All Duquesne faculty, staff, and teaching assistants are welcome to attend!
For events specific to graduate students, please click here.
Maximizing Your Time And Deepening Student Learning by Flipping Your Class
Friday, January 31, 2014
10:00am - 12:00pm
312 Liebermann Hall
Leaders: Dana Oliver (Educational Technology) and Laurel Willingham-McLain (Center for Teaching Excellence)
Faculty peer consultants: Doreen Ciletti (Business), Richard Gaffney (Law), Marsha McFalls (Pharmacy), Sarah Wallace (Speech-Language Pathology)
Flipped classrooms are "hot" in the media. In short, students get the first exposure to new material on their own time. Then, they do the harder work of applying the new concepts in class, while interacting with the instructor and their peers. It can reduce grading time because faculty are regularly attuned to what students know and can do.
This isn't a new concept. Several Duquesne faculty have been implementing various versions of the flipped classroom. Participants in this workshop will play the student role in a flipped classroom simulation. They will spend about 90 minutes on their own doing an assignment: brief readings, short video clips of Duquesne faculty, and a one page planning tool all focused on learning about "flipped classrooms."
In the face-to-face session they will create an actual plan for flipping a class session or unit in consultation with other faculty and the session leaders.
Co-sponsored by Educational Technology
Service Learning Book Study: Civic Provocations
Thursday, February 13, 2014
12:15 - 1:30pm
505/506 Rockwell Hall
Facilitator: Matthew Bundick (Education)
Civic Provocations is a collection of short essays (about six pages each) aimed at generating conversations around civic learning within higher education. While book study participants are encouraged to read all the essays, our discussion will focus on the following essays:
- To Democracy's Detriment: What Is the Current Evidence, and What if We Fail to Act Now?
- The Eudeamonic and the Civic
- Civic Engagement, Civic Learning, and Higher Education
- Civility In and Out of the Academy
"Recognizing the urgent need for colleges and universities to address their civic mission and that of higher education, Civic Provocations features accessible, brief essays that consider dimensions of what ‘centering attention to the civic' might mean and involve." (AACU Description)
The full Civic Provocations monograph is available for free download at:
Cosponsored by the Office of Service-Learning and the Center for Teaching Excellence
Discovering the Teacher Scholar Nexus
Wednesday, February 19, 2014
12:00 - 1:30pm
Location: 608 Union
Facilitators: Jason Margolis (Education) and Laurel Willingham-McLain (CTE)
Erin Rentschler, English & CTE
Anna Scheid, Theology
Elisabeth Vasko, Theology
Sarah Wallace, Speech-Language Pathology
Duquesne promotes a teacher-scholar faculty model. In this session, we will explore connections between teaching and research – the kind of connections that inform and energize our work. Panelists will briefly describe their discoveries in integrating teaching and research. Participants will spend most of the time brainstorming, listening to one another, reflecting, noting ideas relevant to their unique contexts, and planning next steps. Bring your lunch, tablet, and a discovery mindset.
Target audience: faculty as well as graduate students preparing to be faculty. Participants from the spring 2013 teacher-scholar nexus session are invited to attend again, as this will be a more interactive format.
Addressing Disruptive and Dangerous Behavior
Wednesday, February 26, 2014
Location: 108 Canevin
Facilitators: Ian Edwards (Counseling Center), Thomas Hart (Public Safety), Susan Monahan (Judicial Affairs), and Erin Rentschler (CTE)
Invited Faculty Discussants: Maryellen Kelly (Business) and Jason Schlude (Classics)
Student behaviors can be difficult terrain for even the most experienced faculty to navigate, especially when questions arise regarding the nature of the behavior itself (is it distracting? disruptive? dangerous?). This interactive workshop will focus on scenarios describing student behaviors that range from distracting to dangerous in order to explore the best methods for both prevention and resolution. Workshop facilitators and our invited faculty discussants will share their own experiences and work with participants to explore
- how they would respond to the classroom scenarios provided
- the best practices for dealing with each type of behavior
- the underlying causes for and responses to problematic student behaviors
- the campus resources available to faculty addressing disruptive or dangerous situations
Plan to attend this workshop to learn how to better facilitate a learning environment that is productive and safe.
Grading Writing to Encourage Revision
Thursday, February 27, 2014
12:15 – 1:30pm
Location: 608 Union
Facilitator: James Purdy (Writing Center & English)
This workshop will provide strategies for grading writing to encourage students to revise. The session will address tips for using comments to teach students rather than to justify a grade. Faculty and teaching assistants will learn about giving comments a future orientation, using minimal marking, and asking students to respond to comments. Taken together, these approaches offer ways to help students take responsibility for their learning.
Co-sponsored by the Writing Center.
Mindfulness: Cultivating Rootedness and Relatedness in a Digital Age
Facilitators: Anne Marie Hansen (Occupational Therapy), Steve Hansen (CTE), and Inci Ozum Sayrak (Communication and Rhetorical Studies)
Life in the digital age can leave one feeling distracted, stressed, and detached. In this workshop, we will recognize the stress and distractions that we face along with implications in serving our students, and we will explore how practicing mindfulness can restore a sense of rootedness and relatedness. The workshop will be facilitated through conversation and mindfulness practices. Participants will also receive a list of mindfulness exercises to adapt for their own personal practice and to serve them as faculty members and staff in serving students.
Publishing Articles in Academic Journals
Wednesday, March 19, 2014
Location: 608 Union
Facilitator: Joan Such Lockhart (Nursing)
Publishing has become increasingly valued in recent years and can clearly give both individuals and institutions an edge, but people often feel overwhelmed by barriers such as unfamiliarity with the publishing process and difficulty generating and focusing ideas. Joan Such Lockhart has mentored both graduate students and faculty colleagues in addressing these concerns by focusing on the following aspects of publishing in journals:
- Identification of rewards for publishing
- Development of a step-wise approach to writing
- Practice critiquing writing using the criteria of targeted publications
Although Dr. Lockhart's experience lies primarily in health care, all who are interested in publishing academic articles can learn from the process she recommends.
This session was previously offered in the Spring of 2013.
Apps Students Are Using to Study
Thursday, March 20, 2014
12:00 - 1:30pm
Location: 312 Libermann Hall
[NB: This is a room change from its original posting!]
Facilitators: Erin Rentschler (CTE), Patti Heilman (Ed Tech), Linda Kincel (Ed Tech), and Lauren Laudato (Ed Tech)
Panelists: Allison Brungard (Reference & Instruction Librarian, Gumberg), Natasha Dias (Graduate Student & TA, Biology), Sarah Kochanek (Undergraduate Student, Chemistry), Lauren Laudato (Instructional Designer, Ed Tech)
This session will focus on how, when, and what type of apps students are using to enhance their learning. A panel of faculty, students, and educational technology specialists will provide ideas and tips for faculty who are curious about the educational use of apps and would like to support their students in this use of technology. Participants will also have the opportunity to explore suggested apps and ask questions of our panelists. Please feel free to bring tablets or mobile devices; computers will also be available for participants to preview some of the apps.
The session is part of a larger project seeking to understand students' perspectives and expectations regarding educational technology.
Cosponsored by Educational Technology.
Discussion of Reading: Using High-Impact Practices to Improve Learning Outcomes for Underserved Students
Tuesday, March 25 2014
[Date change from Feb. 18 due to inclement weather]
Time: 12:00 - 1:15pm
Location: CTE, 20 Chatham Square
Discussion Leaders: Monica Skomo (Pharmacy) and Laurel Willingham-McLain (CTE)
For information on this discussion, please click here.
Leading Better Discussions
Thursday, March 27, 2014
12:15 - 1:30
Location 608 Union
Facilitator: Steven Hansen (CTE)
Leading effective discussions can be challenging, especially when students simply parrot information, become bogged down in opinions, or move off topic. How can you facilitate discussions that are collaborative, productive, and focused? In this workshop, we will consider a strategy for facilitating discussions using Edward de Bono's concept of the six thinking hats. Workshop participants will learn about the dimensions of a productive discussion and how to manage the discussion process.
Understanding International Graduate Students' Experiences and Perspectives
Date: Monday, March 31, 2014
Location: 505-506 Rockwell Hall
[Please note the room change from the original schedule]
Facilitators: Joe DeCrosta (International Programs), Michael McGravey (CTE), Suravi Chakrabarty (Pharmacy, TA) and Natasha Dias (Biology, TA)
Panelists: Ilesanmi Ajibola (Theology, TA), Tristana Martin Rubio (Philosophy, TA), Dallas North (School of Business), Alessio Rotundo (Philosophy, TA), Kiran Vasudeva (Biology, TA), and Yang Zhang (Pharmacy, TA)
Education and living in America can be very different for some of Duquesne's international graduate students. Couple a new academic career with a new city, new foods, a new culture, and new pedagogical styles, and life can suddenly become overwhelming. This workshop turns to Duquesne's international graduate students, inviting them to discuss the varying pedagogical models they have experienced. The workshop also provides an opportunity for our graduate students to discuss their work as TAs, lab assistants, and research assistants in relation to the work they did 'back home.'
This workshop provides an opportunity for Duquesne's international students to convey how life in Pittsburgh differs from what they previously experienced. It will also provide an opportunity to discuss problems they faced when transitioning to the States and possible collaborations with other graduate students in research and pedagogical projects.
Preparing an Effective Case for Third Year Review, Promotion, and Tenure
Tuesday, April 1, 2014
Time: 3:00 - 4:30pm
Location: 505/506 Rockwell
Presenters: Timothy Austin (Provost and Academic Vice President) & Peggy Houglum (Athletic Training & Member of the University Promotion & Tenure Committee)
Provost Timothy Austin and Dr. Peggy Houglum will provide suggestions for preparing a strong application packet for third-year review, and for promotion and tenure. Brief presentations will be followed by ample time for questions and answers. Sample personal statements and vitae will be distributed. This session is designed primarily for those who will be applying for third-year review, or promotion and tenure in the future. It is equally useful for department chairs and faculty who mentor faculty and vote on promotion decisions.
This event is repeated annually.
Planning a Writing-Intensive Course
Thursday, April 10, 2014
Time: 12:15 – 1:30pm
Location: 608 Union
Facilitator: James Purdy (Writing Center & English)
One of the biggest challenges of teaching a writing-intensive course is incorporating the writing assignments/projects into the syllabus. When should due dates fall? How can the syllabus reflect the scaffolding of activities the lead to a writing project? How can writing activities fit in with all the content to be covered? This hands-on workshop will guide participants in planning the syllabus for a Fall 2014 writing-intensive course. Faculty and graduate students will leave with an outline of the schedule of writing projects and tasks. If you teach a University-designated "W" course, you will find this workshop especially useful as you prepare your new syllabus.
Cosponsored by the Writing Center.
Documenting the Impact of Your Scholarship
Thursday, May 8, 2014
Time: 11:00am - 12:30pm
Location: 408 Gumberg Library
Presenters: David Nolfi (Library) & Allison Brungard (Library)
The workshop's goal is to help faculty members applying for promotion and tenure to make the case for excellence in scholarship by using tools such as citation analysis, journal metrics, and other methods. Newer faculty who are just starting to publish can also benefit by using these tools to develop effective publishing strategies.
Following the presentation, participants will have hands-on opportunities to use the tools and begin documenting the impact of their own scholarship. The workshop will conclude with a faculty-led discussion about using scholarship data in the promotion and tenure process.
Co-sponsored by Gumberg Library.
Predatory Publishing: What You Don't Know CAN Hurt You...
Thursday, May 8, 2014
Time: 3:00 - 4:00 PM
Location: Gumberg Library 408
David Nolfi, Health Sciences Librarian & Librarian Assessment Coordinator, Gumberg Library
Dr. Joan Lockhart, Associate Dean & Professor, School of Nursing
Charlotte Myers, Electronic Theses & Dissertations Librarian, Gumberg Library
A growing number of new publishers are inviting researchers and recent Ph.D. graduates to publish their work in journals of questionable value. These "predatory publishers" often present themselves as reputable publishers and then charge fees in order to get the author's work published. Predatory publishers mimic the business models of well-respected Open Access journals, making them difficult to recognize. This workshop is aimed at faculty and graduate students looking to publish their research. Its goals are to help you understand predatory publishing and recognize predatory publishing inquiries. The presenters will discuss ways that you can investigate the reputations of publishers and journals as well as how you can combat predatory publishing in the context of your own discipline or profession.
Co-sponsored by the Center for Teaching Excellence and Gumberg Library.