A division of Libraries and Academic Innovation

NOTICE:

Remote library services and resources and virtual tutoring services are available while library buildings are closed. Assistance with all services, including locating print materials or requesting materials be digitized, is available

Instructor support for Blackboard, academic technology tools and teaching questions is available on the teaching resources for virtual learning page.  

Workshops

We offer a variety of workshops on teaching topics throughout the year, which all faculty are welcome to attend. These are taught by faculty development staff, GW faculty, and special guests.  In addition, we are available to take our workshops "on the road" to your department meetings. Email us to inquire about hosting a teaching-focused workshop in your department.

workshop attendeeWorkshop participantsengagement


Spring 2020 Workshops

  

Tuesday, February 4, 1-2:30p
Teaching with Clearer, More Effective Writing Assignment

Do your students sometimes express confusion about your expectations when you assign an essay? Would you like to minimize these questions and make your own grading easier? In this one-hour workshop, you'll learn about the tenets of strong and transparent writing assignment prompts. You'll gain the skills to craft prompts that get to the heart of the learning you want your students to demonstrate in their papers, allowing them to write with a firm grasp of your expectations and your grading criteria. 

Guest Instructor: Jessica McCaughey, University Writing ProgramAudience: Faculty
Location: Gelman 219

February 14, 1-2:30p
Teaching Students to Cite, Attribute and Paraphrase with Ease

Proper attribution is an important part of academic work and can also orient students to a field of study.  While you can refer students to your discipline's style manual for the mechanics of attribution, a number of barriers--such as not understanding when citations are needed, how to paraphrase, or even what type of source they're looking at--may make proper attribution challenging for students. Educating students about the discipline specific intent of attribution may be a more helpful approach than discussing the details of a style manual--and may result in more nuanced teaching.  This session provides concrete models for teaching students how to understand approaches to attribution across and within academic disciplines. 

Guest Instructors: Carol Hayes, University Writing Program,  and Christy Anthony. Office of Student Rights and Responsibilities
Audience: Faculty and Graduate Students
Location: Gelman 219

Friday, February 28, 12:30-2:30p
Writing in the Disciplines (WID) Roundtable (lunch included)

Your course may not be officially designated as writing-intensive, but writing is still a key component.  Students need to learn the expectations and genres of writing in your discipline, but it’s difficult to know when and how to teach them—especially given the pressure to cover required content.   How can you build on students’ writing abilities as you introduce them to the content of your discipline? How can you help them to produce work that’s more complex, thoughtful, and polished?

This workshop offers a roundtable discussion and a forum for conversation about student writing.  The roundtable gathers faculty from across the disciplines, including two past winners of the WID Distinguished Teaching Award:

  • Tyler Anbinder, History, WID Distinguished Teaching Award, 2018
  • Alexander van der Horst, Physics
  • LaKeisha McLeary, Chemistry
  • Kathryn Kleppinger, French, WID Distinguished Teaching Award, 2015

Our roundtable leaders will offer brief and engaging accounts of their most effective strategies for understanding the capacities their students bring in academic writing, and eliciting the best writing their students can offer. Then, the roundtable leaders will join tables of audience members (organized in groups of similar disciplines) and facilitate a discussion on what has worked, and where best to place your efforts, in working with student writing in your classroom.

This is a Faculty Development and Writing in the Disciplines (WID) Program collaboration
Audience: Faculty. Instructors: Various WID faculty.
Gelman 301-302
Lunch is provided!

Workshops we can bring to your school or department 

Please email us to find out more about these sessions that we can customize at your location: 

Applying Growth Mindset in Your Classroom: Students often struggle to persist and motivate themselves in classes requiring high-level critical thinking and application skills. Discuss ways to use the "growth mindset" framework as a tool to help students understand the value of effort in learning.

Assignment Design for Powerful Learning: The research is in--Having a clear purpose, task, and criteria for assignments positively impacts student learning. Yet, assignments too often miss their mark because students misunderstand what's being asked of them (Winkelmes, 2016). Engage with peers to evaluate samples and then review and re-fashion one of your own transparent assignments. 

Facilitating Large Class Discussions: Whole-class discussions pose any nnumber of challenges: engaging all students; managing conversations that become heated; keeping dominant contributors in check; making sure a discussion is a learning experience and not just a lively conversation. Tackle these topics while also exlporing specific discussion protocols suitable for larger groups. 

First Days of Class: Strategies for setting up your class for success from the very first day. Topics include: creating an inclusive classroom environment, harnessing student motivation, and tips for first day activities.

Getting Students to Do Homework: My dog ate it. I didn't have time. *Crickets* in response to a question about the reading. We've heard it all! Explore ways to motivate students to complete homework and reading assignments, ultimately resulting in reacher class time and deeper learning.

Improve Your Course through Mid-Semester Feedback: Collecting feedback mid-semester gives you insight into how your students perceive your courses and allows you to make adjustments in time to help your students be successful. It has also been shown to improve end-of-semester student evaluations. Discuss strategies for collecting feedback and what to do with it once you've got it.

Optimizing Class Time: Find out how to structure a single class meeting to take advantage of what learning science has to teach us about student motivation, memory, and long-term learning. In particular, get ideas for opening activities, closing activities, retrieval practice, and more. 

Spend Less Time Grading: Tips Tricks, and Rubrics: Giving feedback is one of the most impactful things we do as teachers, but it can also be one of the most time-consuming and sometimes frustrating aspects of teaching. Investigate best practices for giving learning-focused feedback that is meaningful to students and ways to make giving this kind of feedback more manageable. 

What Works for Small Group Work: A great way to get students involved in the classroom is to set them at a task in small groupd. But what should that task be? And how can you make sure it's a valuable learning experience? Learn about and try out practical strategies.

When - And How - To Lecture: Although active learning strategies have been proven to be most effective for long-term learning, the reality is that most professors still rely on lectures to some extent. In this session we consider when it might be appropriate to lecture and how to make those lectures more effective and engaging.

 

 

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