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Upcoming Faculty Advancement Series Events — Wednesday, September 16, 2009; 2:30 pm - 4:30 pm Facilitator: Dr. Linda Nilson (Clemson University) Both the case method and problem-based learning (PBL) are proven powerful methods for engaging students in the subject matter, getting them to analyze situations, and giving them practice in applying the course material to solve real-world problems. These methods are well suited to disciplines that have a context for application or use. These include business, law, medicine, nursing, public health, all engineering specialties, education, philosophy (e.g., ethics), economics (e.g., macro, legal aspects), political science (e.g., policy analysis, public administration, constitutional law) sociology (e.g., social problems, criminal justice, organizations), psychology (e.g., clinical, abnormal, organizational behavior), biology (e.g., resource management, ecology, DNA testing, genetics), physics, chemistry, and research methods in general (e.g., hypothesis formulation, research study design). These methods have even been used in music history and art history. This workshop will address when, why, and how to use the case method and PBL, as well as the types of cases and problems, the characteristics of good ones, resources for finding good ones, strategies for writing good ones, ways to integrate them into a course, and ways to debrief them. Participants will play the role of the students in interpreting and solving a couple of faculty-oriented cases and a timely PBL problem. Refreshements will be served! Click Here to Register for the Event
— Tuesday, October 20, 2009; 11:30-12:45; STT 589 (optional follow-up 12:45-1:30 pm) Improving Teaching Effectiveness and Student Learning through Low-Stakes and Informal Writing Activities Facilitator: Dr. Michael Reder (Connecticut College) Active learning is self-reflexive, process-oriented, and personal, and should provide students the opportunity to assess their own learning. Such learning also creates the chance for teachers to become learners themselves: about the material, about students, and about teaching & learning. How can we create such self-reflexive learning experiences? One simple and adaptable method is by using low-stakes, informal writing. This interactive workshop will serve as a primer to the benefits of using informal writing as a tool to enhance student learning and to the many options for designing such assignments. Such informal (often non-graded or evaluated) writing assignments can improve student learning across all levels and abilities, in a variety of courses (seminar, large lecture, lab/studio), and in any discipline. A light lunch will be served. Click Here to Register for the Event — Tuesday, November 17, 2009; 11:30-1:00; STT 590 Using Active Learning Strategies to Enhance Student Learning Facilitator: Dr. André Oberlé (CTLE) Tradition has it that Confucius said: “Tell me, and I will forget. Show me, and I may remember. Let me do it, and I will understand.” Modern educational research has proven what we always knew instinctively: Active students are better learners. This workshop examines how instructors can nurture student learning by incorporating active learning techniques into their lectures and seminars. They will see that even small modifications to the way material is treated in class can make a huge difference in the quality of student learning. A light lunch will be served. Click Here to Register for the Event
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