Starting the semester off right - creating an inclusive classroom
Presenter(s): Default Presenter
Type: On Demand
Air Date: 9/4/2009
Air Time: 1:30 PM CDT
Duration: 1 Hour 18 Minutes 23 Seconds
Facilitators: Don Gillian-Daniel & Chris Pfund & Talline Martins - Delta Program
How do you create a classroom where all students feel welcome? How can you encourage all students to contribute to the learning? Explore activities and approaches for creating an inclusive classroom that can be used from the first day of class through the end of the semester. Participants will leave having experienced and tried different activities and approaches; they will also leave with resources in hand for addressing the benefits and challenges of diversity in their classrooms.
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Informal assessment to help students learn
Presenter(s): Default Presenter
Type: Scheduled
Air Date: 9/4/2009
Air Time: 10:00 AM CDT
Duration: 1 Hour 30 Minutes
Facilitators: Sandra Shaw Courter & Moira Lafayette
Be ready to discuss and design some informal concept tests, one-minute essay, discussion forums, and other techniques that you can use anytime in your classroom. Think about how technology can help you. Research shows that assessment helps your students learn, so include some informal strategies as well as graded assessments. Also, learn about strategies that “count” these low-stakes assessments as part of the students’ grades.
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Formal assessment of student learning: focus on rubrics for graded assignments
Presenter(s): Default Presenter
Type: On Demand
Air Date: 9/2/2009
Air Time: 2:30 PM CDT
Duration: 1 Hour 4 Seconds
Facilitators: Sandra Shaw Courter & Moira Lafayette
Bring your assignments and leave with rubrics with measurable performance criteria. These grading guidelines, often called rubrics, will help both you and your students. We will start where you are and either write or review your learning objectives and align them with your assignments and grading rubrics. You will be able to use rubrics as a tool to evaluate students’ performance.
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Syllabus design and review: focus on learning objectives
Presenter(s): Default Presenter
Type: On Demand
Air Date: 8/31/2009
Air Time: 2:30 PM CDT
Duration: 57 Minutes 23 Seconds
Facilitators: Sandra Shaw Courter & Moira Lafayette
Bring your syllabus and review it in terms of critical components including measurable course objectives and assessments. Your syllabus is an important tool that helps students manage their learning and helps instructors see where their course fits into the curricula. Peer-review your syllabus in a supportive environment.
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TIP - From Teaching to Learning
Presenter(s): Default Presenter
Type: On Demand
Air Date: 8/27/2009
Air Time: 8:15 AM CDT
Duration: 52 Minutes 21 Seconds
Aaron Brower
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NEO - Safety Issue
Presenter(s): Default Presenter
Type: On Demand
Air Date: 1/14/2009
Air Time: 12:30 PM CST
Duration: 1 Hour 1 Minute 57 Seconds
This pilot workshop will be an overview of safety awareness. You will have the opportunity to give feedback about the issues. Our goal is to design online modules that will help graduate students understand basic safety issues and stategies. Your involvement will be helpful at this stage.
Facilitators:
Jeff Nytes, Safety Training Director, UW-Madison
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NEO - Welcome (Spring '09)
Presenter(s): Default Presenter
Type: On Demand
Air Date: 1/14/2009
Air Time: 8:00 AM CST
Duration: 48 Minutes 34 Seconds
The beginning session introduces you to your role in the College of Engineering and the people and resources that are available to support you and your students.
Moderators:
Steve Cramer, Associate Dean
Christine Nicometo, EPD & Engineering Learning Center
Ben Yang, ECE, Research Assistant
Kyle Oliver, Engineering Physics, Project Assistant
Facilitators:
David Lacocque, Psychologist, COE
Paul Oliphant, CAE
Diana Wheeler, Wendt Engineering Library
Christine Nicometo, EPD
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TIP Workshop - A3. Less Is More
Presenter(s): Default Presenter
Type: On Demand
Air Date: 8/28/2008
Air Time: 10:15 AM CDT
Duration: 1 Hour 6 Minutes 2 Seconds
While TAs have little control over their course material, they know that they are required to "cover' all the assigned material. Often this results in an over-load of information or "mental dazzle" for the undergraduate learner. This workshop will show how a philosophy of "less is more" can help to design lesson plans that will focus on key concepts and student-active teaching strategies that promote learning and measurable outcomes.
Moderators:
George Johnson, Associate Faculty Associate, Engineering Professional Development
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