Center for Excellence in Teaching and Learning
CETL Teaching Workshops
Providing an opportunity for faculty, graduate students, and professional staff to gather with colleagues to listen, discuss, comment, interact and reflect on a variety of topics to enhance teaching and learning.
The Center for Excellence in Teaching and Learning offers the following teaching workshops:
To register for any of the below workshops, please visit http://cetl.uconn.edu/seminars/.
Collaborative Presenting Unleashed: Prezi in the Classroom
Jamie Kleinman
Tuesday, September 5, 2017
9:00 – 11:00 am – HBL CLC
During this hands-on workshop, Jamie Kleinman, a member of the International Prezi Educators’ Society will guide participants through a number of sample Prezis and lead a discussion about the pros and cons of different features. Participants will create two Prezis during the session using templates and images that will be provided. They will receive technical assistance from Jamie and at the conclusion of the workshop, participants will come together and discuss ways they might consider integrating Prezi into their courses, for example by using it during their lectures or by having their students use Prezi to create work products.
Promoting Active Learning through Blended and Flipped Classroom Design in HDFS Graduate Education
Annamaria Csizmadia, HDFS
Thursday, September 7, 2017
9:00 – 11:00 am – HBL CLC
This project focuses on redesigning HDFS 5102: Early and Middle Child Development, which is a graduate course in HDFS open to Master’s, Ph.D. students, and select Honors students. The project integrates (1) key course components to produce significant learning (Fink, 2003), (2) face-to-face (FTF) meetings with online instruction in a blended design, and (3) a flipped classroom to promote self-directed, active learning, and higher-order cognitive skills (Brame, 2013). This design maximizes existing resources and innovates graduate education in HDFS.
Learning Technology to Enhance Reading, Writing, Studying and Research: Read & Write
Amanda Lor, Center for Students with Disabilities
Monday, September 11, 2017
1:30 – 3:30 pm – Laurel Hall 302
The Center for Students with Disabilities (CSD) provides students with disabilities access to explore learning and assistive technologies to aid in the learning process as they pursue their programs of study. CSD’s goal is to increase student engagement in and out of the classroom by providing them with tools to actively participate in a dynamic learning community. The focus of these technologies is to enhance students overall success and independence with studying and learning. One software, Read & Write, in particular has become very popular among our student population. Read & Write is a customizable toolbar that integrates reading, writing, studying, and research support tools! This tool can also assist in creating documents that are accessible for students using screen readers. In this seminar, we will discuss, demonstrate, and encourage faculty to try out Read & Write on their personal laptops!
Google Earth: Strategies for Active Pedagogy In and Out of the Classroom
Ken Foote, Geography
Wednesday, September 13, 2017
1:30 – 3:30 pm – Laurel Hall 302
Google Earth offers remarkable worldwide imagery that can help students understand and apply important concepts drawn from many disciplines. This workshop offers examples how Google Earth can be used in class to promote learning, discussion and student learning, as well as for projects that stimulate student interest in course topics.
Transnational Ethnic Studies in Action: Course Expansion with a Focus on New Teaching Technologies and Student-Centered and Collaborative Pedagogy
Mark Overmyer-Velazquez
Thursday, October 5, 2017
9:00 – 11:00 am – HBL CLC
Course redesign. Support work to transform existing 1-credit seminar into a full, 3-credit general education course utilizing strategies to enhance student learning. Examination and implementation of innovative teaching practices including training in new teaching technologies that deepen student engagement and participation.
Redesigning the Theory of Computation Course using Flipped classroom
Parasara Sridhar Duggirala
Wednesday, October 11, 2017
1:30 – 3:30 pm – Laurel Hall 305
I will discuss the challenges associated with the redesign, present some of the feedback from previous iterations, and some of the new steps I have taken to overcome the challenges. Suggestions and discussions are welcome.
Classroom Response Systems: Technology Meets Pedagogy
Jamie Kleinman, Psychological Science
Tuesday, October 17, 2017
9:00 – 11:00 am – HBL CLC
Classroom Response Systems, or clickers as they are commonly known, have been engaging students in classrooms for years. This session will introduce you to this polling technology and how it is used in the classroom to engage and provide a voice to every student. This is a great opportunity to learn what clickers can do and see if they would work for you. We will also explore other ways to use technology during class to encourage engagement including online polling software and cloud-base software like google docs and sheets.
Improving P1 Student Pharmacist Readiness for Introductory Community Pharmacy Practice Experience
Lisa Holle and Jill Fitzgerald, Pharmacy Practive
Friday, October 27, 2017
1:30 – 3:30 pm – Laurel Hall, 305
Implementation of a virtual dispensing program to achieve stronger student learning outcomes related to pharmacist’s patient care process.
Writing Across Technology: Developing Instructors to Teach 21st Century Composition
Brenda Brueggemann and Lisa Blansett, English/First-Year Writing
Wednesday, November 15, 2017
1:30 – 3:30 pm – Laurel Hall 302
The First-Year Writing Program mini grant enhances the education of both graduate students in the English Department and the approximately 3300 first-year students who in enroll in one of the largest service courses at the University. To this end, we developed a new curriculum to train our graduate students in methods for multimodal composition. “Multimodality” in composition refers to working not just “on paper” but with visual, aural, and even spatial means to create texts. The compositions that first-year writers produce will always include traditional academic essays, but we are adding other commonly used media such as infographics and other forms of data visualization, podcasts, web content, and video productions. To bring the undergraduate FYW curriculum into the 21st century, we first have to bring our instructors there. The grant awarded for our Writing Across Technology (WAT) initiative helped defray the costs of sending two graduate students and a faculty member to the Digital Media and Composition institute, where they began researching and producing teaching materials for new instructors. We now have two faculty and three graduate students with the research background to strengthen pedagogy and the technical skills to train the incoming class of new instructors.
For more information, contact: Stacey Valliere at stacey.valliere@uconn.edu