This series is a collaborative effort with the Center for Teaching and Learning Excellence and aims to build your skills and knowledge while engaging in conversation and discussion with colleagues during a lunch and learn format. Connect your work with the workshop topic and leave with concrete ideas for incorporating it into your classroom experience.
Spring 2022 Update
This semester, the Focus on Teaching and Learning series is on hiatus while we plan for an exciting fall 2022 schedule. Visit the CTLE webpage to see a variety of faculty development sessions being offered in the coming months.
Fall 2021 Sessions
The fall 2021 sessions took place in in-person, synchronous and asynchronous formats. Please find details and recordings for the sessions below.
Pandemic Teaching and Learning Strategies: What Do We Keep and Why Do We Keep It?
Colleagues participated in a facilitated dialogue centered around these questions:
- What teaching-related experiences from the pandemic should inform how we approach teaching and learning this fall?
- What is our rationale?
The session was offered virtually twice on Friday August 20, and Friday August 27, 2021.
Here are some of the resources and tools shared during the session:
- 4 Pandemic Teaching Strategies to Keep by Ramey, J. (2021)
- 100 Engaging Virtual Ice Breakers for Your Team by Nasserian, S. (2021)
- John Driscoll Model of Reflection by Janse, B. (2020)
- What So What Now What Template
- Google Workspace
I’ve got mid-course feedback: What do I do with it?
Mid-course student feedback is powerful. Sometimes it is powerfully good. Sometimes it is a little anxiety-producing. Would you like to learn from what students are telling you without the angst? Join colleagues in a session where you read and reflect on student feedback privately and share and discuss possible course adjustments together in space and time. Participants will follow a guide for analyzing the feedback, reflecting on it, and planning how to use it to enhance student learning as the course continues. CTLE and IEA staff will be available to help you in this process.
The session was offered in person twice on Wednesday October 13, and Thursday October 14, 2021.
Engaging Students in Assessment Process
On November 5, 2021, faculty engaged in conversations on capturing student voices and providing opportunities for students to actively participate in the assessment process is mutually beneficial to both faculty and students. The session explored the benefits and strategies of engaging students in the assessment process. A zoom recording of the session is here:
Our panelists, Austin Zwick and Mona Eikel-Pohen shared their presentation slides and other resources:
- Engaging Students in the Assessment Process (session slides) (*pdf)
- PST410 Benchmarking: Policy Studies Program Review (*pdf)
- Awareness & Agency through Participatory Practices with a Focus on Rubrics (*pdf)
Mona Eikel-Pohen also shared a link to exit ticket questions (samples)
- Exit Ticket Questions (*Google doc)
Other session resources:
Jump to Section
- Getting the Most Out of Mid-Course Feedback
- Learning and Relationships in (and Beyond) Our Courses
- Engaging Faculty in Meaningful Discussions on Student Learning
- Experiences in Student Engagement: A Panel Discussion
- No Google, No Guessing: Designing Authentic Assessments
- Being a “Responsible Employee”: Supporting Our Students
- Creative Assignments and Alternative Assessment
- Dialogues on Diversity: A Panel Discussion on Inclusive Classroom Practices
- How to Make Group Work “Work”
- The Fast and the Formative: Strategies to Gauge Learning in the Moment
- Teach the Students You Have
- Ready, Set, Rubric
- Design, Align, Save Time
Requesting and responding to student feedback are integral to creating engaging educational experiences. Students are best at voicing what it’s like to be a learner in your course, and what small changes you can make midway to deepen their learning. Learn more about how the CTLE can assist you in gathering and using student feedback, as well as how you can use the University’s new course feedback platform, EvaluationKIT, to gather input from your students.
Learning and Relationships in (and Beyond) Our Courses
Presented by Peter Felten, executive director of the Center for Engaged Learning and assistant provost for teaching and learning at Elon University
On April 23, 2021, Faculty engaged in conversations and focused on practical, research-informed approaches to cultivate educationally powerful student-faculty and student-student relationships in our courses. A zoom recording of the session is here:
Peter shared his presentation slides and mentioned several resources throughout the session:
- Learning and Relationships (*pdf)
- Graham & McClain (2019), American Ed Research Journal 56:6.
- Parkman (2016), Journal of Higher Education Theory and Practice 16:1.
- Connecting in College: How Friendship Networks Matter for Academic and Social Success by Janice M. McCabe
- The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students by Anthony Abraham Jack
- Relationship-Rich Education: How Human Connections Drive Success in College by Peter Felten and Leo M. Lambert
On March 3, 2021, Anne Mosher shared practices that worked for her department to discuss student learning collaboratively. Anne discussed how she transferred her expertise in geography and civic education to mapping program-level student learning outcomes and course learning objectives which resulted in revising student learning outcomes. A Zoom recording of the session is here:
Anne shared her presentation slides:
Featuring Doug Yung, Associate Teaching Professor, Biomedical & Chemical Engineering;
Kay Stearns Bruening, Associate Professor, Nutrition and Food Studies; and
Mona Eikel-Pohen and Catherine Nock, Assistant Teaching Professors, Languages, Literatures, and Linguistics
On February 5, 2021, panelists Doug Yung, Kay Stearns Bruening, Mona Eikel-Pohen and Catherine Nock discussed strategies that they are using to enhance student engagement in multiple teaching modalities and their respective fields. In the discussion, Doug shared practical examples of the use of gamification to improve student engagement in his courses. Kay discussed how she incorporated reflective learning in a medical nutrition therapy lecture-lab course to enhance student engagement and develop meta-cognitive skills. Mona and Catherine shared brain breaks and breathing techniques/tips they used in their courses to keep students focused and engaged in the new learning environment. The session opened for questions from participants and concluded with responses from panelists. A Zoom recording of the session is here:
Doug Yung, Kay Stearns Bruening, Mona Eikel-Pohen and Catherine Nock shared their presentation slides and other resources:
- Use of Gamification to Improve Student Engagement (*pdf)
- Incorporating Reflective Learning in a Medical Nutrition Therapy Lecture-lab Course (*pdf)
- Brain Breaks and Breathing (*pdf)
Links to Articles and other resources:
- Create and Manage Achievements (Creating badges in Blackboard shared by Doug)
- Mona’s article on Language Association Journal: Awareness and Agency through Rubrics: Co-Created Evaluation Rubrics for Projects on Forced Migration in a German Culture and Civilization Course
- Link is to a booklet Mona created with improvisation exercises: ZOOMPROV Improvisation Exercises for Language Learning in Online Classes with Zoom or Similar Tech (N.B. you will need to log in to issuu.com to access content)
Featuring Jonathon French, Assistant Professor, Chemistry and Jason Wiles, Associate Professor, Biology
On October 16, 2020, Jason and Jonathon discussed the challenges associated with transitioning into mixed-delivery instructional mode, and how designing assessments for student work can be even more challenging for mixed-delivery and online than for face-to-face instruction. The presenters shared authentic assessments examples that they have developed and deployed for students and ways to encourage strong performances and academic honesty. A Zoom recording of the session is here:
Jonathon French shared his presentation slides:
Featuring Christina Percoski, Training and Development Specialist, Office of Equal Opportunity, Inclusion, and Resolution Services
On September 1, 2020, Chris discussed roles and responsibilities of faculty members when becoming aware of sexual or relationship misconduct in our campus community. The discussion included helpful suggestions to navigate discussions with students in a supportive way and recent changes to the Title IX federal regulations and policy. A Zoom recording of the session is here:
Chris shared her presentation slides and handouts as well:
- Title IX and Being a “Responsible Employee” (*pdf)
- Title IX Sexual & Relationship Violence Prevention: Roles & Responsibilities of Faculty Members (*pdf)
- How to Support Survivors, handout (*pdf)
Featuring Meredith Martin, Assistant Teaching Professor, Psychology
On April 7, 2020, Meredith shared how she engages in creative design and how she considers the needs of all the students in the classroom. She and participants both offered strategies to welcome all students to the classroom and make a big class feel small. A Zoom recording of the session is here.
Meredith shared her presentation slides and a number of her assignments as well:
- Creative Assignments and Alternative Assessment Slides (*pdf)
- Create a Case Study (*pdf)
- Defending Marissa (*pdf)
- Developing a Public Service Announcement (*pdf)
- Group Research Project (Large Lecture) (*pdf)
- Mindfulness Blog (*pdf)
- Opinion Paper (Persuasive Essay) (*pdf)
- Poverty and Academics (Personal Reflection) (*pdf)
- Reflection Pieces and Feedback Bank (*pdf)
- Winnie the Pooh Assignment (*pdf)
On March 6, 2020, faculty engaged in a panel discussion with colleagues, Shiu-Kai Chin, Megan Elizabeth Cartier, and Mona Eikel-Pohen about what they have tried, what worked, and what they will try next in relation to inclusive classroom practices.
- Collection of Readings (*pdf)
On February 4, 2020, faculty engaged in a world café to experience the benefits of dynamic group interaction from a student perspective.
- 10 Recommendations for Improving Group Work (*pdf)
- Assessment Examples for Group Work (*pdf)
- Grading Methods for Group Work (*pdf)
- Teamwork VALUE Rubric (*pdf)
- Group Work Self-Reflection and Evaluation (*pdf)
- Faculty Reflection (*pdf)
On October 29, 2019, faculty explored various strategies for finding out what students are learning as they learn it.
On September 25, 2019, faculty explored strategies for designing course objectives with current students in mind.
- Slides (*pdf)
On March 26, 2019, faculty engaged in conversations about the benefits of rubrics, different types of rubrics, and how to evaluate the quality of rubrics.
On February 26, 2019, faculty learned how to think through their course design to align your program outcomes, course objectives, activities, assignments, and assessments.