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Center for Teaching Excellence

Mungo Teaching Award Panel

GTA/IA Workshops and Events

The Center for Teaching Excellence is committed to planning and implementing professional development programming for graduate teaching assistants. Graduate student workshops and events are designed to address teaching challenges unique to being a graduate student.

Click on the "+" sign next to each event to see description.

January 2018

In any given semester, the graduate teaching assistant wears several hats - That of the teacher who is responsible for conveying information and providing guidance to his/her students, that of the researcher who is expected to be productive in their own scholarly pursuits, and finally, that of the student, who is still in need of guidance and training him/herself from a mentor. Is it realistic to expect that anyone can excel in juggling all three responsibilities effectively? In this workshop, Evelyn shares some of her experiences and tips in managing the many facets of being a graduate teaching assistant and finding a balance between all three important responsibilities.  Register

How do you Assess and Assist Students in Crisis workshop is designed to provide faculty valuable information, resources, skills and tips to identify and assist students who may struggle with adjusting to college, academics expectation or performance.   Register

Exams, quizzes, and other assessments are a way to test students comprehension of the material, but can serve many additional purposes. Such assessments motivate students to study, and inform you (and your students) of how much they have learned, or perhaps what additional learning needs to occur. Effective and fair testing questions have many properties that should be considered when developing them.

  • What level of knowledge are you assessing, and how do you assess that level effectively and objectively?
  • Does the exam provide equal opportunity for students of different learning abilities to show their learning and skill development?
  • Is there a mix of question levels contributing to building meaningful rather than just surface knowledge?
  • Do the questions actually address what you are trying to evaluate?

These questions and many other considerations will be discussed, along with pros and cons of different types of test questions, guidance in writing good test items, and practice in doing so. Alternative modes of assessment will also be presented and discussed. If you've ever wanted to learn how to make an exam that truly validates what students are learning, this is the workshop for you.  Register

February 2018

This workshop provides business educators who teach retailing, entrepreneurship, business and services courses with an innovative way to encourage students to engage in problem-based learning solving by incorporating reality television into their curricula. Dr. Rosenbaum explores the reality television genre from several theoretical perspectives to lend support to the conclusion that reality programs easily captivate their audiences by stimulating self-involvement. Dr. Rosenbaum presents an assignment based on B. S. Bloom's (1956) revised taxonomy that educators can employ when incorporating reality programming into their courses. He also provides data to demonstrate direct and indirect measures of learning outcomes associated with reality programming in business curricula.  Register

Hands-on experimentation is an important (and fun) part of introductory undergraduate-level science courses, typically counting for one credit hour in a four-hour course. How can instructors effectively teach this component online? This session will discuss strategies for converting a traditional science lecture and lab into a successful online course - complete with the hands-on experience.  Register

While the term 'lesson plan' conjures up images of teaching in K-12, this concept is both directly applicable and valuable in the college classroom as well. Class time and lesson planning for the undergraduate class requires consideration of different aspects of instruction at different stages in the lesson. How much content should be discussed in a class period? Should content dictate how you design your class time and teach the material? How can you structure class sessions to ensure accommodating varied levels of knowledge and learning abilities? What teaching elements and resources should be included in the class time to better facilitate student learning? Methods for developing both structured and flexible lesson plans, and styles for teaching a variety of classes will be presented, and participants will design a class lesson plan of their own based on the model most suited for their discipline.  Register

In this interactive workshop, participants will be introduced to current research on cognitive learning principles and how it can help us  as teachers better understand student learning both in and outside the classroom. Based on a discussion of these principles and an examination of case studies, participants will be guided to develop specific teaching strategies they can use in their own courses to better promote deep and durable learning. Participants will design a teaching strategy or assessment tool that aligns with these cognitive principles which will then be workshopped in small groups.  Register

March 2018

This workshop is about becoming comfortable as a teacher, and appreciating the rewards  expected and unexpected. It is based on a presentation developed by Dr. Campbell when he served on the national Accrediting Council on Education in Journalism and Mass Communications. At this point, while the songs might not change, he admits the presentation is evolving. Bring your songs and let's enjoy the music that is teaching.  Register

Addressing disruptive behavior within the classroom can be a challenge for even the most experienced instructors. This workshop will focus on proactive and reactive strategies to assist instructors in creating a positive academic environment and addressing negative behaviors. The facilitators will guide instructors through scenarios and facilitate discussion on the various strategies to address disruptive behavior. Instructors will be able to develop the competencies necessary to effectively handle cheating concerns, erratic behavior and classroom disruption.  Register

April 2018

The ability to ask 'good' questions - thought-provoking, critical thinking, at a deeper level of thinking - and the application of this technique in class discussions, is often an overlooked and underdeveloped skill of instructors. With experience, what instructors find is that even discussion sessions take significant planning, preparation, and practice.

In this workshop, effective methodologies and best practices for asking good questions, techniques and styles for leading and facilitating classroom discussions as well as directing student responses will be addressed and modeled. Instructors at all levels of teaching and experience are welcome.  Register

Use streaming film, articles, book chapters and more from the library in your classes. Not only do we have resources, we also have services! Don't want to find the suitable links yourself? The library can put the links and scanned items directly into Blackboard.

Copyright questions? No problem. We're happy to help with copyright information. Curious about open educational resources or making your class textbook cost-free for your students? Our librarians can review your syllabus and suggest open educational and library resources for your class, or even help you find materials for teaching during your course development phase.  Register

We know that active learning can give students a richer learning experience compared to traditional lecture-based college courses. But who are today's undergraduate students, and how can we engage them meaningfully in our face-to-face courses? Join us for this zesty workshop in which we delve into the mindset of Generation Z, and learn how to apply active learning techniques to facilitate better learning.  Register