Spring 2012 Workshops
All Duquesne faculty, staff and teaching assistants are welcome to attend!
Active Learning in the Sciences
Everyone is welcome (not just science folk)!
Presenter: Becky Morrow (Biology)
Wednesday, January 25, Noon - 1:30pm
505/506 Rockwell
Do you want students to be more engaged in their learning? A considerable amount of evidence supports the use of active learning techniques in the classroom to enhance traditional teaching methods. Active learning promotes student engagement, allows them to gain a deeper understanding of course material, and enhances critical thinking and problem-solving skills. This session will define what active learning is, show the benefits of incorporating active learning into lectures, and demonstrate multiple active learning techniques.
Collaborating with Students to Promote Classroom Civility
Presenters: Clare Connors (English) & Susan Monahan (Office of Student Conduct)
Tuesday, February 7, 12:15-1:30pm
608 Union
In this workshop, Clare and Susan will share a strategy that allies students and faculty in establishing classroom behavior policies and makes students partners in creating and maintaining a positive and productive learning environment.
The workshop includes: a discussion of disruptive behaviors and their impact on student learning and classroom culture, a demonstration of the process of collaborating with students to write a Positive Learning Environment and Student Classroom Conduct Contract early in the term, and a review of the best practices for dealing with classroom disruptions including the step-by-step protocols recommended by the Office of Student Conduct. The workshop will conclude by exploring how to adapt the strategy to your specific discipline and courses. (Cosponsored by the Office of Student Conduct)
Emotional Bottlenecks that Obstruct Student Learning in the Disciplines
Presenter: Steven Hansen (CTE)
Thursday, February 16, 12:15 - 1:30pm
505/506 Rockwell Hall
Emotional resistance to learning is not limited to math anxiety. Students can enter any course with an emotional bottleneck that will prevent them from learning in your discipline. In this workshop, we will explore the affective deterrents to learning in your field. Based on the Decoding the Disciplines work of Joan Middendorf at Indiana University, we will uncover the patterns of students' emotional resistance to learning and strategize ways to move students beyond the bottlenecks in your courses.
Online Webinar -- Designing Critical Reflection: An Introduction
Presenter: Patti Clayton (PHC Ventures; Senior Scholar, IUPUI Center for Service and Learning)
New Date: Wednesday, March 28, Noon - 1:30
As the part of the process that generates, deepens, and documents learning, critical reflection is key to all forms of experiential education, including service-learning. It is also a counter-normative way to teach and to learn, so it is both challenging to implement and potentially transformative. In this WEBINAR we will consider the meaning and role of critical reflection and practice using a research-grounded model for designing critical reflection in light of learning goals: the DEAL Model, which guides learners through Description and Examination of their experiences to Articulation of Learning outcomes. Participants will post samples of their own reflection prompts and products and will review our peers' postings as well as read a recent article of Patti's before the webinar. We will leave the session with additional examples of reflection activities and with a conceptual framework for service-learning and critical reflection that can be used to introduce students to the pedagogy and to guide our own instructional design. (Cosponsored by the Office of Service-Learning)
Learning from Duquesne's Pilot Online SESs
Facilitators: Laurel Willingham-McLain (CTE) and Steve Hansen (CTE)
Thursday, February 23, 12:15 -- 1:30pm
505/506 Rockwell Hall
In this session we will provide an overview of the fall 2011 pilot of the online SES process from a university wide perspective. We will explore ways that faculty encouraged their students to provide feedback, resulting in high response rates. Participants will examine practices in obtaining useful feedback from students about their teaching, and in communicating what they have learned to their students and in their teaching dossiers.
Publishing Articles in Academic Journals
Presenter: Joan Such Lockhart (Nursing)
Wednesday, March 14, 3:00 -- 4:30pm
505/506 Rockwell Hall
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. [Repeated from Spring 2011]
Preparing an Effective Case for Third-Year Review, Promotion and Tenure
Presenters: Ralph Pearson (Provost and Academic Vice President) & Laura Crothers (Education & Member of the University Promotion & Tenure Committee)
Thursday, March 29, 3:00 -- 4:30pm
505/506 Rockwell Hall
Provost Ralph Pearson and Dr. Crothers 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 junior faculty and vote on promotion decisions. Guidelines are available in the Faculty Handbook. [Repeated each spring]
Problem-Based Learning: Experience It for Yourself!
Marsha McFalls (Pharmacy)
Tuesday, April 3, 12:15 -- 1:30
613 Union
Problem-based learning (PBL) is a unique method of teaching/learning in the classroom. In order to implement PBL, it is essential that the instructor understands how and why it is used. Participants will have a unique opportunity to experience PBL for themselves. A sample PBL problem will be presented along with a "traditional lecture". Discussions will follow comparing and contrasting both methods.