Click on the "+" sign next to each event to see description.
The Darla Moore School of Business (DMSB) is recognized globally as a top tier business school. Recently, DMSB implemented a challenging Undergraduate Excellence Initiative in which the level of rigor and relevance in course offerings is being greatly enhanced. Growth in the student population at DMSB is occurring in tandem with the need to provide more coverage of relevant subject matter given today’s dynamic, highly competitive global business environment. At the same time, demonstrated proficiency with advanced technologies is an imperative for success in today’s competitive business context. MGMT 371 –Principles of Management is the first step in the students’ journey through DMSB; as such, this Principles of Management course must set the standard with regard to the level of rigor, relevance and engagement required for DMSB students. This presentation will reveal how adaptive learning technology is being employed in a large online section of MGMT 371 to increase student engagement, improve mastery of content and significantly transform the learning environment. 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
Do you see untapped leadership potential in some of your students? Have you considered that a spark in the classroom may ultimately lead to a students' deeper engagement in learning from research, internships, or other beyond the classroom experiences? While students often make their own choices regarding their beyond the classroom engagement (e.g., research, internships, study abroad), faculty can provide the necessary connection between these experiences and student's major and professional goals. This is especially true as we encourage students to take advantage of all of the opportunities at a major public research university. This session will share our experience in supporting students' professional and leadership development through mentorship and engagement in research, professional practice, and study abroad. We also invite participants to share their experiences and discuss how we can support achieving students' goals. Register
This workshop session will explore ways to improve education for employable professionals in a changing world. It will include:
- Advocating for teaching and learning scientific understanding
- Reanalyzing the skills and abilities of a liberal arts education to demonstrate its compatibility with sustainable learning outcomes and market demands
- Forming meaningful partnerships with local communities Register
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
This workshop will present a series of Metacognition Mini-Lecture learning modules that introduce principles of brain science and how human memory works. The mini-lectures can be incorporated into courses in any discipline. They present evidence-based learning strategies and explain why those learning strategies work in light of the brain's design. We know a lot about how the human brain works to store and recall memories during the process of learning. These principles of brain science can be applied to teaching, learning, note-taking, studying and test-taking. This process of 'thinking about thinking' is known as metacognition. Both instructors and students need to be familiar with metacognition, which can help us align learning activities and practices with how our brains work. Metacognition can encourage us to use evidence-based practices that are more effective because they are based on the science of learning and take advantage of how the brain learns. This doesn't make studying and learning easier, learning is always hard, but it can make the time spent studying more effective so that the same amount of time spent learning can lead to better learning results. 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
Looking for some great tools for your face to face, distance, or hybrid instruction? This is the session for you! Heather Moorefield-Lang from the School of Library and Information Science will take you through favorite digital tools and apps for instruction, organization and classroom collaboration. Bring your technology for hands-on interaction, bring your own favorite digital tools and applications to further the discussion. Register
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
What makes a teacher excellent? Why do some of us inspire students to work hard, while others inspire students to skip class? This seminar engages the award winning professors in a panel discussion about good teaching. Panelists share teaching strategies that work for them and have contributed to their success as members of the University of South Carolina faculty. 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
Active learning instructional strategies engage students in teamwork through application and evaluation, foster professional soft skills and problem-solving experiences and improve discipline-specific competencies. Taught incrementally, teamwork is an accessible context for students to encounter a variety of topics and assignments.
How does all of this actually work in the classroom? A series of assignments appealing to a range of learning styles and strengths moves student teams ahead in course benchmarks and team development, and students actively create and evaluate their interactions, contributions, and goals, increasing the likelihood of productive knowledge transfer and fortifying their time management, communication, leadership, and conflict resolution skill sets. Lindsay McManus will share experiences with active learning deliverables that support characteristics of successful team participation and product. Register
Are you ready to move forward on the road to meeting all students’ needs? Learn how you can use the principles of Universal Design for Learning (providing all individuals an equal opportunity to learn) to make your course welcoming and usable for all of your students. Register
How do you make students in large lecture halls feel like they are in a smaller venue? Do you hope to connect your research to your teaching more effectively? Lauren Sklaroff will explain methods of 'shrinking' survey classes to enhance student experiences and familiarity with the professor, in addition to teaching assistants. Participants will discuss their current research and ways to engage students more fully. Participants should bringing something to the workshop (an article, conference paper, or some form of their research) that students could potentially learn from. Register
Are you interested in exploring ways that you can implement more integrative learning concepts and reflective writing into your courses? Are you interested in learning more about the principles of integrative learning? The increasing emphasis on integrative and experiential learning in higher education illuminates the opportunities for academic disciplines to support students’ synthesis of course concepts and their application into real-world settings.
In this interactive, hands-on workshop, the presenters will provide proven examples for guiding reflection in their classes. Participants will then consider their own curricula/courses and how they can introduce concepts of integrative learning through reflection-based assignments to help students articulate the significance of their within and beyond the classroom experiences throughout their college career. Register
It has almost become a truism in higher education 'We aim to increase critical thinking skills.' Yet, how do instructors actually do this? What does this look like in different disciplines? How does this inform actual practice?In this interactive workshop, Darin Freeburg will walk participants through a framework of critical thinking that centers the discussion around information literacy. Participants will be asked to consider the application of various questions in their own classrooms, including:
- What is the impact of humans in the development and implementation of this material?
- How can we engage students in double-loop learning with this material?
- What groups of people are potentially underserved by existing practices and assumptions in this area?
- How can courses challenge these assumptions to create new discourses that are more relevant, useful, and socially just?
To help move students from information exposure to action based on this exposure, participants will co-create a guidebook for turning their classrooms into Communities of Practice. Register
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