Faculty Development Reading CircleAs a participant in a faculty reading circle, I am a member of a small group that meets 4-5 times during the semester to review and discuss designated readings from the selected text. The goal of the faculty reading circle is to educate ourselves on new aspects of teaching and learning and to develop ways to bring this new understanding to our classroom and clinical instruction. The book we are currently reading is described below.
“Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time”
by: Linda Nilson Linda Nilson puts forward an innovative but practical and tested approach to grading--the specifications grading paradigm—which restructures assessments to streamline the grading process and greatly reduce grading time, empower students to choose the level of attainment they want to achieve, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating the learning process – all while upholding rigor. |
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NC State Certificate in Reflective Teaching
The Certificate of Reflective Teaching program serves three main purposes. First, it provides instructors the opportunity to learn pedagogical skills and information about teaching not necessarily gained during formal training in graduate school, helping them become more scholarly teachers. Second, the Certificate allows instructors to gain recognition for their efforts to become more intentional, reflective teachers who incorporate best practices in teaching in higher education. Finally, the program allows faculty members the opportunity to meet other faculty members outside their home departments who are dedicated to improving their teaching.
I plan to complete this certification in the required 24 months (Spring 2017).
I plan to complete this certification in the required 24 months (Spring 2017).
| certificate-of-reflective-teaching-syllabus.pdf |
NC State workshop enrollment (Spring 2015)Teaching and Research with Community Partners Satisfies the Assessment requirement of the Certificate of Reflective Teaching What is Community Engaged Teaching?
Turning course flipping into a research agenda
Presenters: Erin Robinson, Assistant Director, Office of Faculty Development Ashley Grantham, Associate Director, Instructional Technology Training, DELTA This session will focus on how to create a scholarship of teaching and learning (SoTL) research project based on the flipped classroom teaching strategy. In this session, participants will work hands on with their own syllabi to identify assignments within their course to flip and create a basic research project outline, including research questions. This session will also briefly discuss venues for presenting research on course flipping. Participants who have flipped or are hoping to flip their classes are encouraged to attend. When Classroom Discussions Fail, and What to Do About It
Presenter: Doug James, Assistant Director, Office of Faculty Development Faculty might assume that students know how to engage in healthy discussions. Unfortunately, there are many reasons students don’t contribute to classroom discussions including a fear of failure or conflict, being unprepared, or cultural or learning style differences. Rather than give up when silence occurs or default to an unplanned lecture, participants will learn tools to diagnose these barriers and identify strategies to prepare students before class, encourage them during class, and promote effective discussions beyond the classroom. Advanced Active Learning
Satisfies the Creating a Student-Centered Learning Environment requirement of the Certificate of Reflective Teaching Presenter: Erin Robinson, Assistant Director, Office of Faculty Development Beyond Tests and Papers: Alternative Assessment Methods
Satisfies the Assessment requirement of the Certificate of Reflective Teaching Presenter: Erin Robinson, Assistant Director, Office of Faculty Development Faculty are required to assess student's learning to assure that we are accurately meeting our learning objectives. But what if tests and papers can't quite capture what you're teaching your students? What options do you have for both small and large projects to assess student learning? Come and discuss multiple methods for assessing what your students are learning from your course. |
Thursday, March 5th, 2015 8:30-10:00 a.m. OFD Conference Room (405 Clark Hall) Tuesday, March 17th, 2015
3:00-4:30 p.m. OFD Conference Room (405 Clark Hall) Tuesday, March 24th, 2015 3:00-4:30 p.m. OFD Conference Room (405 Clark Hall) Monday, April 6th, 2015 10:00-11:30 a.m. OFD Conference Room (405 Clark Hall) Thursday, April 16th, 2015 1:00-2:30 p.m. OFD Conference Room (405 Clark Hall) |
