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 firstname.lastname@example.org
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.
Managing and Facilitating Your Online Course (Webinar)
David Des Armier and Cathy Healy, CETL – eCampus
Tuesday, January 9, 2018
10:00-11:30 am – WEBINAR
Are you looking for new ideas to help improve the facilitation of your online course? Join your colleagues to discuss the many roles and best practices of an online facilitator. This webinar is intended for those who will be teaching online for the spring semester as you will develop a customized Course Implementation Plan for improving the delivery of your online course.
Designing Writing Assignments
Tom Deans and Gabriel Morrison, English and CETL-Writing Center
Wednesday, January 24, 2018
9:00-10:30 am – ROWE 132
We’ll cover best practices for crafting writing assignments across range of disciplines and findings from a major recent study on what students report as their most meaningful college assignments.
Responding to (and Grading) Student Writin
Tom Deans and Christopher Iverson, English and CETL-Writing Center
Monday, January 29, 2018
1:30-3:00 pm – Laurel Hall 306
How might we comment on and grade writing more effectively and efficiently? We’ll share what the research suggests we do, as well as some contemporary trends, including requiring brief student self-assessments and responding to drafts with recorded audio comments.
Why are there so many students approved for accommodations in my classes and what do I do about the accommodations?
Donna Korbel, Assistant Vice President and Director and Kim McKeown, Assistant Director, Center for Students with Disabilities
Wednesday, January 31, 2018
1:30-3:30 pm – Laurel Hall 306
An ever-increasing number of UConn students with disabilities are requesting academic and residential accommodations. During this session, we will present data on the number of students approved for accommodations, disability categories, as well as accommodations coordinated. We will also highlight the legal process the Center for Students with Disabilities (CSD) engages in to respond to requests for accommodations and how students, faculty and staff are involved. Additionally, we will discuss the coordination of approved accommodations through collaborations between the CSD, faculty, staff and students.
Implementing Inclusive Teaching Principles and Approaching Challenging Conversations
Noga Shemer, Anthropology
Thursday, February 1, 2018
1:30-3:30 pm – HBL CLC
This workshop will provide an opportunity for participants to discuss, share experiences, and ask questions about implementing inclusive teaching principles in the classroom. We will emphasize concrete strategies for creating an inclusive learning environment at the beginning of the semester. We will then focus on how instructors can build upon this foundation to introduce, facilitate, and respond to challenging conversations.
Integrating Library Research Guides in HuskyCT
Sheila Lafferty, Donovan Reinwald & Jason Nicosia, University Library
February 7, 2018 – Rescheduled to February 14
9:00-11:00 am – ROWE 132
Do you want to improve your student’s research? Ensure your students have access to high-quality information and learning tools without needing to leave your course site by integrating library resources. This workshop will walk you through embedding the Library’s core information literacy and research skills modules into your HuskyCT course site. We will also highlight other useful library resources, such as subject guides, Ask-a-Librarian, and library materials, that can be added to HuskyCT.
PLEASE NOTE: Faculty are encouraged to bring a laptop.
Peer Review in Writing-Intensive Courses
Tom Deans, English and CETL-Writing Center
Monday, February 19, 2018
1:30-3:00 pm – Laurel Hall 306
Peer review of drafts, when done well, can foster a shared sense of intellectual purpose among students and help instructors handle the paper load. But what does doing it well look like? We’ll cover a range of practical strategies.
Teaching that course again? Using reflection to improve your class
Andy Jolly-Ballantine, Geography
Tuesday, March 27, 2018
1:30-3:30 pm – HBL CLC
“Innovative course reflection-revision process explains methods for systematically revising courses as they are being taught. This easily carried out and effective process involves evaluation at 3 time scales: daily; after each module in the course; and at the end of the whole course. Process moves from micro-level revisions to macro-level issues. Presentation, discussion, and activities answer, “What should I do differently next time around?”