2002 January Teaching Workshop: Building Intellectual Community through Student Teamwork & Groups

Monday, January 14, 2002

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

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

9:00-9:10 WELCOME
Gene Block, Provost, Alumni Council Thomas Jefferson Professor of Biology

9:15-10:45 CONCURRENT SESSIONS

How to Have Successful Group Projects
Gib Akin, McIntire School of Commerce
Like to include group work in your course, but not sure how? Many of us fear that group problems-whether logistical or interpersonal-can overwhelm learning objectives. In fact, you don't need to turn your course in sociology, art history, or engineering into a course in group dynamics in order to get the benefits of teamwork. At this session, you will share ideas while learning to . . .

• structure groups so they will work for both you and the students
• deal with the most pervasive problems in student learning groups
• use Gib's workbook to help students build teams themselves throughout the semester.

Every Picture Tells A Story . . .
Lisa Reilly, Horace Goldsmith/NEH Distinguished Teaching Professor of Art and Architectural History, 1999-2002
In fact, any picture tells several stories. As visual images become more a part of our teaching and research in a variety of disciplines, we need to consider their use outside traditionally visually-oriented disciplines. How can you effectively use visual materials in your courses, even the first time, even in non-traditional ways? Consider these issues through hands-on activities:

• How visual culture can reinforce and expand key issues
• How we can help students evaluate the different perspectives images provide
• How images are rarely neutral
• What type of information visual materials convey

Designing Assignments that Work: A View from the Library
Susanna D. Boylston, University Library
Joan Ruelle, University Library
Warner Granade, University Library
Are you frustrated with students' indiscriminate use of Internet resources? Do you want to design assignments that encourage students to develop and refine their research skills? Come hear strategies for creating assignments that require students to use a broad range of research tools, including databases, electronic texts, print and archival materials, and multi-media resources. Get tips on managing limited resources and using the Library for successful assignments.

Maximizing Student Athletes' Academic Performance
Liam Buckley, TRC Graduate Student Associate; Anthropology; Seven Society Graduate Fellowship Honoree, 1999
We often encounter student athletes in our courses. This workshop addresses the "mythology" that surrounds athletes and the concerns that their presence poses for the teacher. Participants will learn how to tap into the U.Va. network of academic resources and opportunities available to both student athletes and their teachers. We will develop strategies geared toward transforming the challenge of teaching student athletes into a rich and rewarding experience.

11:00-12:30 CONCURRENT SESSIONS

How's It Going? Classroom Assessment of Teaching and Learning, Ruffner 187
Larry G. Richards, Mechanical and Aerospace Engineering; Teaching + Technology Initiative Fellow, 1995
Regular assessments can improve learning and teaching. This session will go beyond buzzwords-accountability, accreditation, assessment-to provide an overview of assessment and evaluation, a review of accepted concepts and methods, and suggestions for incorporating simple assessments into our classes and curricula.

The Discussion Section as Intellectual Community
Kelly Erickson, TRC Graduate Student Associate; Government and Foreign Affairs; Seven Society Graduate Fellowship, 2001
In this workshop you will learn how to make all section elements (syllabi, assignments, exams, group work, evaluations) work together to make the most of your discussion sections and truly engage your students. By examining the underlying pedagogical logic of how discussion sections relate to lectures, we will develop, through examples and discussion, strategies to create and sustain intellectual community. Whether you are a new TA or a grizzled veteran, bring your concerns and successes; plan to leave with new perspectives on what discussion sections can be.

Getting Grounded: Utilizing Technology in the Foreign Language Classroom
Dorothe Bach, TRC Graduate Student Associate; German
Did you ever wonder how to make choices in the ever-growing field of instructional technology? These workshop activities will help those teaching foreign language courses reflect on their teaching goals and explore the promises and perils of teaching with technology in language, culture, and literature classes.
(Mandatory first meeting for participants of the new Teaching in Tongues Program)

Individual Coaching for Public Speaking
Judith Reagan, TRC Associate Director; Drama
The August Teaching Workshop session, "Making Your Presentations Count," offered participants techniques for preparing themselves for public speaking aspects of teaching such as lecturing to large classes and delivering conference papers. This second workshop is designed as a "master class." Those who wish should bring notes for a three-minute address. From those prepared to speak, several will be chosen to give their presentations, receiving notes/responses from the session leader and participants. These short talks will be interspersed with vocal, physical and concentration exercises for the whole group.

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, information-sharing discussions will be help over lunch:

• What challenges and successes have you met with in using group projects?
  
• For International Faculty and International Teaching Assistants: What do you find puzzling or problematic about teaching at U.Va.?
  
• What support or help do you need to use technology effectively in your courses? (Representatives of the Instructional Technology Group will listen and respond.)
  
• What do you perceive your role as a teacher to be within the Honor System?
  
• What do you do to energize and engage your students?
  

1:30-3:00 CONCURRENT SESSIONS

What We've Learned about Lecturing: Pitfalls and Aspirations
Angeline Lillard, Psychology; University Teaching Fellowship, 1999-2000
Susan Burns, Civil Engineering; Alumni Board of Trustees Teaching Award, 2001
Lisa Reilly, Horace Goldsmith/NEH Distinguished Teaching Professor of Art and Architectural History, 1999-2002
Come see effective lecturers use various approaches and hear their experiences with lecture courses both large and small. You will also get tips about good lecturing, including ways to involve students actively, and have a chance to share your own experiences and ideas as well as ask your questions.

It's About Time
Cheryl Krueger, French; All-University Teaching Award, 1999-2000
Participants will learn and share time-tested survival tips for making the most of those precious minutes, inside and outside the language class. Designed for foreign-language instructors.

Texts and Teams: Teaching through Classroom Debate
Jahan Ramazani, Richard A. and Sara Page Mayo/NEH Distinguished Teaching Professor of English, 2001-04
Would you like to enhance intellectual community in your classes? Are you interested in making your classroom a more interactive and dramatic space? Do you want to heighten your students' motivation? Deepen their understanding of what counts as evidence and argument in your discipline? Sharpen their skills of speaking, listening, and critical analysis? One effective teaching strategy for pursuing these aims is debate, or what is sometimes called "structured" or "constructive controversy." In this session we will explore carefully moderated and staged intellectual conflict as a resource for learning and insight in small, medium, and large classes.