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Helping Our Students Become More Engaged and Authoritative Writers

How do our incoming, first-year students use source texts in their papers, and what do their textual practices suggest about their views of academic argumentation? This workshop will explore these and related questions, drawing on surveys and interviews with new Wake Forest students and analysis of patterns in their direct self-placement (DSP) essays (written prior to matriculation). Participants will discuss their own experiences with students’ writing and explore strategies for assisting students to write from sources, specifically for integrating others’ views and voices in their own arguments.  

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TA and PostDoc Series: Writing Effective Learning Outcomes

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 focus your efforts and design learning experiences to ensure students are meeting those expectations.

The Teaching and Learning Center's New Instructor Workshops are specifically designed to target the needs of post docs and teaching assistants on both the Reynolda and Bowman Gray Campuses.

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Teaching Culturally Diverse Learners: Classroom Scenarios

Using short videos of instructors teaching in culturally diverse classrooms, we will view each instructor doing a before and after teaching demo. We will analyze the changes they made, suggest other ways they might have handled their classes, and self-reflect on our own pedagogical styles and choices.

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Creating Your Own Multimedia Content for Learning

This workshop is designed to help faculty consider when it might be appropriate to add their own multimedia content to a course, review several different types of media and their instructional applications, and discuss tools and processes available for creating multimedia content here at Wake.

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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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Meet the Lightboard!

If you're interested in creating instructional videos which involve writing, Lightboard may be a great solution. The Lightboard is a glass surface that lets you create videos of yourself writing or projecting graphics while facing your audience (click here for an example) . This low tech, easy- to- use tool is ideal for faculty who wish to record videos for homework help repositories, flipped classroom lessons, or online courses. We will ask you to do some preparatory work in advance of the workshop. This will allow you to begin to plan your own Lightboard lesson and have the opportunity to participate in a short "screen test" using the Lightboard. This workshop is restricted to Reynolda Campus faculty, and to 10 participants.

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Meet the Lightboard!

If you're interested in creating instructional videos which involve writing, Lightboard may be a great solution. The Lightboard is a glass surface that lets you create videos of yourself writing or projecting graphics while facing your audience (click here for an example) . This low tech, easy- to- use tool is ideal for faculty who wish to record videos for homework help repositories, flipped classroom lessons, or online courses. We will ask you to do some preparatory work in advance of the workshop. This will allow you to begin to plan your own Lightboard lesson and have the opportunity to participate in a short "screen test" using the Lightboard. This workshop is restricted to Reynolda Campus faculty, and to 10 participants.

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Remix, Reuse, Revitalize: Enhancing Your Teaching with Open Educational Resources

After reviewing the current open educational resource landscape, we'll discuss some of the opportunities that OER offer (i.e. customization, academic freedom, accessibility) and equip instructors to incorporate them into their own courses. Together we will look into what resources are out there, where to find them, and how to package them for your course.

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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.

 

The Teaching and Learning Center's New Instructor Workshops are specifically designed to target the needs of post docs and teaching assistants on both the Reynolda and Bowman Gray Campuses.

Learn More »

Re-engaging and Re-energizing Your Students (and Yourself!) at Mid-Semester

Feeling that midsemester slump? Let’s discuss strategies to help reenergize your students, your classroom, and yourself! As part of this discussion, we will ask you to collect feedback from your students prior to the workshop. During the workshop, we will explore how you can use this feedback from your students to keep things running smoothly and address potential issues before they become problems that can cause your students to disengage.

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