2013-14 Seminars for Excellence in Teaching
Since 2008, the Academy for Teaching and Learning has hosted a series of one-hour Seminars for Excellence in Teaching (SET) to help colleagues meet the historic expectations of excellence in teaching at Baylor. For new Teachers of Record (TOR), the SET satisfy SACS requirements for professional development in teaching. For more experienced TOR, SET facilitate the sharing of ideas and insights about teaching and learning today and encourages participants to renew their commitments to inspirational teaching.
Seminars are limited to 20 participants and convene in Marrs McLean Science Building Seminar room 250, unless participants are told otherwise. All faculty members and graduate students, even those not serving as TOR, are invited to register for SET. Please see the schedule below for topics, dates, and times.
To register for a SET, please follow the link after each description and register through POD. Participants are selected on a first-come, first-served basis. For questions, contact the ATL at email@example.com or by phone at (254) 710-4064. If you are from the nursing school or another Baylor program outside Waco, let us know in advance of your interest in a particular seminar, and we may be able to accommodate you.
SETs for Fall 2013:
THURSDAY, SEPTEMBER 5 | 2:30-3:30 PM
CREATING A CULTURE OF ACADEMIC INTEGRITY IN THE CLASSROOM– Blaine McCormick (Management)
The Baylor University honor code challenges students to conduct their academic affairs with the “…utmost honesty and integrity.” Just what does this mean and how might an instructor put it into practice on a daily basis? This seminar will both raise awareness about the amazing Baylor University Honor Code as well as equip instructors with practical, creative tools to promote academic integrity on a daily basis. Special attention will be given to the process of confronting suspicious behavior.
TUESDAY, SEPTEMBER 17 | 2:30-3:30 PM
Leading a Discussion-oriented Class – Sarah Walden (BIC)
We have all experienced it: We ask a question and immediately a silence drops over our students. They avert their eyes and become fascinated by the graffiti etched in their desktops. We wait. And we wait. For every one person who mercifully breaks the silence, four others ask, “Is this going to be on the test?”
This session will examine various methods of incorporating discussion into a variety of teaching activities: course prep, lectures, group work, note-taking, even assessment techniques such as quizzes, exams, and writing assignments. Since the best discussions require a strong classroom community, we will begin by practicing community-building methods and move off to discuss their continued utility over the course of the semester. We will also discuss how to prepare for and structure a discussion to ensure that students learn the appropriate material while still feeling free to share their spontaneous thoughts. Finally, we will engage in troubleshooting: how to deal with the shy student, the student who dominates discussion, the antagonistic student, and others.
From the get-to-know-you exercises on the first day of class to the final exam review, this session will help us consider how all of our classroom activities can bolster discussion and foster classroom community and engaged learning.
MONDAY, SEPTEMBER 30 | 3:00-4:00 PM
Course Trailers – Nate Roberts (English)
This SET presents the benefits of course trailers and how they can publicize specific courses and/or departments. Attendees will view a few examples and learn the ATL’s policies and procedures for the making of course trailers.
TUESDAY, OCTOBER 8 | 2:00-3:00 PM
Teaching Students with Different Levels of Preparedness – Markus Hunziker (Mathematics)
Every teacher faces the challenge of having to teach students with different levels of preparedness. In this seminar, we will discuss some strategies to meet this challenge and to help our students (and teachers!) fulfill their potential.
Yale Teaching Center: “Teaching Students with Different Learning Styles and Different Levels of Preparation” (See also the “Handouts” link)
Vanderbilt University Center for Teaching: “Motivating Students” (Describes different levels of student motivation and strategies for teaching students with different levels of motivation)
Faculty Focus: Higher Ed Teaching Strategies from Magna Publications: “Making the Pop Quiz More Positive” (Using a pop-quiz as incentive for student preparation)
THURSDAY, OCTOBER 17 | 12:30-1:30 PM
Goal-oriented Instruction and Assessment Design – Ginger Hanchey (Academy for Teaching and Learning)
At the end of the semester, we want our students to leave feeling like they’ve had a learning experience—we want them to have been excited and moved and challenged by the work we’ve done together. But how does this big picture goal translate into specific learning goals? And how do we make sure our assessments of the students line up with these goals? In this session, we’ll look at a model for developing learning goals, spend time considering learning goals for our own classes, and share in a discussion about assessment strategies.
The Chronicle of Higher Education:
Backwards Design: Chronicle Article, “Teaching for Uncoverage Rather than Coverage” by Mark Sample, “Teaching for Enduring Understanding” by Mark Sample
The University of Wisconsin – Madison:
George Mason University:
THURSDAY, OCTOBER 24 | 3:00-4:00 PM
Writing Letters of Recommendation (More) Effectively – Rich Sanker (Prehealth Studies), Charles Garner (Chemistry and Biochemistry), & Lisa Shaver (English)
Many aspects of our teaching contribute to our students’ success outside the classroom. Letters of recommendation can certainly help our students move toward their goals, but they can also hurt our students more often than we may realize. Rich Sanker, Director of Prehealth Studies, Charles Garner, Graduate Program Director of Chemistry and Biochemistry, and Lisa Shaver, Associate Professor of English/Professional Writing Program, will share tips on how to write the most effective letters of recommendation for our students.
MONDAY, OCTOBER 28 | 12:10-1:10 PM
Flipping the Classroom – Jen Ebbeler (UT Austin Classics)
Dr. Jen Ebbeler, Associate Professor of Classics at UT Austin, published an article this summer in the Chronicle of Higher Education on her failed and successful experiences with flipping the classroom. Join her for an hour to hear her speak about those experiences and her conclusion that technology used outside the classroom should be rooted in a relationship between teacher and students that is developed within the classroom.
University of Texas, Austin: Pre-reading, Recorded Lectures (For special attention is the “Sewers” lecture)
The Chronicle of Higher Education: News Article - Introduction to Ancient Rome: The Flipped Version
MONDAY, NOVEMBER 4 | 3:00-4:00 PM
Methodological Magic Bullets?: Foreign Language Courses and Beyond – Mike Boerm (Modern Foreign Languages)
In this seminar we will discuss together how instructors’ approaches to teaching are often subconscious mirrors of how they learned as students. We will learn to ask some helpful questions of ourselves when crafting lessons for our own classes to help avoid this trap. The questions posed in this section are applicable to instructors in all disciplines. After this general look at pedagogy, we will turn our focus specifically to the foreign-language classroom. We will discuss how instructors of French, German, Spanish, and other world languages can learn to think more critically about the methods they use and the (often false) assumptions they make about learning another language at the university level. Instructors of other subjects can actively participate in this section since their responses to some of the discussion questions will help inform FL instructors and create an open dialogue on pedagogy for everyone.
WEDNESDAY, NOVEMBER 6 | 2:30-3:30 PM
Returning the Excitement to Science – Marty L. Harvill (Biology)
Using inquiry based laboratory to teach science has many different benefits besides learning how to do research. I will give the background on how the program was started and how it is a part of the future in teaching science.
TUESDAY, NOVEMBER 12 | 9:30-10:30 PM
Drafting a Syllabus: More Than Just Policies and Procedures – Lorynn Divita (Family & Consumer Sciences)
A strong syllabus not only gives the instructor the opportunity to detail the guidelines of the course, but also to give students an idea of the style and character of the course. By taking a personal approach to syllabus creation, instructors can establish a distinct viewpoint while establishing expectations.
FRIDAY, NOVEMBER 15 | 1:00-2:00 PM
Discussing Difficult Social Issues in the Classroom – Andy Hogue (Political Science) & Helen Harris (Social Work)
Two summers ago our students returned to Baylor after a series of mass shootings and heated conversations about gun control. This year they’ve returned to Baylor with the Trayvon Martin case fresh on their minds. Dr. Andy Hogue and Dr. Helen Harris will help us think about our role as teachers in facilitating class discussions on difficult social issues and will prompt us to think about questions such as:
- Do we have a responsibility as university professors to help our students think through these social issues?
- What kinds of classes should be addressing these issues?
- How do we help our students learn to engage with one another civilly about these topics? And finally,
- How do we assess the learning that results from these conversations?
Your own thoughts on these questions will be welcome.