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
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
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