Whether you’re new to teaching or looking to try something new to enhance your teaching, we’ve got something for everyone at the TLC! Our services also come in a variety of formats, for those who like learning with and from their faculty colleagues or those who prefer a more individualized, introspective approach.
Group Services and Events
Fall 2016 Faculty Book Discussions
Book Discussion: Small Teaching
Join us for our popular faculty book discussion group! This fall we will be exploring, Small Teaching: Everyday Lessons from the Science of Learning, (Lang, 2016). In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. Let’s meet and talk about small changes we might make in our own classrooms.
This book group will meet on three Fridays this semester (9/30, 10/14, and 10/28) from 12:30-1:45. We will provide the book and lunch at all sessions. To register, please email Kristi Verbeke (firstname.lastname@example.org). These discussions are very popular so we ask that you register only if you are available to attend all three sessions.
STEM Book Discussion: Teaching and Learning STEM
Join us for a special STEM faculty book discussion group, led by our faculty fellow, Dr. Anita McCauley from the Biology Department! This group will be discussing Teaching and Learning STEM: A Practical Guide (Felder and Brent, 2016). This book focuses on the practical application of research-based strategies for designing and teaching STEM courses. It has been called “hands-down the best instruction manual for professors in science, technology, engineering, and mathematics that you can find.” [Barbara Oakley, PhD]. It is intended to equip you to implement strategies in your courses and deal effectively with problems (including student resistance) that might occur in the implementation.
This book group will meet on four Tuesdays this semester (10/4, 10/18, 11/1, and 11/15) from either 8:30-9:30 OR 3:30-4:30 (we will pick based on the group member’s preference). We will provide the book and refreshments at all sessions. To register, please email Kristi Verbeke (email@example.com) and rank order your time preference for the discussion (morning or afternoon).
Faculty Learning Communities
Faculty learning communities bring together small groups of faculty (usually 8-12) who are interested in exploring a particular teaching and learning issue in more depth for some extended period of time (e.g., a full semester or an academic year). Our learning community participants report great satisfaction and support from participating in the group and many go on to present significant enhancements to their courses based on their learning community experience as TLC workshops. Calls for participation in faculty learning communities typically go out at the beginning of the semester.
TLC Third Thursday Series
In response to faculty requests, we are hosting these informal get-togethers to discuss various teaching tips and share ideas. Feel free to bring your questions and ideas to the table, or email Catherine (firstname.lastname@example.org) in advance if there is a topic in which you are especially interested. These sessions do not require registration, just drop in! Any faculty member who attends 2 out of 3 sessions will receive a copy of Teaching at Its Best (4th ed) (Nilson, 2016).
Thursday, September 15, 3:30-4:30, Reynolda Hall 301. Facilitator: Catherine Ross
Thursday, October 20, 3:30-4:30, Reynolda Hall Autumn Room (2nd floor). Facilitator: Catherine Ross
Thursday, November 17, 3:30-4:30, Reynolda Hall Autumn Room (2nd floor). Facilitator: Catherine Ross
The TLC offers a number of workshops at the beginning and throughout each semester. Our pre-semester workshops consist of 2-3 days of intensive workshops designed to get you excited and ready for the new semester. Our during-semester workshops are typically themed around an idea or topic, which we follow throughout the semester. But don’t fret if you can’t attend the whole series. We structure the workshops so that you can pick and choose those that interest you. We also offer a special series each semester geared toward teaching assistants and post docs, but they are intended for anyone new to teaching.
To view our current workshop offerings, click here.
Specialty Workshops: Customized or On-the-Road
If you have a group that is interested in a repeat of a previously-offered workshop or exploring a topic not offered on our workshop calendar, we’re happy to put something together and bring it to your department at a time that is convenient for your department or group. All you need to do is email Email Catherine Ross at email@example.com to request the workshop and choose a time frame for the workshop. The workshops can be a quick introduction to a topic (5-10 minutes), an extended exploration and discussion (2 hours), or anything in between.
The TLC also offers individualized consultation on course design. If you’re interested in trying a new strategy or approach to teaching, integrating technology into your course, or just aren’t quite happy with some aspect of the course, we’re happy to meet with you and work through designing a new course or redesigning one you’ve previously taught.
Confidential Consultations and Conversations
Our consultations are designed to fit your needs and interests. Whether you’re looking simply to talk through an idea, strategize a new course design or teaching approach, or engage in an ongoing conversation about your teaching, the important thing to know about these consultations is that they are always non-evaluative and always confidential. We are here to support and nurture your talents and skills as teachers and to help you achieve your teaching goals. To schedule a consultation, contact Catherine Ross (firstname.lastname@example.org or x4559) or Kristi Verbeke (email@example.com or x2308).
If you’re interested in getting some feedback on your teaching, we are happy to arrange a classroom visit at a time that is most convenient for you. We’ll observe unobtrusively and then meet with you to provide feedback, answer any questions you might have, and discuss and explore new teaching strategies. All results are completely confidential.
Feedback from Students – Small Group Instructional Diagnosis (SGID)
The SGID uses small-group discussion among students to give you feedback on things such as how to improve your course or how you’re connecting with your students. It also lets students know that you’re interested in their thoughts and ideas and can be very motivational. Conducting a SGID usually takes about 30 minutes and we recommend doing so about mid-way through the semester. All results are completely confidential.
Teaching Resources and Materials
In addition to the wide variety of resources available on this website, we also have a number of books, articles, and videos available at the center for faculty to use. Contact anyone of us and we will be happy to assist you in finding the information you’re looking for.