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TA and PostDoc Series: Writing Effective Learning Objectives

Let’s talk about how focusing on student learning can save you time both in and out of the classroom. Clearly articulating what you want students to learn in your courses helps you target your efforts and design learning experiences to ensure students are meeting those expectations.



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First-Year Writing and Expert Writing: What Linguistic Patterns in Student and Published Writing Tell Us About Academic Arguments and Student Writing Needs

Since the 1890s, the lament that college students cannot write has appeared regularly in popular media. First-year college writing courses are one response to these claims, and they continue to be important sites of writing development for both under-represented and traditional students. But because of historic separations between U.S. linguistics and rhetoric-composition, these first-year courses and the research that informs them tend to focus little on linguistic patterns in student writing. As a result, we have little knowledge of shared language-level patterns in first-year student writing and how they are different than what professors expect. Based on a corpus linguistic analysis of over 19,000 first-year college essays with attention to institutional context and writing assignments, this presentation by Dr. Aull outlines important patterns related to certainty, scope, and evidence in academic arguments which are significantly different than patterns in a large database of expert academic writing. The presentation closes with implications for university writing instruction and assessment.Learn More »

TA and PostDoc Series: Active Learning: Why and How to Incorporate Active Learning into Your Classroom

All of the recent research into learning and how learning occurs, points to the effectiveness and necessity of actively engaging students in the classroom. It is not enough for instructors to ‘show and tell’ information, answers, processes, etc.; students have to engage with the material and come up with their own interpretations, answers, steps and understandings. In this workshop we’ll learn some basic techniques to promote active learning in the classroom.

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"Radical Listening" and other Contemplative Approaches to Enhancing Teaching and Learning in Higher Education

Can contemplation enhance student learning?  If so, what would a useful contemplative approach look like in a given discipline?  What are the benefits and challenges of taking an integrated approach to teaching; one that considers cognitive, personal and social aspects of learning?

This workshop gives instructors an opportunity to explore contemplative approaches to teaching and learning in an interactive setting.  Drawing on her experience with facilitating faculty learning communities on contemplative pedagogy, Dr. Dorothe J. Bach will share examples of how instructors at the University of Virginia have sought to integrate meditative practices into their courses. Workshop participants will then engage in a structured “radical listening” practice to verbalize their own implicit knowledge of how learning in their field works and consider how contemplative approaches may help deepen engagement and meaning making. Through this combination of reflection, dialogue and imagining, participants will come away with a more nuanced understanding of the potential benefits and challenge of contemplative approaches in teaching and learning as well as practical ideas for the classroom. Registration through the PDC is required. Maximum of 15 attendees.

Dorothe J. Bach is an Associate Director and Associate Professor at the University of Virginia’s Teaching Resource Center (TRC). In her role as a faculty/educational developer, she facilitates a variety of events and programs designed to enhance the University’s teaching mission. Intensive multi-day workshops, year-long programs, and learning communities include the TRC’s Course Design Institute, the Excellence in Diversity Fellows Program, and the Contemplative Pedagogy Program, among others.



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Exploring Contemplative Pedagogies in the Wake Forest Classroom

Join us to learn more about how you might integrate contemplative practices in your classroom. Wake Forest faculty and students will share their experiences engaging in contemplative practices in their classes. Faculty will discuss various exercises and students will respond with their reactions to these contemplative learning practices.Learn More »

TA and PostDoc Series: Teaching Inclusively: Creating a Climate for Learning

The pedagogical choices we make as instructors can have a major impact on the climate for learning in our classrooms. Join us as we explore instructional strategies that promote learning success through intentional course design. Inclusive teaching strategies strengthen the performance of all students and also function to lessen the generational divide in academic expectations.

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Integrating Reflection into Study Abroad Courses using ePortfolio

ePortfolios can be wonderful tools for making learning visible and encouraging students to connect their learning across experiences. This makes them ideal for the type of integrative learning that needs to happen in a study abroad experience. Join a panel of Wake Forest faculty (Bernadine Barnes, Art; Barbara Lentz, Law; and Steve Giles, Communication) as they discuss the challenges, successes, and lessons learned when implementing ePortfolios as a means to help students recognize and reflect on the learning happening in their study abroad courses.Learn More »

How to Gamify your Course and Make your Teaching a Game-Changer

Games offer many effective tools for motivating players to learn and practice and develop skills. Learning? Practice? Skill development? That's what teaching is all about! This workshop explores simple changes you can make to your courses to "gamify" them, and offers paths to level up your pedagogy and get your students to engage more richly with content and methodology.Learn More »

TA and PostDoc Series: Writing a Teaching Philosophy 1

If you intend to apply for academic positions, it is likely that you will be asked to submit your philosophy of teaching statement as part of your application. During this session, we’ll examine sample philosophies and evaluate them using a rubric developed at the University of Michigan. We will also discuss format and style expectations and you will begin articulating your ideas and values around teaching. This will assist you in crafting a teaching philosophy that effectively communicates who you are as a teacher.



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TA and PostDoc Series: Writing a Teaching Philosophy 2

During this second session, we’ll refine our teaching philosophies through the use of peer feedback from other attendees. You’ll also have the added benefit of viewing a variety of different types of philosophies through this process. Bring your completed teaching philosophy and a keen eye!



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