As instructors, we want our students to participate in the class and their own learning but often struggle with the best means to recognize and grade student participation:
Is it attendance? Is it simply about speaking up in a discussion? Is it about quality vs quantity (and how do we grade that!)? Can students truly contribute to the class and their own learning if they are not talking during discussions?
These are some of the questions our panel of faculty experts will address along with discussions of their own methods for encouraging, recognizing, and grading undergraduate student participation Details
Teaching Philosophy Statements (TPS) are living documents that allow instructors to reflect on their teaching and share with others their conceptualization of teaching and learning. Teaching philosophy statements may be a required component of a job application for teaching positions, whether as a stand-alone document or as part of a teaching portfolio. In this first of the two part workshop, we will discuss the purpose of a TPS and typical components to include. We will also engage in activities to help you start writing your teaching philosophy. Details
Teaching Philosophy Statements (TPS) are living documents that allow instructors to reflect on their teaching and share with others their conceptualization of teaching and learning. Teaching philosophy statements may be a required component of a job application for teaching positions, whether as a stand-alone document or as part of a teaching portfolio. In this second of the two part workshop, participants will bring drafts of their teaching philosophy statement to receive feedback from facilitator and peers. We will also discuss how the teaching philosophy statement is situated within and aligns with the larger Teaching Portfolio. Details
CTL North Instructional Plaza Conference Room (http://ctl.uga.edu/location)
Have you ever wondered how you might replicate the benefits of small group dynamics in a larger class?
Peer Learning Assistants (PLAs) are undergraduates who, with the guidance of course faculty, support the teaching in a course they previously completed with a high degree of success. PLAs attend class meetings and facilitate discussion and active learning events to promote student engagement, critical reasoning, and learning. Data has shown that, compared to other active learning courses, courses with PLAs have significantly improved student performance both within and beyond the course employing PLAs (Pollock 2009, Langdon and Cech 2013). When used well, PLAs have the ability to promote student use of reasoning through their interactions with students in class (Knight et. al. 2015).
In this workshop, participants can expect to learn the tenets of the PLA model and effective practices for engaging PLAs in their courses. A panel of faculty and experienced PLAs will describe common pitfalls, tips, and strategies for implementing PLAs in different classroom settings at UGA. Time will be built in for participants to develop their own plan for PLA use. Details
Fourteen years ago, Lee Shulman introduced the idea of “signature pedagogies,” or approaches to teaching that cultivate disciplinary habits of mind. This concept challenges us to ask some pointed questions: how does the biologist, for example, teach so that her students experience thinking like a biologist and even doing biology? How does the historian teach students to practice historical thinking? How does the artist teach students to see the world through artists’ eyes? What about the other disciplines? And ultimately, why should the biologist, the historian, the artist, and the rest of us care? This session will explore how a variety of disciplines have responded to the challenge, consider some of the criticisms that have emerged, and suggest potential avenues for exploring signature pedagogies moving forward. Details