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Fall 2008 Faculty, Teaching Academic Staff and Teaching Assistant Programs
Select and register for your fall programs and explore how you can refresh, refuel and energize your teaching by connecting with others and considering new perspectives and ideas that can enhance student learning. Each session is described in further detail below. Contact Connie Schroeder, connies@uwm.edu or 229-5764 for more information. Registration is required for seating and handout counts. Space is limited and sessions usually fill early, so please register right away!
To register, click on the date of the session you wish to attend.
Career Workshop Series for New Faculty Only |
Designing a Learning-Centered Course and Syllabus
A panel of faculty, along with staff from the Center for Instructional and Professional Development, will engage participants in a lively discussion of what learning-centered means and the implications for your syllabus and course design. What about your course would you like to change next time around? What is working and what isn't? How can you make your course your own and make. Please bring your lunch and a current course syllabus with you for interactive activities and opportunities to apply strategies to raise the level of student learning and student responsibility for learning.
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Friday, October 3, 11:30-1:30, Union 240
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Developing Your Blueprint to Success as a Researcher at UWM
Two assistant professors will share their knowledge and life experiences of their journeys to become successful researchers. Steve Atkinson will also discuss what the Graduate School can do to help you on the road to success. This is an informal brown bag discussion with handouts to help you on your way. |
Thursday, November 20, 11:30-1:00, Union 240 |
| Workshops for All Faculty and Teaching Academic Staff |
Creating Specific Learning Outcomes for ANY type of Course
Creating Specific Learning Outcomes for ANY type of course is THE essential ingredient in making your course coherent and easier to design, teach and evaluate. Learning outcomes anchor student learning throughout the course, but are often left out, vaguely written, or just inherited from a prior syllabus. We'll explore the purpose and language of writing clear course learning outcomes and examine multiple learning outcome samples from syllabi in your discipline. Participants from all disciplines will write at least one learning outcome specific to their course, critique each outcome for clarity and specificity, and learn how to embed specific learning outcomes throughout a course. Seasoned and new faculty or instructors will find this strategy helps aligns everything else in the course and is easy to integrate into existing courses. |
Friday, October 10, 12:30-1:30, Union 240 |
| Attaining Greater Transparency in Learning: Designing Assignment Rubrics
This workshop is a practical workshop geared toward making the learning that is assessed and evaluated transparent to both students and the instructor. Rubrics can minimize the time spent providing feedback and reduce student complaints about unfairness, subjectivity, and lack of clarity. Rubrics can actually maximize the level of student responsibility for the quality of their learning. New and seasoned faculty and instructors will examine sample assignments; define the relationship between learning goals, assignments, and rubrics, and practice determining the criteria and levels of student performance in order to make learning transparent to students. Bring your own assignments and syllabi to the workshop if you want a jump start on developing your own assignment rubric! |
Tuesday, October 21, 12:30-2:00, Union 240 |
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