2001 January Teaching Workshop

Tuesday, January 16, 2001

Sponsored by the Teaching Resource Center and the University Teaching Fellows Program.

Part of keeping ourselves professionally active as teachers involves taking time to discuss and analyze teaching issues with our colleagues.  Please attend whatever sessions you can.

8:15-8:50  CHECK-IN AND ON-SITE REGISTRATION

9:00-9:10  WELCOME
Barbara Nolan, Vice Provost for Instructional Development and Innovation,
Robert C. Taylor Professor of English

9:15-10:45  CONCURRENT SESSIONS

Why I Teach the Way I Do
Dennis Proffitt, Psychology, Cavalier Distinguished Teaching Professor, 1999-2001
I have formulated some reasons for why I teach the way I do and will share them in an open discussion format.  Currently, I find myself being concerned about what is unique and irreplaceable about my actually being present in the classroom.  Is there anything that a teacher does by being in the classroom that cannot be done as well or better by a multimedia internet-access course?  I think that there is.

Making the Grade
Jann Lacoss, Faculty Consultant, TRC; Slavic
You've created a grading policy and implemented it in class, but questions still linger:  What types of feedback should I record?  Are letter/number grades enough?  What do students and teachers want from grades?  What should count?  Watch out for those curves!  Feel free to bring your successes and concerns to this workshop on the nitty-gritty ABCs (and DFs) of grading.

The Art of Note-Giving
James A. Smith, Civil Engineering, Cavalier Distinguished Teaching Professor, 2000-02
As instructors, we can help students transfer the activities of the classroom into a logical, informative set of notes that the student can take home with him/her.  This workshop will alert instructors to common pitfalls that result in poor sets of student notes and will offer ideas on how to significantly improve note-giving with different levels of effort.

Banishing Boredom in the Foreign Language Classroom
Erin McGlothlin, Graduate Student Associate, TRC; German Department GTA Award, 1997-98
Dorothe Bach, Graduate Student Associate, TRC; German
What makes a good foreign language teacher?  Keeping one's teaching innovative and fresh is key.  This workshop will give foreign language TAs a variety of techniques to keep the zip going in the classroom.  Participants are encouraged to share their best activity for making classes lively and engaging for all students.

11:00-12:30  CONCURRENT SESSIONS

Making Large Classes Feel Small
Paul Reynolds, Computer Science
Using a mid-sized, senior-level computer science class as a model, this session will demonstrate methods you can employ to give lecture classes the "feel" of a tutorial. We will focus on factors such as clearly defined requirements, emphasis on self-help, judicious use of group learning, and considered applications of information technology. When properly linked and implemented, these strategies can improve interaction and accountability, the cornerstones of effective learning.  For more information, see this web site: http://www.cs.virginia.edu/~pfr/trc2k/webpage.htm

Hard Times in Cabell Hall: Discussing Dickens in Bolted-Down Rows
Alison Booth, English
Despite frustrating furniture and class sizes of 30 or more, engaged discussion is possible.  Workshop participants will experience and learn strategies to prepare students for class discussion, to induce even quiet students to talk in small groups, and to generate wide participation in the entire class discussion.  Techniques include close reading of passages, dramatic readings aloud, and directed small-group "searches" for word repetitions or other stylistic or thematic effects.  The workshop, finally, will address methods for including biographical and historical context in a course primarily aimed at developing critical skills in reading fiction.

Creating Effective Tests in Science and Engineering:  In-Class and Web-Based Strategies
Carol Hurney, Faculty Consultant, TRC; Biology
Writing good exams in science courses can be as hard as taking them!  We invite workshop participants to bring their exam or quiz questions.  We will evaluate those and new questions on a number of qualities, including question objectives, relevance, clarity, and format.  Participants will also get pointers on using pertinent technology, such as e-folio and blackboard.com, to assess students' learning.

Training the Next Generation of Scholars
Rob Kelly, Materials Science, University Teaching Fellow, 1996-97
Kevin Cooper, Materials Science
Claire Cronmiller, Biology Department Distinguished Teaching Award, 1998-99
John Smith, Graduate Teaching Award in Biology, 1999-2000
John Dobbins, Art History, Teaching + Technology Initiative Fellow, 1997
Kristi McMillan, Art History
Samantha Scussel, Art History
Sharon Hays, Sociology  and Gender Studies, Women's Center Faculty Mentoring Award, 2000
Markella Rutherford, Sociology Lead TA
Moderated by Marva Barnett, Director, TRC; French
Today's graduate students, who are already central to many teaching and research endeavors, will in a few years carry out independent research initiatives and teach subsequent generations.   Panelists, both faculty and graduate student colleagues, will share their insights and techniques for working productively with TAs and RAs so that everyone benefits.  Participants are welcome to read basic information beforehand:
Teaching at the University of Virginia, on working as TAs and with TAs, pp. 7-9, 71-76
Rob Kelly's manual for prospective and starting RAs at http://minerva.acc.virginia.edu/%7Ecese/kelly/rkmanual2.PDF.

12:30-1:15  CONTINUE OR BEGIN CONVERSATIONS OVER LUNCH
Did you miss a good session? Or want more ideas on a particular topic?  To give you an opportunity to talk informally with each other, the TRC provides lunches for all workshop participants who register before 5:00 p.m. Thursday, January 11.  Pick up your lunch in the Ruffner lobby, and bring it to the information-sharing discussions that most interests you:

• For International Faculty and International Teaching Assistants: What do you find puzzling or problematic about teaching at U.Va.? Ruffner 173
• For Foreign Language Teachers: A required lunch meeting for those wishing to complete the Teaching in Tongues certificate.  Ruffner 241
• For Newer Teachers (both TAs and faculty): What do you know now that you wish you knew before you started teaching?  Ruffner 175
• What support or help do you need to use technology effectively in your courses?  (Representatives of the Instructional Technology Group will listen and respond.)  Ruffner 175
• What do you do to energize and engage your students?  Ruffner 187
• What is important about how the relationship between students' social and/or personal lives affects their academic work?  Ruffner 187

1:30-3:00  CONCURRENT SESSIONS

Papers that "Sing:" Designing Writing Assignments that are Interesting to Write and Read
June Griffin, former Director of the Writing Center & TRC Graduate Student Associate; English
Learn strategies for creating goal-based writing assignments and for communicating those goals effectively. By examining actual U.Va. assignments, participants will discuss the common elements of well-structured writing assignments. Those who create their own assignments as well as those who work with assignments designed by others will find this workshop useful.  Participants who submit their own present or prospective writing assignments by January 9, 2001 will receive valuable on-the-spot feedback.  For more information contact June Griffin (june@virginia.edu).

Delivering the Goods in Person
Judith Reagan, Associate Director, TRC; Drama
This workshop offers vocal, physical and mental preparation strategies for the oral component of teaching-lecturing, leading discussions, delivering conference papers, contributing your ideas on panels and in other scholarly settings.  We'll focus on getting the word out with clarity and conviction.

Experimental Reactions:  Managing an Effective Laboratory Course
Fred Tillman, Graduate Student Associate, TRC; Civil Engineering
Together we will consider challenging lab situations common to TAs in  engineering and science, using narrative case studies as springboards for discussion.  Are you in charge of a lab for the first time?  Bring your questions and concerns and come away confident about handling your class.  Are you an old hat at running a lab?  Share your experiences and insights while gaining new perspectives.