Assigning and Assessing Writing in STEM
Few skills are more valuable to our students than the ability to write well in a manner appropriate to their major disciplines. It's up to us as their instructors to help them develop that skill. This workshop will grant faculty in STEM fields the chance to develop writing assignments for their courses. We will address every stage of assignment design, including elaboration of learning outcomes, assignment scaffolding, managing feedback and revision, and assessment. Participants are asked to come with a particular writing assignment in mind.
Dr. Bahls is Director of the University Honors Program and an Associate Professor in the Department of Mathematics at The University of North Carolina, Asheville.
Study Abroad Panel: Examples of Developing Intercultural Competence through Reflection
It can be challenging to make learning around intercultural competence visible during study abroad trips. The same is true for encouraging students to connect their learning across experiences. Getting your students to critically reflect on their activities abroad and articulate their learning can help them to begin to pull these pieces together and develop their intercultural competence. These ideas apply not only to study abroad contexts, but can be adapted for those looking to develop intercultural competence at home as well. Join a panel of Wake Forest faculty as they discuss the challenges, successes, and lessons learned when using various tools (such as ePortfolios) to help students recognize and reflect on the learning happening in their study abroad courses.
Educating the Whole Person: Breath and Body in Contemplative Pedagogy
In this workshop, participants will be introduced to experiential contemplative pedagogy techniques in personal practice and within the classroom. Drawing on recent scholarship and teaching experience, the presenters will address theoretical frameworks and guide participants through experiential modules designed to engage breath, body and the mind as active tools for learning. Topics include breath and body based approaches to beginning or ending a class, being with difficult or controversial topics, and models for a breath-based approach to reading, writing, listening, and speaking. The workshop will conclude with suggestions about the potential impact of instructor personal well-being practices on the classroom environment.
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.
Course Design for Inclusion
What are the elements of course design that help create optimal learning for all students? We will examine the role that learning objectives, alignment of all course elements, “learning to learn’ opportunities, and high expectations and challenge play in creating a learning classroom.
TA and PostDoc Series: Finishing with a Flourish: The Last Day of Class
End the semester with energy using any or all of the six last-day-of-class activities that will be discussed during this workshop. Using the last day of class intentionally to 'wrap up' the semester provides students with an opportunity to reflect on the significance and scope of their learning in the course, and offers faculty the opportunity to finish with a flourish.