Upcoming Teaching Seminars

  • Course and Syllabus Design*

    Wednesday, January 25, 12:30–2:00pm

    Cyert Hall A-70

    Many decisions affecting the success of a course take place before the first day of class. In the seminar we will identify the principles of effective course design and consider ways to use the syllabus to guide student learning. You will have the opportunity to generate learning objectives and discuss the different components of a course syllabus. We will explore how syllabus design can influence students' perception of the course and the instructor, as well as recognize the benefits and challenges associated with course policies (like mobile devices and participation/attendance).

  • Conducting Productive and Engaging Discussions*

    Thursday, February 2, 5:00–6:30pm

    McKenna Peter Wright Rooms, Cohon University Center

    How can you facilitate students' participation and learning in discussions? In this seminar, you will learn about the factors that influence student learning during discussions as well as strategies for both facilitating effective discussions and addressing common challenges associated with student participation.

  • Microteaching Workshop

    Tuesday, February 7, 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).

  • Spotlight on Innovative CMU Faculty Teaching: Reinventing Courses

    Tuesday, February 14, Noon–1:00pm

    McKenna Peter Wright Rooms, CUC

    Have you wondered what innovative teaching strategies CMU faculty are using? Through faculty presentations and lively, informal roundtable discussions, this series highlights innovative, transferable methods CMU faculty are using to enhance student learning. Featured approaches include technology-enhanced learning and evidence-based teaching strategies. This Spotlight session will share technology-enhanced strategies for implementing peer reviews of student writing in large courses (Karen Stump, Chemistry) as well as enhancing collaborative, project-based learning in capstone courses (Jimmy Williams, Engineering and Public Policy). Note: This event does not fulfill requirements for the Future Faculty Program.

  • Motivating and Engaging Students*

    Wednesday, February 22, 5:00–6:30pm

    McKenna Peter Wright Rooms, Cohon University Center

    What factors influence student motivation? Is motivation malleable? To what extent do instructional practices impact student motivation? As we explore theories and empirical research on motivation, we’ll discuss these questions, implications for both instructors and students, and some strategies you can use to engage students more fully.

  • 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.