The Teaching Project
CETL is launching a new series of 7 workshops on teaching that can be combined for certification.
We encourage any faculty (or departments) who want to explore best practice in their teaching and learning to take advantage. Various aspects of effective teaching are covered, including first-generation learners, writing clear (transparent) assignments, best grading practice and the student-centered syllabus. Join us for as many sessions as you can.
Faculty can earn the Teaching Project Certificate by completing at least 10 hours of programming including: 3 required core workshops (see below; Canvas/technology workshops are excluded) and any of the four designated electives. A portion of the electives may be substituted with completion of our 2-Day Active Learning Workshop (up to 4 hours may count toward the certificate) OR Mindful Teaching & Learning workshop (4 hours).
Required Core Workshops
- Creating the Student-Centered Syllabus (1hr)
- Teaching First-Generation Learners (fully online, self-paced)
- Writing Smarter Test Questions (1.5 hrs)
- Grading Best Practices (1 hr)
- Teaching the Large Classroom (3 hrs)
- Transparent Assignment Design (1.5 hrs)
- Productive Group Work (1.5 hr)
- Mindful Teaching and Learning (4 hrs)
- 2-Day Active Learning workshop (up to 4 hours may count toward the certificate)
Creating the Student-Centered Syllabus
Many instructors are unaware that a great syllabus can be used to improve student learning, especially for first-generation students who struggle with “hidden curriculum”. In this workshop you will determine how student-friendly your syllabus is using a syllabus rubric, then employ simple changes to make it so.Please bring a copy of a current syllabus..
Teaching First-Generation Learners
What is equitable teaching practice? Does it matter how we teach students who are the first in their family to attend college? Learn how your attention to these most independent and motivated of learners can ultimately improve teaching.
Writing Smarter Test Questions
Writing multiple choice test questions, also known as item writing, is art and science. A well-constructed MC question is versatile, reliable-- and reusable!
- Identify and define the parts of a MC question
- Practice writing items that avoid common mistakes
- Apply best practices to strengthen your questions
- Identify specific item types that reward critical thinking
Grading Best Practices
Do you dread grading time? Are you looking for ways to grade effectively and efficiently? Come learn how to set up fair and consistent grading practices which will help ensure your course grading maintains academic standards, motivates students, and saves you time. Please bring a copy of your syllabus so that you can “grade” your grading scale.
Teaching the LARGE Classroom
Limited seating, please RSVP. This extended workshop is useful for any instructor facing a large classroom (>75 students). Covered: checklists, using media effectively, lecturing, auditorium classroom activities, testing and grading. Join us in a large-lecture classroom for some energizing techniques aimed at delivering a coherent large-lecture experience. We will repeat in summer.
Transparent Assignment Design
Students in classes that used more transparency report gains in academic confidence, sense of belonging, and skills like group work and using written and oral communication. All students report benefits, but first-generation and underrepresented students reported even greater benefits.
- Determine how transparently designed assignments offer equitable opportunities for all college students to succeed
- Identify transparent assignment design strategies in sample assignments
- Apply transparent assignment design strategies to your own courses
- Begin to plan a draft assignment for your own course
Productive Group Work
The ability to work in teams is a hallmark of the 21st century workplace, requiring a mix of interpersonal, problem-solving, and communication skills. Having students work in groups is also an efficient way to manage your course. Unfortunately, productive group work is also rare; many group assignments fall flat in the classroom because we fail to understand students’ interest, rights, or sense of power. In this workshop we’ll discuss what motivates people in groups and help you set up an assignment that gets the most out of every student. Bring a current example of a group project you use (not necessary to participate).