Reflective Practice Executive Summary for 2006–07

  • Large Group Meetings

    August 24 (Thursday) 2:00–4:00 p.m.—Open Meeting
    “Energizing Ways to Recharge Your Classes”
    Director: Laurel J. Black; Codirectors: Francisco Alarcón, Stephanie Taylor-Davis, Valeri Helterbran, John Woolcock

    September 6 (Wednesday) 3:15–4:30 p.m.—Crimson Event Center, Folger Hall
    “Matchmaker, Matchmaker”—Forming Teaching Circles

    October 5 (Thursday) 3:15–4:30 p.m.—Crimson Event Center, Folger Hall
    “Civic Engagement and Responsibility as Student Motivators”

    November 1 (Wednesday) 3:15–4:30 p.m.—Location to be announced
    “Writing for Publication”

    December 7 (Thursday) 3:15–4:30 p.m.—Crimson Event Center, Folger Hall
    “Share and Compare: Fun & Engaging Assignments”

    February 7 (Wednesday) 3:15–4:30 p.m.—Crimson Event Center, Folger Hall
    “Critical Thinking”

    March 8 (Thursday) 3:15–4:30 p.m.—Crimson Event Center, Folger Hall
    “Integrating Instructional Technology”

    April 4 (Wednesday) 3:15–4:30 p.m.—Oak Room, Foster Hall
    “Stimulating Student Discussion Using the Socratic Seminar”

    May 3 (Thursday) 5:00–7:00 p.m.—Crimson Event Center, Folger Hall
    Recognition Dinner

    Reflective Practice Workshops

    October 28, 2006: Visual Teaching in an Auditory World

    Ellyn Arwood and Joanna Kaakinen will focus on cognitive processing of information: how exactly our students learn. It goes beyond learning styles to the hard-wiring that students and faculty may not be aware of, and offers participants advice on alternatives to standard lecturing as well as ways to alter other course assignments to improve student learning. We should leave this workshop with strategies we can use in the rest of the first semester and which we can apply to the courses we are designing for spring semester.

    February 10, 2007: The Scholarship of Teaching and Learning

    In her book Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference, Maryellen Weimer lists four benefits that can accrue from becoming familiar with such work: “lessons about pedagogical scholarship for the disciplines to learn from each other; the power of well-established findings to advance the profession; more effective advocacy for those working to advance the teaching-learning agenda; and the power of reading widely to improve individual practice.” In this workshop she will begin to familiarize us with exemplars of such pedagogical literature and help us start the process of structuring our classes based on sound research findings. We will also begin to think about how we can conduct research on our own teaching that will add valuable knowledge to this field.

    Handouts (Word documents):
    Pedagogical Scholarship: A Primer on Previously Published Work

    Getting Started: Scholarly Work on Teaching and Learning

    Enhancing Scholarly Work on Teaching and Learning: Exemplars Referenced in the Book