2017 Summer Workshop

Session 1

Peter Sheldon – Physics & Engineering
Using Polling Technologies in the Classroom

Polling, or “Personal Response Systems” (PRS), enable participants in an audience to answer multiple choice questions posed by a presenter and provide real-time results. These technologies have proven a valuable classroom tool making lectures more interactive by providing students a more participatory role in the class, and helping instructors gauge student understanding based on the polling feedback.  Peter will present on the benefits of and discuss different polling technologies that can be used in the classroom.

Karin Warren – Environmental Studies/Sciences
Neuro-oxygenation Techniques to Improve Student Alertness and Classroom Engagement

 It can be difficult to stay focused during a 50 or 75-minute class, no matter how energetic and captivating the professor. Throw in student sleep deprivation or a weekend of overindulgence, and effective learning is a challenge. Neuro-oxygenation breaks can help perk up less-attentive students, and enliven discussions. “Neuro-oxygenation” in this case is just a fancy word for active stretching breaks. You as the professor must be willing to do them with your students, and the act of joining them in the endeavor also builds a good rapport. Karin will demonstrate a few favorites, including ones that can be easily modified for students who don’t want to get out of their chairs.

Amy Cohen – Classics & Theatre
Using Google Docs to Educate in the Singular

Amy will demonstrate how she uses shared Google Docs to work individually with her beginning Greek students.  Often work in class does not allow Amy to see her beginning Greek students’ strengths and weaknesses.  But by watching their process of translation on Google docs that she and students edit simultaneously, she can help them at their individual levels and challenge or assist them appropriately. This works particularly well for her flipped language classes but could have many applications in other kinds of courses.

Lunch Intermission 12:15 – 12:45

Session 2

J. Jackson-Beckham – Communication Studies
Anchor your Syllabi in Awesome Learning Objectives

A set of awesome learning objectives can anchor your syllabus by making instructional goals explicit, giving assessments more precise purposes, and offering transparency to students about their learning processes.  In this presentation, J.will share a method for crafting awesome course learning objectives grounded in Bloom’s taxonomy and borrows from the principles of backward course design.

Gary Dop – English & MFA Program
Send in the Clowns: Why You Should Waste More Time

Using a dramatic/narrative argument about the audience’s relationship with a story, Gary will discuss how teachers get into habits of communication (even if they’re dynamic and engaging) that become predictable and less effective. Instructors can reconnect with their classes (which, like it or not, are audiences) by breaking their patterns with actions, discussions, materials, and exercises that can feel like wastes of time, like clowns interrupting the play.