2006 January Teaching Workshop: Connecting Knowledge across Disciplines
Sponsored by the Teaching Resource Center and the University Teaching Fellows Program

Approaching 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.

Tuesday, January 17, 2006

All sessions take place in Ruffner Hall.

8:30-9:00 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); Chemistry

The interdisciplinary 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

Connecting Knowledge across Disciplines-Panel Discussion
Rosalyn Berne, Assistant Professor of Science, Technology and Society
Michael Kubovy, Professor of Psychology
David Morris, University Professor of English
Ruffner 175

Building 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?"

Beyond Interpretation
Mark Edmundson, Daniels Family Distinguished Teaching Professor (2004-07); English
Ruffner 283

Those of 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
Ruffner 187

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 informal discussions.

Connecting Knowledge across Disciplines -- Lunch Discussion
Dorothe Bach, TRC Faculty Consultant; German
Ruffner 175

During this 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 & Communication
Ruffner 223

Have you 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 knowledge.

Informal Discussions, Ruffner 223

1:30-3:00 CONCURRENT SESSIONS

Can You Create Interactive Group Projects In a Class with 200 Students?
Brian Balogh, Mayo Distinguished Teaching Professor (2004-07); History
Ruffner 175

Almost titled, "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.

To sample 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
Ruffner 283

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

Public 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.