new options for myCourses! Whether your course features extensive video offerings, videoconferences with distant presenters, or you just want to know how to easily transfer student grades to Banner, our experts can show you how to make the most use of these new features.
Small Classroom Changes that Yield Large Gains for Students and Instructors
Tuesday, September 26, 11:30 a.m. - 1 p.m.
Have you ever wanted your students to remember the material better? Improve your teaching evaluations? Have an easier time explaining complex ideas to students? It is possible to achieve all those goals simultaneously without a large time investment on the instructor’s part. In fact the changes to teaching can be minimal. Something as simple as pausing for 1 minute when asking students a question and letting them discuss the question among themselves can provide large learning gains to students and other benefits.
In this talk, Dr. Daria Bottan, Visiting Assistant Professor Department of Economics, will discuss practical advice on how to improve student outcomes and reach other teaching goals. She will focus on how to implement peer instruction, a teaching method that encourages students to interact with each other in a structured way.
Research Experiences for Undergraduates in the Curriculum
Friday, October 13, Noon - 1:30 p.m.
Bringing research experiences into undergraduate courses is a meaningful way for students to learn and build their confidence in any field of inquiry. It can also be a way for faculty to explore new research avenues, try out new methods, develop partnerships with new groups, or build a dataset for an ongoing project. Undergraduate research courses have been shown to improve student outcomes and lead to new research products. There are many ways to imagine designing a research course, and there are pitfalls in their implementation. In this workshop, we will discuss the merit of the pursuit as well as the nitty-gritty about various ways to develop and teach a successful course that inspires both the faculty who lead the effort and the students who join in.
Teaching Large Classes
Friday, October 20, Noon - 1:30 p.m.
Large lecture classes can feel overwhelming for both students and instructors. How can instructors manage their workload and still keep students engaged? Join us for tips on bringing students into discussions, providing timely feedback, and addressing logistical issues.
Managing Conflict in the University Setting Series
Part 1: The Anatomy of Dispute and the Physiology of Communication, Tuesday, October 31, 10 - 11:30 a.m.
Part 2: Managing Emotions at Work, Tuesday, November 14, 10 - 11:30 a.m.
Part 3: Creating Durable Agreements, Tuesday, November 28, 10 a.m. - 1:00 p.m.
Conflict is a key element in the learning process. Responding well to conflict in the university setting is challenging and may draw upon multiple pedagogical tools. As university employees, how should we respond to heated disagreements? To confrontational comments? To student resistance to learning? In this three-part workshop series, led by Bathabile Mthombeni, University Ombudsman, we will explore The Anatomy of Dispute and the Physiology of Conflict, Managing Emotions at Work, and Creating Durable Agreements, to develop strategies for harnessing conflict as an opportunity for learning.
As each part builds on work from previous sessions, attendees should be prepared to attend all three sessions.
Preparing Students for Cross-Cultural Engagement: A Faculty Workshop
Monday, November 6, 1:45 - 3:15 p.m.
Co-sponsored by the Center for Civic Engagement
Engaging students with those who are culturally different stimulates self-awareness and cultural learning; however, these cross-cultural interactions may also reinforce stereotypes. This workshop will provide practical strategies and resources for effectively engaging students with immigrants, refugees, or culturally-diverse communities locally or abroad. Instructors leading cross-cultural projects will share their experiences.
Student ePortfolio Options on Campus
Wednesday, November 8, 11:30 a.m. - 1 p.m.
ePortfolios contain artifacts of student learning and reflective statements that put those artifacts in context, both for academic and professional development use. Find out how instructors are using ePortfolios in their classes, and see examples of student projects.
Designing Writing Assignments: Alternatives to the Academic Essay
Wednesday, November 15, 11:30 a.m. - 1 p.m.
Co-sponsored by the The Writing Initiative.
The academic argument essay is a significant pedagogical tool that helps a student become fluent in course content and demonstrate their understanding of disciplinary thinking. It also helps faculty assess a student’s understanding of content and argument. There are, however, many assignments across disciplines that challenge students to do what academic essay does, such as synthesize sources and make thesis-driven, evidence-based arguments. These assignments, which often mirror “real-world” circumstances and authentic disciplinary audiences, can be useful and interesting writing experiences for students and faculty. In this workshop, we’ll discuss how to develop alternative assignments and look at examples. Please bring materials for a recent course, such as a syllabus or assignment sheets, that we can use a departure points for your own work.
Friday, December 8, Noon - 1:30 p.m.
Great Ideas For Teaching Students (G.I.F.T.S.) is a lively and fun workshop that provides faculty with innovative teaching tools to increase student engagement and retention. Designed by the people who know our students bes - our own Binghamton faculty - these teaching strategies can be used and adapted to any discipline for immediate use in your classrooms.