The Institute will be offering Lunchtime seminars and presentations on topics to enhance teaching and learning. The seminars provide an opportunity to gather with colleagues to listen, discuss, comment, interact, and reflect on a number of topics. They are organized on a first-come, first-served basis. Seminars are from 11:15 a.m. to 1:10 p.m. All seminars will be held in the John W. Rowe Center for Undergraduate Education (ROWE), Room 321.
A boxed lunch will be provided. If you have special dietary needs (vegetarian, gluten free, or both) please e-mail Stacey Valliere.
The seminars are available to faculty, graduate students, and professional staff. Reservations are required and are accepted on a first-come-first serve basis. If you have signed up and are not able to attend, your colleagues would appreciate it if you let us know, as we often have waiting lists. Feedback from you is also important. It will help us focus as well as plan a more diverse program.
Blogging and the Academic Essay
Jason Courtmanche, English
Wednesday, February 12, 2014
I would like to share how I use a blogging platform to support the reading, discussion, and writing that goes on in the class. Students use responses to prompts, and their responses to one another, as feeder assignments that help them to craft a final term paper.
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HuskyDM & Faculty Activity Data
Liming Liu & Cheryl Williams, Ofc. of Inst. Res & Effect.
Wednesday, February 26, 2014
On-line filing of Provost Annual Report and other university required reports
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Using ‘dilemma’ case studies in an intro level ‘survey’ course: structure, assessment, and tips from NRE1235 Environmental Conservation CA1
Jason Vokoun, Natural Resources and the Environment
Monday, March 3, 2014
This seminar will share the concept of the ‘dilemma’ case study and describe how it was integrated into a CA1 Gen Ed ‘survey’ course; NRE1235 Environmental Conservation. The structure, assessment, and experience of fine-tuning the case studies will be shared.
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Digital Authorship: Writing for the web with your undergraduate student
Steven Park, CETL-ITL-Digital Learning Center
Monday, March 24, 2014
My students have been writing thesis papers for years; I would grade them, and then recycle the paper on which they were written. A few years back I thought, “Why not have students write for the web?” Assignments had always focused on evidence gathering, argument, and thesis formation. How would academic writing on the web be different? If readers approach the web differently from print, how should students write differently? This workshop will explore this topic in an open forum looking at research and engaging participants in discussion.
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International Student and Scholar Services
Robert Chudy, International Student and Scholar Services
Wednesday, March 26, 2014
This presentation will cover the various adjustment issues that international students face when studying in a different culture.
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NEWLY ADDED - How Do Students with Disabilities Navigate Online and Blended Courses?
Cathy Healy, & Eileen Stuyniski, CETL – eCampus and Kim McKeown, Center for Students with Disabilities
Wednesday, April 9, 2014
Have you ever considered how a student with a disability might view your online course or the online component of your course? View online/blended course content from the perspective of students with disabilities, including students with visual and hearing impairments, Learning Disabilities and other cognitive disabilities. This session will provide insights as to how students with various disabilities access content in online and blended classes, and how faculty can plan their courses to enable students to access content. The presentation will also include a discussion about how planning for the different learning needs of students with disabilities while designing an online or blended course benefits all students.
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For more information, contact: Stacey Valliere at stacey.valliere@uconn.edu