The Center for Teaching and Learning supports UIW faculty in their teaching role through workshops, individual consultations, and other development activities.
Monday, October 24, 2022 from 9 - 10 a.m. (11/16/22 from 9 - 10 a.m. and 12/1/22 from 9 - 10 a.m.)
It’s that time again. An opportunity to participate in the Course Design in Canvas program. Participants will have the wonderful opportunity to learn about Backwards Design with Jay McTighe. For those of you who are new to Backwards Design, it is the process to design a lesson, unit, or course by first determining what the final outcomes are and then planning assessment strategies and finally determining methods of instruction and assignments. It allows faculty to plan lessons and courses with a focus on student learning.
Full Time Faculty who have not had the opportunity to participate in this Course Design in Canvas program in the past are eligible to participate.
As a participant, you will receive a $1K stipend once you successfully complete the following (your work will be evaluated by the CTL team):
For our past participants, we will need 5-7 of you to serve as group mentors. To qualify to be a group mentor, you must have completed the Summer 2021 Course design in Canvas course. Course mentors will be required to keep a log of the times they met with their mentees, the challenges they faced, and the accomplishments made throughout the Course Design in Canvas program. Mentors will receive a $1K stipend at the completion of the program.
Contact Kathy Allwein to join this exciting opportunity, firstname.lastname@example.org as a participate or mentor!
Dr. Christie Melonson, Director of Counseling Services and Dr. Renee Moore, Associate Dean of Judicial Affairs
Need a few fresh ideas? Borrow a books from us. Keep it a couple weeks or the whole semester, we’re not picky as long as you return it.
Boice’s book grows out of many years observing new faculty members, and noting that the most successful newcomers practice what he calls “constancy and moderation” rather than getting trapped in exhausting and unsustainable bouts of “busyness.” Boice applies this theory of moderation to the teaching, scholarship and service demands that new faculty members face. The chapter on classroom management is a highlight of the book.
This book—a classic in the literature of college teaching—is full of simple strategies professors can use to quickly gauge how much students are learning during any one day of class. This is more a reference than a book designed for a sustained reading; it’s organized to help professors find an informal assessment strategy to suit almost any situation.
Organized in a way that is quite similar to Classroom Assessment Techniques, this book presents many classroom strategies to promote collaborative learning. Barkley and her co-authors give examples from multiple disciplines and indicate how well each technique adapts to online teaching.
Self-regulation is monitoring and managing all the processes related to learning. These skills are more strongly associated with academic success than IQ, yet students do not come by them automatically. Nilson describes specific strategies instructors can use at the beginning middle and end of a course to encourage self-regulation. Many suggestions involve tweaking content-related assignments, and thus are particularly easy to work into already crowded courses.
Bean has written a book for the many professors—often teaching in fields other than English—who want to help their students read more perceptively and write more skillfully. The book is full of practical strategies that can be applied in a variety of disciplines. Bean is particularly respectful of differences in teaching philosophy and offers multiple ways to approach a given goal.
At the time the book was written, the authors all worked in Carnegie Mellon’s excellent center for teaching and learning. They organized the book around seven common teaching dilemmas, providing a solid synthesis of the relevant research, and suggesting ways to apply that research in different disciplines. The book also has lots of sample handouts, rubric
There’s a reason this book is in its thirteenth edition. It offers a concise, practical and informed discussion of almost any issue in college teaching. It also provides just enough theory to make it easy to apply the suggestions to multiple disciplines. Each chapter concludes with a short, well-selected bibliography.
Dweck argues that a learner’s mindset—his or her view of the nature of intelligence and learning—strongly influences performance. In this book, the Stanford professor synthesizes her research for a general audience; she also suggests specific ways that teachers can help students adopt a “growth” mindset.
College students are the primary audience for this short book, but it can give faculty members good ideas for helping their students study more effectively. The chapters include both the expected—material on memory, motivation and attention—and the surprising—discussions of exercise, diet and sleep. This sentence alone is worth sharing with students: “The one who does the work does the learning.”
In a very readable new book, Lang applies ideas from cognitive psychology to the university classroom. He focuses on changes that are simple to make yet offer big payoffs—hence the title “Small Teaching.” This book is particularly useful if you wish to freshen up a course without dramatically remaking it.
Gabriel emphasizes helping students take responsibility for their own learning. She is not blind to the challenge this entails and provides lots of practical suggestions for encouraging students to attend class and use effective study strategies.
In his prize-winning treatment of college teaching, Bain describes the practices of some award-winning college professors. In telling their stories, he explains the diverse ways these teaching stars have applied just a few themes from our contemporary understanding of how people learn.
In a fascinating yet accessible piece of social psychology, Steele explains how being aware that we are stereotyped can depress our performance, a phenomenon he calls “stereotype threat.” While he maintains that all humans are subject to the negative effects of stereotyping, Steele also describes ways that college professors can lessen stereotype in their classroom.
Allison McWilliams shares her expertise in mentoring relationships for college students.
Check out past Canvas Hours Sessions and other CTL workshops and presentations.
4301 Broadway, CPO #80
San Antonio, TX 78209
Dr. Sandra Guzman-Foster
Director, Center for Teaching and Learning
Administration Building, Room 212