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
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. For example, our theme for 2013-2014 is Learner-Centered Teaching. 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 firstname.lastname@example.org 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.
Faculty Book Discussions
Spring 2014 Faculty Book Group
Cheating Lessons: Learning from Academic Dishonesty (Lang, 2013)
Facilitated by Catherine Ross and Kristi Verbeke
Join us for our popular book discussion series. This semester we will be exploring Cheating Lessons by James Lang. Nearly three-quarters of college students cheat during their undergraduate careers. Lang’s provocative new research indicates that students often cheat because their learning environments give them ample incentives to try—and that strategies which make cheating less worthwhile also improve student learning. Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Let’s talk about how we can create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that our students need for deep learning.
The TLC book group meets four times in the semester on Fridays from 12:30-1:45 (1/24, 2/7, 2/21 and 3/7). To register, please email Catherine Ross (email@example.com). The TLC will provide the book and lunch at all sessions. These discussions are very popular so we ask that you register only if you are available to attend all four sessions.
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.
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.