To register for any of the below workshops, please visit cetl.uconn.edu/seminars/
Flip, Blend, Flend: Alternative Instructional Approaches
Jennifer Parker & Eileen Stuyniski, CETL-eCampus
Monday, October 2, 2017
1:30 – 3:30 pm – Laurel Hall, 302
This authentic workshop on flipped, blended and flended instructional approaches begins with required participation in an online module via HuskyCT and then attendance at a face-to-face workshop. Flipped, blended and flended approaches will be defined and brought to life using real UConn courses/cases. Participants should come prepared with a course project to conceptually apply one of the instructional approaches. The challenges of each approach will be discussed and reflected upon, as they relate to each participant’s specific project. The workshop will conclude with an explanation of University resources (and beyond) applicable to flipped, blended and flended course development.
Principles of Effective Course Design
Jennifer Parker and Cathy Healy, CETL-eCampus
Tuesday, October 3, 2017
9:00 11:00 am – HBL CLC
In this introductory workshop, we will provide an overview of instructional design, a systematic process for planning a course. Participants will begin to build a course design framework based on a course they teach or want to teach. Participants will also walk away with tools and resources to customize their course plan.
Please bring a laptop or tablet
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.
Principles of Effective Course Design (Webinar)
David Des Armier & Tim Stubbs, CETL-eCampus
Monday, October 9, 2017
12:30 – 2:30 pm – via WebEx
In this introductory webinar, we will provide an overview of instructional design, a systematic process for planning a course. Participants will begin to build a course design framework based on a course they teach or want to teach. Participants will also walk away with tools and resources to customize their course plan. This “hands-on,” interactive webinar will be limited to 12 participants and offered via WebEx.
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.
Is this open access journal any good?
Carolyn Mills, University Library
Thursday, October 19, 2017
9:30 – 11:00 am – HBL CLC
Some faculty struggle to identify good quality open access journals in which to publish or to serve as an editor or reviewer. Many new open access journals exist now – some are good quality, some are exploitive, and some are in-between. This workshop will include a brief discussion of faculty concerns about identifying journals. The majority of the session will be devoted to identifying and demonstrating indicator web-based tools which can help faculty to appraise a journal’s quality.
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.
Developing and Facilitating Engaging Online Discussions
Betsy Guala and Cathy Healy, CETL-eCampus
Tuesday, October 31, 2017
9:30 – 11:00 am – HBL CLC
Online discussions are used to build dynamic learning communities, to synthesize key concepts and to promote critical thinking skills. Join us as we discuss tips for writing engaging prompts and successfully facilitating discussion forums. We will be sharing examples from a number of different disciplines.
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.
Promoting Active Learning through Blended and Flipped Classroom Design in HDFS Graduate Education
Annamaria Csizmadia, HDFS
November 30, 2017
9:30 – 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.
For more information, contact: Stacey Valliere at stacey.valliere@uconn.edu