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Center for Teaching Excellence Workshops
CTE workshops are not lectures, so come prepared to work on issues in your own teaching, reflect on your teaching goals, and get some practical takeaways that you can apply in your courses. Here is your slate of teaching workshops to help you build and maintain momentum in your teaching this semester!
Wednesday, September 7, 2:00-3:30, ACC #1
Becky and Michael
Dr. Murphy and I will be co-hosting a workshop on how to interpret and respond to course opinion surveys. The purpose of this workshop is to give you the tools to understand the elements of the student surveys that are most relevant to efficacy in teaching and suggestions on how to address those elements in a productive and sustained way.
Tuesday, September 13, 9:30-10:45, ACC #1
There are important steps new faculty can take to begin a journey of teaching at Plattsburgh that is enjoyable and effective. In this workshop, we will talk about the characteristics of Plattsburgh students, the teaching climate, and how to set up a program for development as a teacher that will ensure success for you and your students.
Thursday, September 15, 12:30-1:45, ACC #1
A teaching philosophy statement is a document that provides evidence of teaching principles, practices, efficacy, and growth as a teacher. Additionally, the process of writing the statement is an opportunity to reflect upon one’s teaching that can be powerfully transformative. In this workshop, participants will walk through the three big “moments” of a teaching philosophy statement: What are your goals for your students? What do you do in your teaching so that those goals can be achieved? How do you know the things you do are effective? You may not emerge from the workshop with a completed statement, but you will be well on your way toward articulating a deeper understanding of what you do, why you do it, how well it is working, and what you are doing to develop as a teacher.
Wednesday, September 21, 3:00-4:30, ACC #1 Note the new day and time.
After having participated in the parent sessions for orientation this summer, I learned some important things about our students, what contexts they are coming from, and what their strengths and weaknesses are. This understanding can strengthen our commitment to designing teaching methods that improve learning and empower faculty to address challenging issues.
Wednesday, October 5, 3:00-4:30, ACC #1
Whether you have been teaching for many years or a few, it is always helpful to have an opportunity to review the fundamental best practices of excellent teaching. In this workshop we will review the established best practices in course design, assessment, lecturing, classroom management, teaching persona, and use of multimedia and presentation software. Attendees are encouraged to bring their own techniques to offer to a collaborative discussion.
Thursday, October 13, 3:30-4:45, ACC #1
Even when we have a well-designed course with effective activities and assignments, it still may be helpful to keep a close eye on student progress. Small adjustments of teaching on a frequent basis can be more effective than big adjustments infrequently. In this workshop we discuss how to create opportunities for feedback to see how well students are progressing or where they are getting stuck, without taking much (or any!) class time, and what to do with this feedback. We discuss how to start and maintain an ongoing "conversation" with students throughout the course, and the benefits for their development as thinkers and practitioners within a discipline, and more importantly as people acquiring autonomy over their own growth as learners.
Friday, October 14, 12:00-1:30, ACC #1 Note the new day and time.
Michael and Dr. Colleen Lemza
Success in school is 49% academics and 51% character, according to the developers of the elementary and high school KIPP (the Knowledge Is Power Project). Statistically, KIPP graduates are, in fact, much more likely to excel in college and beyond. Character does not simply have to be a prerequisite to success in the classroom, but can actually be a focus of our teaching. In this workshop, we will discuss how to incorporate an emphasis on character development into our courses with specific focus on grit, resiliency, and optimism for success in school and life.
Monday, October 17, 3:00-4:30, ACC #1
Impostor Syndrome is a person’s belief, despite evidence to the contrary, that he or she is inadequate, unworthy, and doesn’t belong in a particular role or position. One attributes one’s success to luck, and that luck will soon run out. “I am a fraud,” that little voice inside us says, “and it’s only a matter of time before everyone else knows it. I don’t belong here,” or so the voice would have us believe. While not a recognized medical condition, this “syndrome” can still have profound consequences for our wellbeing, our enjoyment of life and school, and our ability to perform at our true levels. It is quite common in academia, and both teachers and students suffer in secret. In this workshop we will talk more about what I.S. is, how we can recognize the “symptoms” in ourselves and our peers, and what we can do to recover a well-deserved sense of confidence, enjoyment, and satisfaction in our teaching, learning, and research.
Special Workshop Requests:
The CTE is happy to create and facilitate a workshop for your department or program focusing on particular topics, populations, events, or challenges. Please contact Becky, x3043 or Michael, x3304 if you would like to discuss a special workshop for your group.
For general inquiries about the Center for Teaching Excellence, please contact:
The Center for Teaching Excellence
301 Feinberg Library, Plattsburgh, NY 12901
Phone: (518) 564-3043
Fax: (518) 564-5100