\nTuesday, May 7th \u00a0@ CMC,9:30 Honnold Mudd Library, Digital Toolshed<\/strong><\/p>\n
This pathway looked at what a supportive classroom looks like, how it benefits students, differences between faculty availability and accessibility, and specific ways to create an inclusive space for your students. \u00a0This workshop described ways to assess if your efforts are working. Participants in this workshop:<\/span><\/p>\n Tuesday, April 30th @4:15, Honnold Mudd Library Keck Classroom Jessica Tinklenberg from the CTL\u00a0 wrapped up our \u201cWhat Your Students Want You To Know\u201d series in May with a review of the year\u2019s events, a time of integration and reflection, and a celebration of our students!<\/span><\/p>\n Wednesday,\u00a0 May 1st, 12-1pm. Honnold Mudd Library, Honnold Conference Room Tuesday, April 16th, @ 4:15, KGI Training Room 210 (in the village above Blaze Pizza) Like many other approaches to teaching, Active Learning (AL) does have the potential to create either inclusive or exclusive classroom environments depending on how it\u2019s used. \u00a0The difference between one result and the other is often the intentional reflection of the instructor on their practices and the experiences of their students. In this workshop, we:<\/span><\/p>\n Wednesday, April 3rd, @ 10, Scripps College, Humanities 201 Our colleagues Nick Daily and Lydia Middleton from the Office of Black Student Affairs will discussed how students they\u2019ve surveyed experience life at the 7Cs.\u00a0<\/span><\/p>\n Wednesday, April 3rd, 12-1pm Honnold Mudd Library, Honnold Conference Room<\/span><\/strong><\/p>\n Why do we even have discussions in our classes? \u00a0Is there a unique benefit for student learning, or are we simply doing to others what has been done to us? \u00a0This workshop focused on ways to make our discussion-based classes more productive, transparent, and valuable for deep student learning. \u00a0Participants in this workshop applied<\/span>\u00a0principles of transparency to classes in which discussion plays some role; learned new techniques and principles that can support meaningful discussion; and evaluated the usefulness of these techniques for our various classroom settings and goals.<\/p>\n This workshop was Step 4 in the Transparent Teaching Toolkit Pathway (more here<\/a>)<\/p>\n<\/div>\n This workshop was Step 3 in the Inclusive Classroom Community Pathway (more here<\/a>)<\/p>\n<\/div>\n <\/p>\n Manual Diaz, Director of the Queer Resource Center gave a brief presentation and discussion about what LGBTQ+ students want their professors to know about the current challenges students face in and out of the classroom.<\/p>\n While \u201cActive Learning\u201d (AL) is often associated with certain classroom activities (like Think-Pair-Share or Jigsaw) it is actually a way of thinking about every aspect of the learning environment and experience, including what learning is, how it happens, and whose voices and ideas matter to the process. \u00a0This workshop was an opportunity to take these broader pedagogical concerns of AL and apply them to our unique disciplinary classroom contexts. It was also an opportunity to think about interdisciplinary and transdisciplinary approaches to AL that might offer additional benefits to our student learners.<\/span><\/p>\n Undergraduate research opportunities can be important learning experiences for students. Faculty supervision of such opportunities can make the difference in terms of the academic outcomes students acquire from undergraduate research. What are some key strategies that can help faculty learn better how to \u201cteach\u201d students in research settings? Participants in this workshop learned<\/span>\u00a0some background in what research says about how undergraduate research affects student learning outcomes, worked to understand links between classroom teaching and undergraduate research experience supervision, and discussedstrategies for undergraduate research supervision including focusing on student and faculty goals, learning outcomes, and scaffolding knowledge.<\/p>\n <\/p>\n Dr. Anneka Busse, Crisis Therapist and Care Manager at Monsour Counseling, shared with us a current update on Mental Health and provided a guide to assisting student struggling with mental health. A light lunch will be served.<\/p>\n <\/p>\n Sarah Rose Cavanagh<\/p><\/div>\n Sarah Rose Cavanagh, author of the Fall 2018 Guilt Free\u00a0Book Club Book The Spark of Learning, gave the CTL’s 2019 Distinguished Lecture.<\/p>\n Sarah Rose Cavanagh is a psychologist, professor, and Associate Director of the D\u2019Amour Center for Teaching Excellence at Assumption College. Her research considers whether the strategies people choose to regulate their emotions and the degree to which they successfully accomplish this regulation can predict trajectories of psychological functioning over time. Her most recent research project, funded by the Davis Educational Foundation, focuses on whether giving students tools from emotion regulation at the start of class can improve their same-day and semester-long learning. Sarah\u2019s first book, The Spark of Learning: Energizing the College Classroom with the Science of Emotion<\/em>, was published in 2016. Her second book, HIVEMIND: The Power and Perils of Our Collective Social Selves, <\/em>will be published by Grand Central Publishing in 2019. She gives keynote addresses and workshops at a variety of colleges and regional conferences, blogs for Psychology Today, <\/em>and writes essays for The Chronicle of Higher Education. <\/em>She\u2019s also on Twitter too much, at @SaRoseCav.<\/p>\n Additionally Sarah hosted a discussion with First 5 Faculty at 10am (POM Millikin 1249), and be was available for informal lunch discussion at 12pm (Honnold Mudd Library Honnold Conference Room).<\/p>\n <\/p>\n <\/p>\n The CTL helped everyone gear up for the Spring Semester with a free one day micro-conference. The CTL and other 7C partners hosted sessions on syllabus design, managing your scholarship, universal design, advising, digital pedagogy, and classroom firsts.<\/p>\n For more information, including session descriptions, and the full schedule, go here.<\/a><\/p>\n <\/p>\n Transparent teaching has been shown to have significant benefits for both faculty and students, including more equitable student learning outcomes, improved higher-order thinking and metacognitive skills, and even increased faculty job satisfaction (<\/span>Perry, Hall, and Ruthig 2007; Winkelmes, M. 2013.)<\/span>. \u00a0This workshop provides participants with an opportunity to discover the principles and benefits of a more transparent classroom, and to learn new ways to incorporate transparency into their assignments, lectures, course documents, and assessments.<\/span><\/p>\n This workshop was an “appetizer” into to the Transparent Teaching Toolkit Path (more here<\/a>)<\/p>\n There has been a lot of talk in Higher Education recently about the potential of active learning strategies to improve student engagement, satisfaction, retention, and overall learning. \u00a0But — is \u201cactive learning\u201d just the latest educational fad, or something more? Participants in this workshop identified some basic principles of active learning<\/span>\u00a0pedagogy, discussed the facts and fictions about using active learning in higher education, assessed some of the benefits and limitations of an AL approach, and began the process of building a consortial database of active learning ideas.<\/p>\n Advising and mentoring are often thought to be important for students – both in terms of their satisfaction in pursuing degrees and in their persistence in college. What is the difference between advising, mentoring, and supervising and what are strategies that faculty may employ to be better advisers and mentors? Participants in this workshop l<\/span>earned how the advising\/mentoring needs of students differ from their first year to the final year in their undergraduate or graduate degree programs; d<\/span>iscussed the ways in which advising activities may be linked to faculty service, scholarship, and teaching, and\u00a0how advising can be affected by department (and college structures) and the kinds of support faculty may need to be most effective, and b<\/span>egin the process of developing one\u2019s own advising strategies and pedagogies.<\/p>\n This workshop was Step 1 in the Pedagogy Beyond the Classroom Pathway (more here<\/a>).<\/p>\n Please RSVP for other workshops in the path here:\u00a0https:\/\/goo.gl\/forms\/AR3UUr4PLj7w8ZMD2<\/a><\/p>\n This workshop discussed what a supportive classroom looks like, how it benefits students and some examples on how to create an inclusive space for your students. \u00a0Participants in this workshop identified<\/span>\u00a0some basic principles of Inclusive Classrooms, discussed attribution theory and stereotype threat and how they affect student performance, discussed classroom interventions that can help alleviate these effects; and worked with peers to develop interventions they can implement in their current courses.<\/p>\n This workshop was Step 1 in the Creating an Inclusive Classroom Community Pathway (more here<\/a>).<\/p>\n <\/p>\n The Claremont Colleges Chaplains share what they know about our students’ experiences with religious bias and anti-semitism. A light lunch will be served<\/p>\n This workshop was the second in our WYSWYTK\u00a0lunchtime presentation series.<\/p>\n According to a UNLV study on transparent teaching, \u201dstudents\u2019 learning outcomes improved when they understood <\/span>how <\/b>and <\/span>why <\/b>instructors had structured their learning experiences in particular ways\u201d (Winklemes 2013). <\/span>\u00a0Connecting the \u201chow\u201d to the \u201cwhy\u201d is particularly important when we design assignments, and doing so has been shown to not only improve learning outcomes but decrease resistance, increase motivation, and positively impact faculty and student satisfaction about student work. \u00a0In this workshop, participants reviewed\u00a0<\/span>some of the key principles of transparent teaching, applied the UNLV \/ TILT \u201cPurpose-Task-Criteria\u201d approach to sample assignments and our own class work; and evaluated some of the benefits and limitations of transparent assignment design.<\/p>\n This workshop was Step 1 in the Transparent Teaching Toolkit Path (more here<\/a>)<\/p>\n Active learning techniques are easy to implement in a variety of classrooms and with a diversity of teaching approaches, and have been shown to encourage deep, connected learning and improved content retention. \u00a0\u00a0In this workshop, participants learned\u00a0<\/span>at least ten different active learning techniques that could be implemented in many classroom settings; evaluated the class time and preparation necessary for various techniques, considered which might be the best fit for their classes and teaching style, and continued to build our database of active learning techniques together.<\/p>\n This workshop was Step 2 in the Active Learning Path (more here<\/a>)<\/p>\n <\/p>\n We heard from our colleagues from the Chicano Latino Student Association\u00a0<\/a>as they shared our student’s perspective on cultural competence in the classroom.\u00a0A light lunch will be served.<\/p>\n This workshop was the third in our WYSWYTK\u00a0presentation series.<\/p>\n Becoming a better advisor is what many faculty members (and staff) strive to do, but it can be difficult finding helpful strategies to improve our interactions with students. What are strategies that faculty may employ to be better advisers and how does one develop a pedagogy around advising? <\/span><\/p>\n Participants in this workshop looked at\u00a0<\/span>advising as a teaching and learning process for students, considered the main goals of advising in particular contexts; Discussed the relationships with classroom teaching pedagogy and advising pedagogy, and started the process of drafting one\u2019s own advising strategies and pedagogies.<\/p>\n This workshop was Step 2 in the Pedagogy Beyond the Classroom Path (more here<\/a>)<\/p>\n Faculty feedback on student work has the potential to encourage and challenge learners, but also to frustrate and create mistrust. \u00a0In this workshop, participants c<\/span>onsidered concrete ways to make formal and informal feedback more inclusive, productive, and timely. \u00a0Participants also began\u00a0<\/span>developing a strategy for giving feedback on a future assignment. \u00a0<\/span><\/p>\n This workshop was Step 2 in the Transparent Teaching Toolkit Path (more here<\/a>)<\/p>\n <\/p>\n Jennifer Beamer, head of Scholarly Communications in the Library,\u00a0Jessica Davila Greene, Director of Digital Technologies, and Charlotte Brun, Social Science Library, shared information on the importance of affordable course materials. This workshop was the fourth in our WYSWYTK\u00a0presentation series.<\/p>\n Student learning and retention increase when they feel supported. \u00a0While faculty might make themselves available, students perceive a difference between availability and accessibility. This workshop will discuss ways to make yourself more accessible by setting an inclusive tone in your classroom. \u00a0Participants in this workshop participated in tone setting exercises to develop definitions of inclusive classrooms, discussed feminist pedagogies and how they changed previous notions of what defined good\u00a0teaching, and worked with peers to develop goals for classroom communities and exercises to implement in current courses.\u00a0<\/span><\/p>\n This workshop was the second in the Creating an Inclusive Classroom Community pathway (more here<\/a>).<\/p>\n <\/p>\n Manual Diaz, Director of the Queer Resource Center gave a brief presentation and discussion about what LGBTQ+ students want their professors to know about the current challenges students face in and out of the classroom.<\/p>\n Looking for events from previous years? Here’s what we did in 2016-17<\/a> ,\u00a02017-18<\/a>, and 2018-19<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":" Spring 2019 Past Events For many “assessment” is a dirty word. 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\n<\/span><\/strong>Wednesday, May 1st @ 1:15, Millikan 1249<\/span><\/strong><\/p>\nEducating the Whole Student<\/h3>\n
\n<\/span><\/strong>
\nAdvising graduate students can involve many aspects, including academic planning as well as advising research experiences.\u00a0 Faculty supervision of such opportunities can make the difference in terms of the academic outcomes students acquire from their research projects and experiences. What are some key strategies that can help faculty learn better how to \u201cteach\u201d students in research and advising settings? Participants in this workshop:<\/p>\n\n
\n<\/span><\/strong>Wednesday, April 17th @ 11:00, CGU\u00a0 Burkle 26<\/span><\/strong><\/p>\n\n
\n<\/span><\/strong>Thursday, April 4th, @ 2:45, Honnold Mudd Library, Keck Classroom
\n<\/span><\/strong><\/p>\n<\/h3>\n
The Black Student Experience<\/h3>\n
LBGTQ+ Identities and Holistic Wellbeing<\/h3>\n
Mental Health and Assisting Students<\/h3>\n
![\"Sarah](\"https:\/\/teaching.claremont.edu\/wp-content\/uploads\/2019\/01\/src-273x300.jpg\")
Spring Teaching Tune Up<\/h3>\n
Fall 2018 Past Events<\/h3>\n
Religious Bias and Anti-Semitism<\/strong><\/h4>\n
Developing Cultural\u00a0Competencies<\/h4>\n
Affordable Course Materials<\/h4>\n
LBGTQ+ Identities and Holistic Wellbeing<\/h3>\n