Below, you will find workshops that will be offered next semester.
Hover over each workshop poster to learn more about it!
Supporting the Success of First-Generation Students
Based on national studies, first-generation students tend to have lower academic achievement, persistence, and graduation rates compared to students who arrive at college with greater financial and cultural resources. However, they are also characterized by their tenacity, adventurousness, and eagerness to contribute to their communities.
Learn more about the classroom practices and university programs that support the success of first-generation students.
Syllabus and Course Design
A good syllabus reflects thoughtful course design, which begins with defining appropriate learning goals for the level of class and students. The goals should be attainable in a single term and should be rooted in the discipline and clear to the students.
Additional considerations include the educational philosophy that underlies the syllabus, the teaching methods to be used during the course, the conceptual framework for the course, the responsibilities of instructor and students - and much more!
Now What?: A post-Tenure Social and Swap
You got tenure - congratulations!
Now that you have it, what should your next career goal be? What opportunities are available to you that were not available before? What can you learn from other post-tenure faculty?
The goal of this session is to connect with other post-tenure faculty and share suggestions regarding to how to navigate next steps in your career.
All post-tenure (and soon-to-be-tenured) faculty are encouraged to attend.
Teaching Circles - Spring 2018
Spring 18’s Circle will read Christopher Newfield’s The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them, a stunning 2016 text in which Newfield offers readers an in-depth analysis of the "great mistake" that led to the cycle of decline and dissolution of today’s public colleges and universities.
What might have occurred, he asserts, is directly related to locked-in economic inequality and the fall of the middle class. Newfield asks how/whether we can fix higher education, given the damage done by private-sector models.