January Teaching Workshop:
Connecting Knowledge across Disciplines
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. At JTW 2006, you will find a wide range
of sessions, from those focused on innovative ways to approach common
teaching concerns to those aligned with this year's theme-making interdisciplinary
connections in one's teaching.
January 17, 2006
take place in Ruffner Hall.
CHECK-IN AND ON-SITE REGISTRATION, Ruffner Hall Lobby
9:00-10:15 PLENARY, Ruffner G004
Designing Matter: Experiments in Bridging the Science/Humanities Divide
Cassandra Fraser, Cavaliers' Distinguished Teaching Professor (2004-06);
Designing Matter Common Course project will serve as a case study and
starting point for discussion of the following themes: 1) enlivening
traditional science education for majors and non-majors alike, sparking
interest in cutting edge science and technology and encouraging consideration
of broader cultural and ethical implications; 2) collaborative learning
and community building across the disciplines, within the University
and beyond; 3) empowering students, teaching teams, and ourselves to
think big, make a plan, work together, and engage in projects that really
matter to us individually and as homogeneous and heterogeneous communities
of different types and sizes. For more information, see www.designingmatter.net.
10:30-12:00 CONCURRENT SESSIONS
Knowledge across Disciplines-Panel Discussion
Rosalyn Berne, Assistant Professor of Science, Technology and
Michael Kubovy, Professor of Psychology
David Morris, University Professor of English
on ideas raised during the plenary talk, this panel discussion will
further explore the value of and strategies for connecting knowledge
across disciplines. Panelists will share their experiences with developing
and teaching courses that link ideas across disciplines. Ideas from
participants are also welcomed as we discuss questions such as these:
How can we help our students connect and integrate the vastly different
ideas and approaches they are exposed to in college? How can we provide
them with the tools to answer the "big questions?"
Mark Edmundson, Daniels Family Distinguished Teaching Professor
us who teach the humanities generally show our students how to be adroit
interpreters of texts. We encourage critical thinking. All good as far
as it goes, but perhaps there's another step. In this session we'll
discuss bringing questions of value (Is it true? Is it useful? What
worldly effect might it have?) into the classroom. We'll develop ways
to help students connect what they're studying with their own lives
in fruitful ways.
Developing Your Reflective Statement on Teaching
Cedar Riener, TRC Graduate Student Associate; Psychology
How do you
teach? Why do you teach? Each teacher is more than a collection of lesson
plans, lectures and teaching methods. But how do you communicate the
essence of your own approach to teaching? Whether you are writing a
teaching statement for a job application or for personal reflection,
this workshop will offer practical guidance as well questions to contemplate
as you begin to develop your reflective teaching statement.
12:15-1:20 CONCURRENT LUNCHTIME SESSIONS
Over lunch, you can either join one of the sessions listed below or continue
a conversation sparked by the morning sessions in the room set aside for
Knowledge across Disciplines -- Lunch Discussion
Dorothe Bach, TRC Faculty Consultant; German
working lunch, participants will brainstorm ways to incorporate the
ideas discussed in the plenary and panel discussion into their classes.
What can we do to help our students see connections between disciplines
in the context of our class? How can we incorporate questions raised
by humanities in science-based courses and vice versa?
Teaching with Technology: Strategies for Displaying Digital Materials
Candace Graves, Computing Support Services, Information Technology
ever wondered how to present that one-of-a-kind manuscript, photograph
or image to your students effectively during or after class? At this
lunchtime demonstration and discussion, learn more about the different
options for displaying digital materials to your class, including which
option might best fit your teaching needs or level of technological
Informal Discussions, Ruffner 223
1:30-3:00 CONCURRENT SESSIONS
Create Interactive Group Projects In a Class with 200 Students?
Brian Balogh, Mayo Distinguished Teaching Professor (2004-07);
"How I ended up concluding my last lecture with a rap song,"
this session will begin by focusing on the "Create Your Own Unit"
(CYOU) exercise that has become a regular feature of HIUS 316: Viewing
America, 1945 to the Present. Brian will discuss how the interactive,
group CYOU projects have helped students engage with the course material,
get to know each other, and customize a large lecture class to address
many of the issues not covered in his survey of American history. Participants
will explore other ways to approach both group and interactive projects
in large classes.
some of the dozens of web-based units created by Balogh's students,
go to http://hitchcock.itc.virginia.edu/ViewingAmerica/ (UVa access only)
Understanding Student Evaluation Data
Michael S. Palmer, TRC Faculty Consultant; Chemistry
At the end
of each semester, you receive pages of student evaluation data, which
can be daunting to print, not to mention interpret. A little detective
work can lead to a more rewarding teaching experience for you and a
better learning environment for your students. In this session, you
will learn strategies for organizing, deciphering, and summarizing evaluation
data to help improve your course(s). We won't share the specifics of
any participant's student evaluations with the group; however, the session
will include time for individual practical application, so bring along
your most recent evaluations for practice during this hands-on workshop.
The Public Voice
Judith Reagan, TRC Associate Director; Drama
Ruffner Auditorium G004A
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.