Upcoming Events: SoTL Workshops

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MLC 348

What would higher education look like if we were designing it now? In today’s learning ecosystem, we’re facing new cognitive models, the expanding population of students, the global digital community, and many more challenges. Randy Bass will examine the new undergraduate teaching and learning ecosystem, where we enjoy an unprecedented opportunity to design course-based learning environments that address the whole person, bridge liberal and professional education, and help students to become agents of positive change. Details

Event Type: New Faculty Workshops, Pedagogy & Practice Workshops, SoTL Workshops, Speaker Series, Special Events, Student Learning Outcomes Assessment, TA Services and Programs

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MLC Reading Room

In this workshop, Dr. Bass explores how faculty can employ the Scholarship of Teaching and Learning (SoTL) to focus classroom inquiry within their specific cultural, social, and educational context. SoTL practices, even when narrowly focused within particular disciplines such as STEM fields or the humanities, can illuminate crucial questions across multiple fields of inquiry. By engaging in SoTL, we may be able to surface the commonalities we all share as we prepare students for a world of complex challenges and continuous change. Details

Event Type: New Faculty Workshops, Pedagogy & Practice Workshops, SoTL Workshops, Speaker Series, Special Events, Student Learning Outcomes Assessment, TA Services and Programs

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MLC 213

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

Event Type: New Faculty Workshops, Pedagogy & Practice Workshops, SoTL Workshops, Speaker Series, Special Events, TA Services and Programs

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MLC 372

Many SoTL projects that would help us understand and improve learning and teaching sit in the files of teacher-scholars, without ever making it to the desktops of editors. This premature endpoint can be attributed, in part, to systemic barriers (e.g., what "counts," dearth of time and resources), but not completely. Programs, scholarship, and other supports in SoTL are front-loaded: we regularly address the processes of designing SoTL projects, and are often careful to make these discussions relevant across disciplines. However, discussions of how to go public--other than the necessity to do so--are rare. Even more rare is the discussion of how to make this critical step accessible and meaningful to SoTL practitioners across the disciplines. What do SoTL publications look like? What are the expectations and possibilities for these publications? And why is this not already a regular part of SoTL conversations? Details

Event Type: New Faculty Workshops, Pedagogy & Practice Workshops, SoTL Workshops, Speaker Series, Special Events, TA Services and Programs