Seminars

The Center for Excellence in Teaching and Learning will be offering teaching seminars and presentations on topics to enhance teaching and learning. The seminars provide an opportunity to gather with colleagues to listen, discuss, comment, interact, and reflect on a number of topics. They are organized on a first-come, first-serve basis.

If you are an individual with a disability and need accommodations, please contact Stacey Valliere at stacey.valliere@uconn.edu

The seminars are available to faculty, graduate students, and professional staff. Reservations are required and are accepted on a first-come-first serve basis. If you have signed up and are not able to attend, your colleagues would appreciate it if you unregistered, as we often have others who would like to register. Feedback from you is also important. It will help us focus as well as plan a more diverse program.

 

Spring  2020 – Storrs Campus

 

Creating multiple choice questions to promote higher order thinking
January 24                   1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Martina Rosenberg, CETL

Multiple Choice Questions (MCQs) are a widely used practice in classrooms to assess learning. Beyond being convenient to grade, the benefits of MCQs can be maximized to encourage students to go beyond surface knowledge learning.

WORKSHOP OBJECTIVES

(a)        identify MCQs that aligns with higher or lower order thinking

(b)        improve MCQ architecture using best practices

(c)        design a  MCQ to assess learners’ higher order thinking

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1143

Facilitating Productive Discussions
January 31                   1:25-3:20
Homer Babbidge Library (HBL) 2153
Presenter: Aynsley Diamond, CETL

Description coming soon

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1144

 

Tips for better assessments for undergraduate courses
February 5                   2:00-4:00
MCHU 107
Presenter: Michael Finiguerra, Ecology and Evolutionary Biology 

This seminar will cover assessment and evaluation at the undergraduate level, including formative, summative and alternative methods. Focus will be placed on novel approaches for use in large and small class sizes. Tips on how to design assessments and stories from ‘the field’ will show you how to emphasize critical thinking and not rote memorization. This will be an active participation lecture.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1214

 

 

Giving Feedback
February 12                 2:00-4:00
MCHU 107
Presenter: Tina Huey, CETL

This hands-on seminar will provide an overview of research on the role of feedback in learning. You will practice giving feedback on written assignments and use this to reflect on questions such as: Why do we give feedback? What kind of feedback should we give more of? How can we increase the likelihood that students will use our feedback? How can we design feedback that doesn’t drain our time?

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1177

 

 

Getting Started on Course Design
February 14                 1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Desmond McCaffrey, CETL 

This seminar is for graduate students enrolled in GRAD 6000: Seminars in College Instruction. This seminar will provide an overview of instructional design, a systematic process for planning a course. You will begin to build a course design framework and walk away with tools and resources to customize your course plan.You will be asked to:

  1. Identify ID models, principles and practices.
  2. Identify situational factors impacting your course.
  3. Write your objectives.
  4. Plan your assessments.
  5. Plan your activities/content
  6. Check your design plan for alignment.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1145

 

 

Creating multiple choice questions that promote higher order thinking
February 17                 1:30-3:30
ROWE 132
Presenter: Martina Rosenberg, CETL

Multiple Choice Questions (MCQs) are a widely used practice in classrooms to assess learning. Beyond being convenient to grade, the benefits of MCQs can be maximized to encourage students to go beyond surface knowledge learning.

WORKSHOP OBJECTIVES

(a)        identify MCQs that aligns with higher or lower order thinking

(b)        improve MCQ architecture using best practices

(c)        design a  MCQ to assess learners’ higher order thinking

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1176

 

Flip, Blend, Flend: Alternative Instructional Approaches
February 18                 1:25-3:20
MCHU 106
Presenter: David Des Armier & Zac Goldberg, CETL-eCampus 

This authentic workshop on flipped, blended and flended instructional approaches runs February 13-19 with required participation in an asynchronous online module (approximate 2 hours total) and then attendance on February 19th at a face-to-face workshop. Flipped, blended and flended approaches will be defined and brought to life using real UConn courses/cases. Participants should come prepared with a course project to conceptually apply one of the instructional approaches. The challenges of each approach will be discussed and reflected upon, as they relate to each participant’s specific project. The workshop will conclude with an explanation of University resources (and beyond) applicable to flipped, blended and flended course development.

Note: More details about HuskyCT access to the online materials will be provided upon registration.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1215

 

 

Evaluating Journal Quality
February 19                 2:00-4:00
MCHU 107
Presenter: Carolyn Mills, Library 

Research journals can be excellent. They can also be mediocre, incompetent or exploitative. How can authors identify the quality of a journal? Learn to use tools readily available to all UConn authors.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1180

 

 

Addressing Racism in the Classroom
February 21                 1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Jamie Kleinman, Psychological Sciences

Description coming soon 

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1146

 

 

Dialogue in the Classroom: Strategies for Building Engagement and Empathy
February 21 & 28th     1:30-3:00
ROWE 132
Presenter: Noga Shemer, Anthropology

Structured dialogues increase student engagement and foster inclusive learning environments.  By incorporating dialogic modalities into the classroom, students can learn to communicate across difference and navigate challenging conversations, while engaging deeply with course content.  In this collaborative 2-part workshop, participants will learn to:

  • Build the foundation for successful dialogue
  • Explore multiple ways dialogue can be used
  • Apply practical strategies in the classroom
  • Share ideas and resources

Must attend both sessions!

Register at –  https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1170

 

 

 

Honoring and Respecting Difference: Using Discussion to Support Cultural Understanding
February 26     2:00-4:00
MCHU 107
Presenter: Aynsley Diamond, CETL 

Culturally responsive education teaches all students to respect and learn from the cultural diversity of their peers. While there are many classroom activities that can help students become more aware of similarities and differences, in this session we will be taking a closer look at how to facilitate deep lasting learning through discussion techniques.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1178

 

Designing Multimodal Assignments
February 28                 1:25-3:20
Homer Babbidge Library (HBL) 2153
Presenter: Reme Bohlin & Martina Rosenberg, CETL 

In this workshop, participants will consider the affordances of multimodal composition as an assessment of student learning, specifically the multimodal genre of the infographic. Facilitators will demonstrate how you might scaffold for an infographic assignment, as well as give participants an opportunity to draft their own infographic.

Learning Objectives

  •  Considerthe affordances of multimodal composition as an assessment of student learning
  • Evaluatemultimodal projects, specifically infographics
  •  Create an infographic with Canva or Piktochart
  • Design a multimodal assignment

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1151

 

Getting Started with Hybrid/Blended Instruction (Webinar)
March 3                       1:00-2:30
Webinar
Presenter: David Des Armier & Tim Stubbs, CETL –eCampus 

Interested in learning more about hybrid/blended courses? This webinar will provide an introduction to hybrid/blended course design. We will describe how this course delivery approach will benefit you and your students, and identify specific pedagogical challenges associated with it. Some of the various tools, processes, and methods available for creating a hybrid/blended course will be highlighted. In this webinar, you will start working on a plan to “hybridize” one of your classes.

A webinar link will be sent to participants a few days before the event. You will benefit the most from this webinar if you attend using a computer rather than a mobile device or connecting via telephone.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1216

 

 

Article & Author Metrics
March 4                       2:00-4:00
MCHU 107
Presenter: Carolyn Mills, Library 

How do you as an author measure and highlight the impact of your scholarly publishing record for hiring, tenure and promotion? Learn how to use metrics (citation based and alternative) to illustrate the influence of your scholarly output.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1179

 

Reflective Teaching Practices
March 6                       1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Lauren Schlesselman, CETL 

Objectives

  1.       Describe the purpose and impact of a learning portfolio
  2.       Discuss the role of reflection in connecting, extending, and challenging learning
  3.       Compare reflective theories in various learning environments
  4.       Utilize reflection to evaluate a learning experience

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1147

 

Dialogue Moderation Skills
March 6                       2:00-4:00
ROWE 132
Presenter: Brendan Kane, History 

Description coming soon 

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1217

 

 

Implementing Inclusive Teaching Principles and Facilitating Challenging Conversations
March 9           1:30-3:30
ROWE 132
Presenter: Noga Shemer, Anthropology

This workshop provides an opportunity for participants to discuss, share experiences, and ask questions about implementing inclusive teaching principles in the classroom. The session focuses on concrete strategies for creating an inclusive learning environment at the beginning of the semester, and then explores how instructors can build upon this foundation to introduce, facilitate, and respond to challenging conversations.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1171

 

 

How to Negotiate a Publishing Contract
March 25         2:00-4:00
MCHU 107
Presenter: Carolyn Mills, Library

How do you get the best possible terms when signing a publishing contract? Of what should you be careful? Should you try to keep your copyright? Can you license your work instead? Come learn the ins and outs of making sure your publishing contract works for you before you sign it.

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1175

 

 

Creating Question Prompts for Effective Assignments or Class Discussions
March 27                     1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Tina Huey, CETL

How you prompt students can make a difference in their achievement of course objectives. In this hands-on session we will begin by crafting discussion questions and then move on to longer assignment prompts. We will identify the elements of an effective prompt and evaluate hypothetical examples. This session will be particularly useful if you teach a discussion-based course, or a course that includes writing assignments. It is also relevant for other kinds of project-based courses in which a detailed prompt forms the basis of the student’s planning, motivation, and expectations for the project.

Objectives:

  • Articulate the role of good questions in productive class discussions
  • Practice posing effective questions for different kinds of discussion
  • Identify the elements of an effective writing assignment prompt
  • Apply the principles of framing and feed-forward to scaffold student success on project-based assignments
  • Author questions and assignments that model the kind of inquiry students should do
  • Create assignments that align with course objectives
  • Compose prompts that invite higher-order thinking

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1148

 

 

Basics of Learning Science and Four of Its Strategies
April 3              1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Thomas Van Hoof, School of Nursing

  1. Describe the three major biological steps (i.e., encoding, consolidation, and retrieval) in the learning process
  2. Defend the rationale underlying four evidence-based learning science strategies (i.e., distributed practice, retrieval practice, interleaving, and elaboration) given the learning process

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1149

 

 

Using Visuals and Objects in the Classroom to introduce Complex Topics
April 17                        1:25-3:00
Homer Babbidge Library (HBL) 2153
Presenter: Amanda Douberley, Benton Museum of Art 

Description coming soon

Register at – https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=1150