January Teaching Workshop
January 12, 2004
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. Join us for as many sessions as you can
as we explore a wide array of teaching concerns.
CHECK-IN AND ON-SITE REGISTRATION, Ruffner Hall Lobby
9:00-9:20 WELCOME, Ruffner Auditorium G004A
J. Milton Adams, Vice Provost for Academic Programs; Biomedical
Engineering; Alumni Association Distinguished Professor Award, 1997
Discussions/Teaching with Cases, Ruffner 283
Robert Bruner, Distinguished Professor of Business Administration
Executive Director of the Batten Institute; Alumni Association Distinguished
Professor Award, 1994
discussions help students self-discover new insights. This session focuses
on the foundations of successfully structuring a discussion-based course
and leading discussions in the classroom. We will discuss short cases
about classic problems in discussion leadership, using vignettes from
the classrooms at the Darden School.
of Style: Learning Styles and Active-Learning, Ruffner 175
Janna Levin, TRC Graduate Student Associate; Environmental Science;
Outstanding GTA Award, 2003
gain a better understanding of ourselves as learners by developing an
awareness of how we best absorb, process, and retain new information.
More importantly, by knowing ourselves as learners, we can also improve
our teaching by gearing our teaching strategies to include all learners.
In this session, we will assess our own learning-style preferences and
discuss active-learning techniques that address learning-style differences
among students in arts, science, and engineering classes.
Your Course Back to Front, Ruffner 223
Deandra Little, TRC Faculty Consultant; English
you hope students will remember from your course five years from now?
How can you build a course for long-term learning? In this workshop, participants
will discuss such questions, using the principles of backward design.
Participants will examine the deep understandings they want their students
to gain and work backwards, beginning with assessment methods and then
on to course material and activities.
Pause that Re-flexes, Ruffner 281
John Alexander, Manager of Instructional Technology, ITC
Rachel Saury, Director of the Arts & Sciences Center for Instructional
Chris Jackson, TRC Graduate Student Associate; English; Seven Society
Graduate Fellowship Award Semifinalist
do we have to help our students be more poised, creative, or resourceful?
How can we help them maintain perspective, even when the course content
is deeply disturbing or their stress levels seem overwhelming? How can
we encourage them to engage with new ideas rather than to misuse their
intelligence by resisting the new? Join us in this workshop to learn about
ways to integrate a variety of techniques of meditation and deep reflection
into course activities. During the workshop, you will experience and reflect
on some of these techniques, even as you consider how you might integrate
them into your particular course(s).
11:10-12:40 CONCURRENT SESSIONS
to Teach Anything, Ruffner 283
Jonathan Haidt, Dept. of Psychology; All-University Teaching Award,
has been studying learning for over a hundred years, and some of its findings
can make you a better teacher. This workshop will present specific tips
from cognitive psychology about how memory and attention work, and how
you can work with them to optimize learning. But most of the workshop
will focus on findings from social psychology, which can help create a
social context in which students are engaged and open-minded. Topics will
include the importance of norms, emotions, self-disclosure, trust, performance
feedback, and moments of moral inspiration.
the Active Learning Curve, Ruffner 187
Michael S. Palmer, TRC Faculty Consultant; Chemistry
practitioners of active learning techniques encounter days when the participants
don't participate and when discussion groups don't discuss. But were the
hours spent planning the activity a waste of time? Before you scrap your
next active learning initiative, consider that the problem may not be
in the activity itself. During this session, participants will explore
barriers which can inhibit active learning environments, experience some
of these barriers firsthand, and discuss ways to alleviate them. Participants
will also discuss these issues in the context of their own class.
Adults Successfully: Lessons Learned at the FBI Academy, Ruffner 281
Gene Klopf, Julie Linkins, David Corderman, FBI Academy Faculty
Academy offers many courses to law enforcement professionals from around
the world: from a 17-week program for new trainees, to one-day workshops
for current agents, to undergraduate and graduate courses in criminal
justice accredited by U.Va. Challenges to faculty arise from the students'
diverse backgrounds and experiences, as well as from the variety of settings.
Hear about the pros and cons of various teaching techniques for adult
learners that will also work in U.Va. classrooms, including critical thinking,
reflection journals, and small group work.
the Web: Balancing Usefulness and Feasibility, Ruffner 277A
Yitna Firdyiwek, Instructional Technology Group, ITC
useful is a course website? More importantly, how time consuming would
it be to create one or even to learn how to do so? In this workshop, we
will address these and related questions interactively, as participants
access and discuss the relative merits of current faculty course websites
and other helpful web teaching tools. We will also present and discuss
existing support facilities for faculty members at U.Va., focusing on
available resources appropriate for a wide range of technological knowledge
and abilities from novice to advanced.
LUNCHTIME CONVERSATIONS, Ruffner Lobby
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, where many of the morning's
presenters will join you for conversations over lunch. Feel free to bring
your own lunch; if you ordered a reasonably-priced lunch when you pre-registered,
you can pick it up in Ruffner Lobby. Join in the conversation on the topic
that most interests you:
Students Actively, Ruffner 187
Tried and True Teaching Tips, Ruffner 281
Open topic, Ruffner 175
1:45-3:15 CONCURRENT SESSIONS
Argumentation & Critical Pluralism as Aids to Class Discussion,
David Rubin, Emeritus Professor of French; Adjunct, University
proposes three related strategies to engage a humanities or a social science
class in penetrating, rigorous, and continuously self-assessing discussion:
framing and critique of interpretive questions responses cast (and evaluated)
as arguments using a quasi-judicial model of grounds, claim, and warrant
(plus optional backup, qualification, and rebuttal) and pluralistic comparisons
of questions and arguments to disclose a multiplicity of potentially valid
frameworks. The session will model these three moves through the discussion
of a brief poem, and participants will leave with a set of methodological
Your Reflective Statement on Teaching, Ruffner 175
Mandy Hege, TRC Graduate Student Associate; Psychology; Seven Society
Graduate Fellowship Award Semifinalist
you when you teach? What is your teaching style? What are your teaching
goals? Contemplating these questions can help you become a more effective
and self-aware instructor. This session focuses on the components of a
reflective statement on teaching, the benefits of writing one, and the
how-tos of creating and refining this document. By considering these questions
and others, participants will begin to develop their reflective teaching
Voice, Ruffner Auditorium G004A
Judith Reagan, TRC Associate Director; Drama
speaking is an ever-present aspect of faculty life. In classrooms and
lecture halls, as well as 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.