Upcoming Teaching Seminars

  • Microteaching Workshop

    Wednesday, March 1, 4:30–7:00pm

    Cyert Hall A-70

    In this interactive workshop, participants teach a 5-minute lesson and receive feedback on their teaching from the other participants and the workshop leaders. These lessons are videotaped. (Note: This workshop can count toward the Future Faculty Program's teaching feedback consultation requirement, but not the seminar requirement. Attending the workshop and following up to watch and discuss the video of your lesson with an Eberly colleague can substitute for one of the two teaching feedback consultations required for the Future Faculty Program).

  • Facilitating Difficult Dialogues

    Thursday, March 2, Noon–1:30pm

    McKenna Peter Wright Rooms, Cohon University Center

    Race, politics, religion, gender equity, and many other controversial topics are all sources of tension in American culture, and these issues can arise in class conversations—even if the course is not explicitly focused on these topics. When students engage in passionate disagreement or even resort to personal attacks, it is our responsibility as instructors to proactively address this conflict, both in the moment and afterwards. In this seminar, we will consider ways to make these “difficult dialogues” productive for both students and instructors. Participants will consider the pedagogical rationale for creating an inclusive environment in the classroom, discuss the reasons students may or may not participate in difficult dialogues, and generate strategies for managing “hot moments” in the classroom. These dialogues can have a considerable impact on individual student learning and consequently, have a positive impact on classroom and campus climate.

  • Supporting Student Learning Through Good Assessment Practices*

    Tuesday, March 7, 5:00–6:30pm

    McKenna Peter Wright Rooms, Cohon University Center

    Assessment—typically thought of as exams, assignments, and quizzes—is not just for measuring student performance. In fact, educational research suggests that assessment can also provide opportunities for students to practice and harness their knowledge. In this seminar, we will discuss principles and strategies for creating effective assessments and consider how to leverage assessment practices to best support students’ learning. Ultimately, participants will apply knowledge of assessment design to their own disciplines.

  • Inquiry-Based Learning

    Thursday, March 23, Noon–1:30pm

    McKenna Peter Wright Rooms, Cohon University Center

    Whether we are teaching in a lab, studio or classroom we understand that students often learn the most when they can make connections and come to conclusions on their own. Inquiry-based learning (IBL) promotes deep learning through an exploratory process which often involves prediction, observation, and explanation. In this session, participants will learn the theory behind IBL, explore different levels of IBL and determine which is appropriate for their students, and discuss challenges and strategies that will help them implement IBL effectively in their classes.