January Teaching Workshop
Monday, January 17, 2000
Sponsored by the Teaching Resource Center and the University Teaching Fellows Program.
Teaching Workshop provides both experienced and less experienced instructors,
whether faculty members or graduate teaching assistants, an opportunity
to explore new perspectives about teaching our disciplines. Please attend
whatever sessions you can. Part of keeping ourselves professionally active
as teachers involves taking time to discuss and analyze teaching issues
with our colleagues.
Registration & Reception
reserved a box lunch, please pay your $5.00 when you register. (Details
about lunch appear in the 12:30 lunch break notice.)
David Gies, Commonwealth Professor of Spanish, Chair of the Faculty
9:15-10:45 CONCURRENT SESSIONS
Skills for Teachers
Judith Reagan Associate Director, TRC; Drama
Nervous? Strained voice? Dull delivery? If you've experienced any of these
conditions when teaching, this participatory workshop will help you increase
concentration, use nervousness to your advantage, develop vocal strength
and variety, and create a relaxed and assured physical presence.
Performance in the Classroom
Karen Chase, Cavalier Distinguished Teaching Professor of English,
Michael Levenson, Professor of English; Teaching + Technology Initiative
of any sort can be greatly enhanced by requiring dramatic enactment as
an in-class exercise. This provides students with an opportunity to contribute
to the learning process in creative ways without risking failure which
"oral reports" often produce. Even shy students find a way to communicate,
often with surprising success, when expected to perform scenes, speeches,
or occasions. This workshop will explore a variety of ways in which dramatic
performances can enrich and enliven the classroom experience.
than Dead: Encouraging Student Preparation
Jann Lacoss, Faculty Consultant, TRC; Slavic
what part of the reading did you find most intriguing?" (silence)
"Did anyone DO the reading?" We'd all like to avoid this situation.
How can we get students to think critically about the readings? This workshop
will explore strategies to encourage learners to prepare adequately for
class, as well as ideas for dealing with unprepared students.
Web-based Learning Strategies in Large Science Classes
Carol Hurney, Faculty Consultant in Science, Math, Engineering
& Technology, TRC; Biology
will emphasize strategies you can use during science lectures to engage
your students in grappling with difficult scientific concepts. After seeing
some traditional and web-based strategies, participants will work in teams
to design new activities.
11:00-12:30 CONCURRENT SESSIONS
Cases is Like.
Sherwood Frey, Ethyl Corporation Professor of Business Administration,
Darden; Mentor, University Teaching Fellows Program, 1997-98
metaphors offered by the attendees and the presenter, the session will
discuss various perspectives/applications of the case discussion pedagogy
and the learning styles implicitly assumed by those perspectives. The
discussion will consider case teaching techniques that can be effective
in any discussion setting.
and Presenting Effective Writing Assignments
June Griffin, Director of First Year Writing; English
offers strategies for creating writing assignments with appropriate goals
and for communicating those goals to your students. Addressing a range
of assignments but focusing on mid-length essays and reports, the session
should interest faculty and TAs who create their own assignments as well
as TAs who work with assignments designed by others. We invite participants
to bring and discuss assignments they plan to use in the future.
from Teaching Analysis Polls: Effective Teaching Across Disciplines,
Willie Young, Graduate Student Associate, TRC; Religious Studies
on student comments in Teaching Analysis Polls, this session will explore
techniques that make teaching effective across disciplines. We will also
propose and discuss solutions to several of the most challenging impediments
to learning: for instance, students' resistance to secondary, critical
articles and problems of organizing and presenting assignments.
and Evaluating Laboratory Work
Linda Johnson, Graduate Student Associate, TRC; Biology
laboratory sections presents a unique set of challenges to TAs both for
evaluating graded assignments and for assessing students' understanding
of the concepts covered. This workshop will focus on assessment issues
and techniques for laboratories in the sciences, engineering, and related
CONTINUE OR BEGIN CONVERSATIONS OVER LUNCH
miss a good session? Or want more ideas on a particular topic? Grab your
box lunch (see below) or bring your own lunch to one of the following
- How have
you used the Internet effectively in your courses?
- What types
of writing assignments or approaches have worked well in your courses?
- How can
we best engage students with scholarly material in our fields?
- What strategies
encourage student preparation?
- How do
you get students involved in discussions?
- What makes
an effective lecture?
Teaching Spectrum: Large Lectures, Small Socratic Seminars
Kenneth Elzinga, Cavaliers' Distinguished Teaching Professor, 1992-97,
members are called upon to teach both relatively large classes and small
classes. These diverse types of courses demand different skills and approaches.
In this single session, participants will hear about techniques that work
in the largest course taught at U.Va. and will then consider one interactive
method that works in small discussions.
the Syllabus for Your New Course: Timing, Tactics, and Tools
Cristina Della Coletta, Associate Professor of Italian; University
Teaching Fellow, 1998-99; Teaching+Technology Initiative Fellow 2000
you choose and organize materials, specify goals, and identify expectations
in the syllabus for your brand new course? Providing case studies from
syllabi for small, discussion-oriented seminars, this workshop addresses
methods and strategies for effectively creating a successful course. Especially
designed for TAs teaching undergraduate courses in the humanities.
Goes to the Classroom
Bill McAllister, Faculty Consultant, TRC; History
from well-known movies about teaching to analyze attitudes and assumptions
about teaching. Participants will examine what kind of teaching persona
they want to present in class.