January 13, 2003
Sponsored by the
Teaching Resource Center and the University Teaching Fellows Program.
our teaching in a scholarly way includes taking time to consider and analyze
teaching issues with colleagues. This year the January Teaching Workshop
addresses a wide variety of teaching concerns. Check for interesting topics,
and attend whatever sessions you can.
CHECK-IN AND ON-SITE REGISTRATION
Gene Block, Provost, Alumni Council Thomas Jefferson Professor
9:30-11:30 CONCURRENT SESSIONS
Learning: A Panel Discussion
Jahan Ramazani, Richard A. and Sara Page Mayo/NEH Distinguished
Teaching Professor of English, 2001-04
Dean Harman, Cavaliers' Distinguished Teaching Professor of Chemistry,
Lisa Reilly, Horace Goldsmith/NEH Distinguished Teaching Professor
of Art and Architectural History, 1999-2002
you stimulate thoughtful and productive exchanges between students, whether
in large or small classes? Three professors will discuss partner exercises,
debate, brief collaborative projects, and other such strategies for intensifying
and deepening the classroom experience. Drawing on their experience in
both lecture courses and seminars, presenters will explore and evaluate
the benefits of cooperative learning for enhancing comprehension, critical
thinking, and intellectual community.
Judith Reagan, TRC Associate Director; Drama
speaking is an ever-present aspect of faculty life. In classrooms and
lecture halls, at professional conferences and civic meetings, academics
must convey complex material. In this session, participants will engage
in vocal, physical, and concentration exercises aimed at increasing our
personal connection to the words we speak. We will experiment with various
short texts including poems, quotations, and Shakespearean insults, and
participants may bring their own brief pieces to read aloud as well.
Thinking: What Do We Want and How Do We Teach It?
Marva Barnett, TRC Director; French
to develop our students as people who can think critically, acquire new
knowledge and skills, and solve problems. In what ways can we better define
our concerns and better teach our students to think well? Workshop participants
will share what they desire and what frustrates them in terms of students'
thinking. They will also learn some reasons why students respond as they
do. Finally, working with models and ideas from both the workshop leader
and colleagues, participants will develop and discuss approaches and activities
to teach critical thinking skills.
11:40-12:40 CONCURRENT SESSIONS
To the Point
J. Milton Adams, Associate Dean for Academic Programs, Engineering
and Applied Science; Outstanding Professor Award from the Rodman Scholars
will consider the essentials of creating and delivering effective, informative,
the Workload: Integrating Students into the Teaching Process
Bill Murad, TRC Graduate Student Associate; Classics
to make the best use of the time you devote to teaching? Ever wish your
students took more responsibility for their own learning? This session
features proven techniques to get your students actively involved in the
teaching process! They will become more effective learners and will also
help unburden you from some of the "heavy lifting" required
of teachers, including making review assignments, leading discussions,
going through class examples, and so on.
in Your Head? The Teaching Mantra
Bill McAllister, TRC Faculty Consultant; History
will help you discover and refine the central, usually unarticulated,
assumption that informs your teaching. As a participant, you will produce
a very brief, individualized statement to guide you through all your pedagogical
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, we have
reserved lunchroom space in Ruffner Hall. Topics include:
do you do to encourage and teach your students to think deeply, analytically,
do you do to energize and engage your students?
1:45-3:15 CONCURRENT SESSIONS
to Have Successful Group Projects
Gib Akin, McIntire School of Commerce
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 learn to . . .
groups so they will work for both you and the students
with the most pervasive problems in student learning groups
evaluation of students' work
Gib's workbook to help students build their team effectiveness throughout
should bring both success stories and horror stories to share.
in your Classroom? Personality Type and Learning Styles
Toby Emert, TRC Graduate Student Associate; Curry School of Education
a discussion of Jungian ideas about personality type, this session focuses
on the various ways students (and instructors) take in and process information,
how they make decisions, and how they naturally structure and organize.
Participants will examine their own personality/learning preferences and
consider how to account for their students' divergent learning styles
when designing course outlines and individual lessons.
Tomorrow's Professor Today
Dustin Kidd, TRC Graduate Student Associate; Sociology
have plenty of TA experience under your belt, but how do you actually
teach an entire course? This workshop, presented by a graduate student
who has been there, will prepare you for the surprising issues you face
in transitioning from TA to instructor-in-charge. We will work through
a pre-semester checklist and discuss key principles to guide you as you
first teach your own course. For instructors from all disciplines.