Mary Katherine Sheats Teaching Portfolio
  • Statement of Purpose
  • Teaching Philosophy
  • Evidence of Teaching and Learning
    • Sample Lesson Plan
    • Artifacts of Teaching
    • Completed Professional Development
  • Future Teaching Initiatives and Training
    • Equine Health Collaboration Proposal >
      • Simulator Training in Equine Health
      • Community Outreach in Equine Health
      • Integrated Service Learning Selective in Equine Health
    • Ongoing Professional Development
  • Reflective Summary

Faculty Development Reading Circle

As 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).
certificate-of-reflective-teaching-syllabus.pdf
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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?
  • Developing and delivering community-based instruction, such as service-learning experiences, on-site courses, clinical experiences, professional internships, and collaborative programs
  • Developing and delivering off-campus teaching activities such as study-abroad courses and experiences, international instruction, and distance education courses
  • Developing and delivering instruction to communities and other constituencies
What are Community-Engaged Research and Creative Activities?
  • Writing papers for refereed journals and conference proceedings
  • Creating exhibits in educational and cultural institutions
  • Disseminating community-engaged research through public programs and events
  • Conducting and disseminating directed or contracted research
  • Conducting and reporting program evaluation research or public policy analyses for other institutions and agencies
  • Developing innovation solutions that address social, economic, or environmental challenges (e.g., inventions, patents, products, services, clinical procedures and practices)
What is Community Engagement (Service)?
  • Consulting and providing technical assistance and/or services to public and private organizations
  • Writing position papers for the general public
  • Collaborating with schools, businesses, advocacy groups, community groups, and civic agencies to develop policies
  • Providing leadership in or making significant contribution to economic and community development activities
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)
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