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Center for Teaching Excellence (CTE) Workshop Catalogue The Art of Teaching at Wilmington University: With a focus on the unique aspects of Wilmington University’s faculty and students, these workshops provide a blueprint for what it means to contribute to the academic excellence in our classrooms. ContentSkill LevelWorkshop Description Becoming a Scholarly Practitioner I BeginnerParticipants will learn how to prepare for their first course by learning how to find their generic syllabus, complete their personalized syllabus with learner-centered information, and how to post their completed syllabus in their course Blackboard site. Additional topics covered include using the WebCampus portal to find pertinent course and student information, and how to record student attendance in adherence to Wilmington University’s policy. Creating a learner-centered syllabusEssentialFaculty will be introduced to the elements of learner-centered course planning. Creation of personal syllabus which highlights learner-centered additions by end of workshop. The adult learnerProficientThis session will focus on helping faculty create a classroom climate that is conducive to adult learners. Adult learning theory will be introduced and discussed, so that these principles can be applied to lesson planning, developing assessments, and conducting engaging class sessions. International students Proficient An increase in the international population at Wilmington University has created a more diverse student body. Faculty and staff must consider how best to welcome and support students from a variety of backgrounds in order to provide them with the best opportunity to learn. For many international students, the kinds of behaviors expected in an American university setting contrast with cultural and linguistic practices from their countries of origin. When instructors understand potential sources of misunderstanding, they can correctly interpret interactions and prepare to offer support as needed.Using IDEA student feedback to develop teaching skillsExemplaryWe have received student feedback via our IDEA course report; now what? This presentation will provide participants with information on how to convert our IDEA student feedback into actions we can take as instructors to improve our teaching effectiveness. Participants are encouraged to bring any and all questions they have about reading IDEA course reports, as a portion of time will be devoted to an open question and answer session regarding these reports. Lesson Planning with Student Learning Outcomes in Mind: These workshops focus on ensuring that course outcomes are addressed in a manner that aligns properly with course resources, planning, and assessment methods. Workshops will provide faculty with a guide for providing students with a logical scope and sequence of learning topics in their course. ContentSkill LevelWorkshop Description Becoming a Scholarly Practitioner Session IIBeginnerThe second session in our Becoming a Scholarly Practitioner series examines how to carefully map out course learning objectives and instructional content over a seven (or fourteen) week schedule. Participants will be introduced to the basics of backward design as an approach to course planning. Additional topics covered include using Bloom’s taxonomy to build higher ordered thinking skills in student assessment, supplementing our courses with professional experience and resources, and a brief introduction to available sources of course relevant information available on the web to help our courses avoid overreliance/ dependence on the course textbook. Planning weekly class sessionsEssentialCompleted weekly planning outline, demonstrating alignment of course resources, assessment and outcomes-Bloom’s taxonomy and backwards design introduced to help faculty plan logical progression of student learning outcomes from beginning to end of course. Building higher-ordered thinking skillsProficientParticipants will be introduced to different strategies designed to raise the bar for students when demonstrating course competencies. Participants will develop an assignment designed to build student higher-ordered thinking skills to illustrate how assignment contributes to students becoming improved learners. Designing Writing AssignmentsExemplary Faculty will be introduced to the various resources available for building student writing skills. Writing across the curriculum and writing rubric design tips to be provided. Writing to learn and learning to write, and the distinction between these methods to be discussed. Designing Engaging Class Sessions for Students: This series addresses how class sessions are run during class time. Faculty will be introduced to various instructional techniques designed to keep students engaged and learning during class meetings; as well as on how to prepare students to learn outside of the classroom setting. ContentSkill LevelWorkshop Description Becoming a Scholarly Practitioner Session IIIBeginningThe final installment of Wilmington University’s Becoming a Scholarly Practitioner series will help participants develop an agenda for their first class session. Participants will be given the opportunity to develop their course policies and discuss how these policies impact student behavior during class. Tips for engaging students, using active learning techniques, ice-breakers for the first night, dealing with stress or nervousness while teaching and scheduling a five hour class session will be provided. The series will wrap-up with a discussion of how traditional aged students and adult learners differ and how we can incorporate different techniques to reach our unique student population. Active learning techniquesEssentialThe session will help instructors learn how to multiply the number of in-class activities we utilize to keep students engaged and excited about course learning content. Faculty will develop a course relevant active learning technique and assignment pairing. Project/ problem-based learning; Authentic learningProficientProblem-based learning is a student-centered technique where learners engage with ill-defined problems that practitioners face to further their own understanding. Problem-based learning forces students to take ownership of their learning by applying course content to real life situations. This workshop will address some of the challenges associated with designing, implementing, and assessing problem-based learning efforts, and provide a step-by-step blueprint for successful implementation of problem-based leaning into your class. Cyber-Day course planningProficientStrategies from both Educational Technology and Faculty Development are provided to give you the best tips on what to do if weather or other circumstances interrupts your classroom schedule. Faculty will provide an example of an assignment or resource that uses outside of the class time to help maximize learning/ value of in class time-faculty demonstrate ability to continue student learning in absence of in-class time. Assessment of Student Learning: Here our focus is on the basic principles associated with measuring student learning in the classroom. Faculty will have the opportunity to learn various techniques to approach assessing what students have learned. ContentSkill LevelWorkshop Description Becoming a Scholarly Practitioner Session II BeginningParticipants will be introduced to the basics of backward design as an approach to course planning. Additional topics covered include using Bloom’s taxonomy to build higher ordered thinking skills in student assessment, supplementing our courses with professional experience and resources, and a brief introduction to available sources of course relevant information available on the web to help our courses avoid overreliance/ dependence on the course textbook. Levels of assessment and weekly class planning sessionsEssentialFaculty will provide an example of how their course assessments build progressively toward higher levels of assessment; Bloom’s and backwards design to be discussed. Alternatives to conventional assessments (e.g. other than term paper/ final exam)ProficientVarious assessment techniques form projects, group-work, presentations will be displayed to help faculty generate alternatives to conventional assessments. Faculty will submit evidence of an authentic learning assessment; aimed at illustrating professional skill or competency relevant to the field of study Distinguishing between formative and summative assessmentExemplaryThe distinction between formative and summative assessment techniques will be discussed. Faculty will provide evidence of assessment design/plan that allows for formative assessment prior to summative assessment (such as building rough drafts into a course wide project). Both in-class and after class techniques for formative and summative assessment to be introduced. Communicating our Expectations and Student Progress in our Course: Here our attention is on the teaching practices associated with student feedback and establishing clear expectations for student work. Faculty will be introduced to rubric design, the elements of effective feedback, and techniques for justifying grading decisions. ContentSkill LevelWorkshop DescriptionBecoming a Scholarly Practitioner Session III-Communicating with StudentsBeginningParticipants will be given the opportunity to develop their course policies and discuss how these policies impact student behavior during class. Tips for engaging students, using active learning techniques, ice-breakers for the first night, dealing with stress or nervousness while teaching and scheduling a five hour class session will be provided. The series will wrap-up with a discussion of how traditional aged students and adult learners differ and how we can incorporate different techniques to reach our unique student population. Effective feedbackEssentialThis professional development opportunity will focus on providing students with quality information regarding their in class performance. We will review the basic expectations associated with providing students timely and effective feedback. Barriers to providing student feedback will be discussed, and tips for building an effective feedback schedule into your course will be presented, so that students are aware of how they are progressing in your course. We will also review the basic elements of complete feedback and discuss how to provide students with opportunities to use the feedback you provide to help improve performance. Rubric DesignProficientRubrics can be incredibly valuable in communicating our expectations for student work as instructors, but only if we have built a rubric that successfully communicates these expectations. This workshop will focus on building more effective rubrics to use in our classes. Participants will review the different components of a complete rubric and review how these components interact with one another to illustrate your expectations to your students. Participants should bring assignments or existing rubrics you are using in your classes to this workshop, as this will be a hands-on guide through building our own rubrics.GradingExemplaryGrading students can be quite a challenge and this workshop will provide instructors with an overview of how to overcome these obstacles. From crafting a course syllabus that communicates your expectations, to providing students with effective rubrics for their assignments, we will discuss how grading begins prior to collecting student work. From there we will discuss how to calibrate feedback provided to students to effectively communicate where they stand in relation to our expectations during the course. Finally we will review how to justify grading decisions based on available data, from rubric scores to Blackboard participation reports. Participants will walk away from this session with a blueprint for how to plan for grading from prior to a class’s start until after the class ends.Center for Teaching Excellence (CTE) Workshop Catalogue Skill LevelsSkill Level- BeginningSkill Level -ProficientBecoming a Scholarly Practitioner I The adult learnerBecoming a Scholarly Practitioner Session II International studentsBecoming a Scholarly Practitioner Session IIIBuilding higher-ordered thinking skills Project/ problem-based learning; Authentic learning Alternatives to conventional assessments Rubric DesignCyber-Day course planning Skill Level- EssentialSkill Level- ExemplaryCreating a learner-centered syllabus Using IDEA student feedback to develop teaching skillsPlanning weekly class sessions Designing Writing AssignmentsActive learning techniques Distinguishing between formative and summative assessment Levels of assessment and weekly class planning sessions Effective feedback / Grading ................
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