Winter Quarter 2017 The Commons Center for Engaged Teaching Workshops

All sessions, except the Course Redesigns, will be one hour in length, located at the specified room and follow the format of a brief introduction, activity and then a discussion.

Please share this information with colleagues who might be interested as everyone is always welcome to join us!
Contact Maxie Gluckman (mgluckman@ucsd.edu) or Jace Hargis (jhargis@ucsd.edu) if you would like to join us or have questions.

Location: The Commons/Geisel Library, Room 1502

Day

Date

Time

Session

Tue

Jan 24

2-3 pm

Intro to the CET: Sharing our mission & services

Tue

Jan 24

3-4 pm

Intro to the Scholarship of Teaching & Learning (SoTL)

Fri

Jan 27

2-3 pm

SoTL Design on experimental methods, data & analysis

Tue

Jan 31

12-12:45 pm

Introductory Conversational Spanish

Tue

Jan 31

2-3 pm

Learning to Learn: addresses how we learn

Tue

Jan 31

3-4 pm

228 Active Teaching & Learning methods

Wed

Feb 1

10-11 am

Faculty Book Club (Student Services Center Conference Room 450)

Fri

Feb 3

2-3 pm

Inquiry/Project-Based Learning

Mon

Feb 6

12-12:50 pm

Writers' Shop Talk: Crafting Beautiful Sentences *Please RSVP at this link by Feb 2* - Session led by Matt Nelson, Director of the Writing + Critical Expression Hub

Tue

Feb 7

12-12:45 pm

Introductory Conversational Spanish

Tue

Feb 7

12:30-1:50 pm

Lunch & Learn: What Writing Tutors Know about Teaching Writing *Please RSVP at this link by Feb 2* - Session led by Matt Nelson Director of the Writing + Critical Expression Hub

Tue

Feb 7

2-3 pm

Examining your own Teaching: Observation tool research

Tue

Feb 7

3-4 pm

Appropriate, Relevant & Meaningful (ARM) Ed Tech

Wed

Feb 8

10-11 am

Faculty Book Club (Student Services Center Conference Room 450)

Fri

Feb 10

2-3 pm

Mobile Learning tablets & the cloud to engage

Tue

Feb 14

12-12:45 pm

Introductory Conversational Spanish

Tue

Feb 14

2-3 pm

Developing an Effective (Interactive) Syllabus

Tue

Feb 14

3-4 pm

Writing Effective Learning Outcomes

Wed

Feb 15

10-11 am

Faculty Book Club (Student Services Center Conference Room 450)

Tue

Feb 21

12-12:45 pm

Introductory Conversational Spanish

Tue

Feb 21

2-3 pm

Assessment & Creating Analytical Rubrics

Tue

Feb 21

3-4 pm

Higher Ed Lesson Planning

Wed

Feb 22

10-11 am

Faculty Book Club (Student Services Center Conference Room 450)

Thur

Feb 23

12:30-1:50 pm

Lunch & Learn: Alternative Practices for Providing Feedback on Students' Writing *Please RSVP at this link by Feb 16* - Session led by Matt Nelson Director of the Writing + Critical Expression Hub

Fri

Feb 24

2-3 pm

[REPEAT] Intro to the SoTL

Tue

Feb 28

12-12:45 pm

Introductory Conversational Spanish

Tue

Feb 28

2-3 pm

[REPEAT] SoTL Design on experimental methods, data...

Tue

Feb 28

3-4 pm

[REPEAT] Learning to Learn: addresses how we learn

Wed

Mar 1

10-11 am

Faculty Book Club (Student Services Center Conference Room 450)

Fri

Mar 3

2-3 pm

[REPEAT] 228 Active Teaching & Learning methods

Tue

Mar 7

12-12:45 pm

Introductory Conversational Spanish

Tue

Mar 7

12:30-1:50 pm

Lunch & Learn: Implementing Effective Peer Review *Please RSVP at this link by Mar 1* - Session led by Matt Nelson Director of the Writing + Critical Expression Hub

Tue

Mar 7

2-3 pm

[REPEAT] Inquiry/Project-Based Learning

Tue

Mar 7

3-4 pm

[REPEAT] Examining your own Teaching: Observation tool

Wed

Mar 8

10-11 am

Faculty Book Club (Student Services Center Conference Room 450)

Fri

Mar 10

2-3 pm

[REPEAT] Appropriate, Relevant & Meaningful Ed Tech

Tue

Mar 14

12-12:45 pm

Introductory Conversational Spanish

Tue

Mar 14

2-3 pm

[REPEAT] Developing an Effective (Interactive) Syllabus

Tue

Mar 14

3-4 pm

[REPEAT] Writing Effective Learning Outcomes

Fri

Mar 17

2-3 pm

[REPEAT] Higher Ed Lesson Planning

Location: Rady School of Management – 3N128

Day

Date

Time

Session

MTW

March 20-22

9 am - 4 pm

Course Redesign [Please RSVP to mgluckman@ucsd.edu]

Course Redesign testimonial from Dr. Ryan Lepic/Linguistics Department

Why did you take the three-day Course Redesign workshop?

Much of what new teachers know about teaching, we've learned from observing our own teachers. This applies to how we design our courses, as well. We are trained to do research and be experts in our fields, but few of us have been formally trained to write an effective syllabus. At the same time, there is quite a bit of research out there about the science of teaching and learning. Many of us simply don't know much about this research, or don't have the time to invest in order to become experts. I took the Course Redesign Workshop because I was interested to learn how to best incorporate evidence-based practices into my courses, and I wanted to get a good foundation to build on for my future courses. Since we have to do this preparation anyway, why not make sure we're using our time wisely?

What were your key takeaways from the workshop?

The workshop is very practical: you bring in (digital copies of) your previous course material, and the staff in the Center for Engaged Teaching provides you with tools and opportunities to redesign your learning outcomes, your assessments, and your quarterly schedule. So, you leave the workshop with a concrete product -- the redesigned syllabus. It was also a great experience getting to know the other instructors from various departments on campus. It was a friendly and energetic group that I definitely would not have had the opportunity to meet, otherwise!

How will your students specifically benefit from what you learned?

One of the key ideas from the workshop is "beginning with the end in mind": what specific abilities or concepts do we want our students to have at the end? How will we know that our students have developed the skills we want? A big part of having a plan is communicating your plan to your students. Because we discuss how to make intentional course decisions in the workshop, it's an easy next step to explain to students why our course is structured the way it is. I think this transparency helps students to better understand how to succeed in class, and helps me as the instructor to meet my students at their current level of understanding. This is student-centered learning!