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All Duquesne faculty, staff and teaching assistants are welcome to attend.  Please register in advance using the link below each workshop description

Fall 2015 Workshops

Raising Your Scholarly Profile

Presenters: David Nolfi, Rob Behary, Allison Brungard, and Kelley Cotter (Gumberg Library)
Friday, September 18, 10:00-11:00am
Location: Gumberg Library Curriculum Center 5th Floor

This interactive workshop's goal is to help faculty members and graduate students raise their scholarly profiles and increase the impact of their work. Through a combination of brief presentations and group work, faculty will identify strategies to improve the discoverability of their research, publicize their scholarship to relevant stakeholders, take part in scholarly conversations using social media, and measure the impact of individual publications.

Co-sponsored by the Gumberg Library

Registration via Library

SOTL through the Lens of IRB

Presenter: Linda Goodfellow (Nursing & Institutional Review Board)
Wednesday, September 23, 3:00 - 4:30pm
Location: Canevin 108

This workshop will address IRB issues specific to the Scholarship of Teaching and Learning (SOTL). Frequently asked questions will be answered including but not limited to: Do SOTL projects need IRB approval? How do I protect anonymity and confidentiality of students' responses? How do I prevent potential coercion? In addition, the Mentor IRB application process will be addressed.

Co-sponsored by the Institutional Review Board

Register here

Those Who Do the Work, Do the Learning: Actively Engaging Students in Flex-Tech Classrooms

Facilitators: Lauren Turin (Media Services) and Laurel Willingham-McLain (CTE) Panelists: Dorene Ciletti (Business), Regina Harbourne (Physical Therapy), and James Purdy (English & University Writing Center)
Thursday, September 24, 1:45 - 3:00pm
Fisher Hall 442

Duquesne has created five flex-tech classrooms. Take a look. In this session, three faculty members will demonstrate a specific way in which they engage learners. Workshop participants will play the student role. In addition to giving practical tips, presenters will describe lessons learned, obstacles overcome (or not), and a next step they plan to take.

Co-sponsored by Media Services

Register here

Responding to 5 Common Student Writing Struggles

Presenter: James Purdy (English & University Writing Center)
Tuesday, September 29, 12:15 - 1:30pm
Fisher 631

Students sometimes face challenges meeting the expectations surrounding five elements of college-level writing: thesis statements, conclusions, paragraph organization, transitions, and source integration. This workshop will review conventionally effective characteristics of each of these elements and offer participants responses to help students work to meet these conventions. Faculty and graduate students will get practice responding to sample student writing excerpts and will leave with teaching strategies and activities they can apply in the classroom.

Co-sponsored by the University Writing Center

Register here

There's a Rubric for That! Using the VALUE Rubrics to Assess Student Learning in Diverse Programs

Marcia Rapchak, Ted Bergfelt, Allison Brungard (UCOR 030, Gumberg Library)
Anthony Adams, Sara Breckenridge Wright (English)
Lyndsie Ferrara, Lisa Ludvico, Stephanie Wetzel (Forensic Sciences)
Facilitator: David Nolfi, (Co-chair, Academic Learning Outcomes Assessment Committee)
Tuesday, October 6, 1:45 - 3:00pm
Curriculum Center, 5th Floor, Gumberg Library

Have you ever felt as though your program's learning outcomes are too complex to assess? If so, after attending this program you might discover, "There's a rubric for that!" The Association of American Colleges & Universities Liberal Education (AAC&U) VALUE rubrics are the culmination of the efforts of faculty from more than 100 institutions to develop rubrics to examine 16 complex learning outcomes, and they are freely available at: https://www.aacu.org/value/rubrics. Duquesne University funded three projects in which faculty adapted these rubrics to specific learning goals in their programs. The panelists will report on projects in the Forensic Science and Law Master's Program, Research and Information Skills Lab, and History and Structure of the English Language.

Co-sponsored by the Academic Learning Outcomes Assessment Committee

Register here

Reflection and Responsibility: Helping Students Become Self-Regulated Learners

Presenter: Erin Rentschler (CTE)
Thursday, October 8, 12:15 - 1:30pm
Union 613

In a society that embraces multitasking and in which rapid advances in technology create a climate of immediacy, how do we help students slow down, reflect, and take responsibility for their learning? This workshop will explore how instructors can help students develop metacognitive, motivational, and behavioral skills they need to become self-regulated learners. In this session, we will examine definitions of self-regulated learning in order to engage questions such as
• What approaches can we take to activate students' metacognitive processes?
• How can we help students strike a balance between collaboration and independence?
• What is the instructor's role in helping students to establish help-seeking strategies?
Participants will leave the workshop with an understanding of the processes of self-regulated learning and its implications for instruction. Participants will have the opportunity to begin developing classroom activities.

Repeated from Fall 2013

This session is now full. 

Winning Ideas and Tips on Preparing Creative Teaching Award Submissions

Facilitator: Laurel Willingham-McLain (Center for Teaching Excellence)
Panelists: Kathleen Hartzel & Jacqueline Pike (Business), Laura Mahalingappa & Elizabeth Hughes (Education), Linda Koharchik (Nursing)
Date: Thursday, October 15, 3:00 - 4:30pm
Location: Canevin 108

We offer this session so that participants can learn more about award-winning teaching by dialoging with the 2015 faculty winners. Panelists will present the various teaching/learning innovations they implemented and their ways of documenting student learning. The primary criterion of Duquesne's Creative Teaching Award is evidence that the innovation resulted in student learning. Laurel Willingham-McLain, the award review committee chair, will give an overview of how to demonstrate that an innovation contributed significantly to students' learning, and she will point out features of compelling award submission.

Register here

Engaging Visual Learners through Infographics

Presenter: Ashley Canning (Educational Technology)
Thursday, October 22, 12:15 - 1:30 pm
Union 613

If a picture is worth a thousand words, what happens when you combine information and graphics? Infographics are a way to visualize and present complex data and information quickly, clearly and persuasively for your learners. In this workshop, participants will examine examples of infographics, recognize the value of infographics for students' learning, discover tools that are available for making infographics, and consider some of the best practices for creating powerful infographics.

Co-sponsored by Educational Technology

Register here

Classroom Observation Protocol Training to Promote Active Learning

External Presenters: Michael Burns & Amy Jarnot, Biological Sciences, University of Minnesota
Facilitator: Laurel Willingham-McLain, CTE
Monday, October 26, 2:30 - 4:30pm
Canevin Hall, G1 (bottom floor)

Limited to 20 participants

Duquesne faculty are increasingly engaging their students in active learning. Whenever you try something new, it's helpful to get feedback. What's actually going on in the class? In what ways is the teacher engaging students in learning? What is the teacher doing? The students?

The Classroom Observation Protocol for Undergraduate STEM is a method for capturing this information. Although designed for science courses, it is easily adapted and useful across the disciplines. Come explore its potential.

Session format: Using a flipped approach, participants are expected to complete about one hour of preparatory reading and practice. This preparation is crucial. From the very beginning of this hands-on session, participants will apply what they have learned, first on their own, and then in groups. We will address the rationale and development of the observation protocol, strategies for using it successfully, and its limitations. The session will end with a demonstration of software that simplifies COPUS observations and data analysis.

Bios: Amy Jarnot assists in research studies that focus on the assessment of student learning with data management and dissemination of results. Michael Burns is an educator and cancer bioinformatics researcher at the University of Minnesota. His science research focuses on the cancer-associated microbiome, while his educational work is an exploration of active learning strategies in the classroom.

Cosponsored by the Duquesne STEM Cooperative

Register here

Planning a Writing-Intensive Course

Presenter: James Purdy (English & University Writing Center)
Thursday, November 12, 12:15 - 1:30 pm
Union 608

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 Spring 2016 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 University Writing Center

Register here

Publish or Perish: Choosing and Approaching Academic Publishers

Presenter: Susan Wadsworth-Booth (Duquesne University Press)
Friday, November 13, 12:00 - 1:30pm
Union 608

The workshop is intended for graduate students and junior faculty who want to learn about getting their work published in today's academic environment. We will discuss how to research and choose appropriate publishers, how to prepare initial proposals for a publisher's review, how doctoral dissertations may (or may not) be revised for book publication, how the review process works, and how new technologies and models (such as electronic journals and open-access publications) fit into the process. This workshop will focus on the humanities and social sciences, though all are welcome.

Cosponsored by Duquesne University Press

Register here