Join Graduate Program Coordinator, Holly Buckland Parker and CTL Faculty Associate, Lizzy Pope to discuss how things are going for you this semester. We will invite you engage in some reflective practices as a group. We will structure our time to discuss and brainstorm useful ways to continue to manage research time, grading, and teaching this semester.

During this session, we’ll identify some of the wicked problems in our fields, those problems that are too large for one individual to solve and that require our students to think unconventionally. We’ll reflect on how we can foster the skills our students need to solve wicked problems, specifically, how we can shift a course’s purpose from sharing a body of knowledge, to creating opportunities for students to actively build and apply skills to solve the wicked problems in their fields.

During this workshop we discuss the value of articulating a personal teaching philosophy and important elements to include in your statement.

During this session, we’ll take a closer look at our course learning objectives and consider them through the wicked framework. What does a student need to be able to do by the end of our courses so that they are ready to tackle the complex problems in our fields? How can we identify learning objectives that are both assessable and supportive of their development as independent thinkers?

In this last session, we’ll design assignments that will help students develop the skills they need to take on wicked problems and showcase their knowledge, problem-solving abilities, and outside-the-box thinking. We’ll look at several assignment examples provided by Paul Hanstedt and consider how they might or might not work for us.

UVM has administered the National Survey of Student Engagement (NSSE) every three years since 2005, but the survey and its data have not previously been shared in faculty-to-faculty conversations about teaching practices. The role of this session is to introduce faculty to the survey and most recent set of findings in order to gather initial impressions of the data and its potential uses for faculty.

This session is for people who attended or watched one or more of Dr. McGuire’s metacognition workshops. We are eager to hear about your reactions to Dr. McGuire’s workshops and any thoughts and experiences you can share about incorporating metacognitive practices in your work and teaching. This will help as we consider future programming and support the Center for Teaching & Learning and the Tutoring Center can offer.

This workshop introduces participants to the basics of SoTL research. Opportunities for doing SoTL at the University of Vermont will be discussed. Anyone who is curious to learn more about SoTL is encouraged to attend.

This session will provide an overview of the most common methodologies, including non-western methods used in SoTL research. Anyone interested in learning more about educational research methods that can be used to answer pressing questions about teaching and learning is encouraged to attend. (It is a good idea to attend the Introduction to the Scholarship of Teaching and Learning workshop first.) 

UVM has administered the National Survey of Student Engagement (NSSE) every three years since 2005, but the survey and its data have not previously been shared in faculty-to-faculty conversations about teaching practices. The role of this session is to introduce faculty to the survey and most recent set of findings in order to gather initial impressions of the data and its potential uses for faculty.

This session will provide tips and strategies for navigating educational literature in preparation for a SoTL project. The session will be led by Dan DeSanto, Library Associate Professor, who will provide an introduction to searching with the ERIC database as well as other tools to begin SOTL literature review work. To help jumpstart searching, participants will be afforded search time with their own topics of interest and will leave with a plan for moving forward with their literature search. 

This session, led by Dr. Ted Marcy, IRB Chair of the Committee on Human Research in the Behavioral and Social Sciences, will provide information that you can use to adequately protect the rights of students as research participants, apply for the appropriate study designation from the IRB, and obtain IRB approval in a timely manner. 

This session is for people who attended or watched one or more of Dr. McGuire’s metacognition workshops. We are eager to hear about your reactions to Dr. McGuire’s workshops and any thoughts and experiences you can share about incorporating metacognitive practices in your work and teaching. This will help as we consider future programming and support the Center for Teaching & Learning and the Tutoring Center can offer.

It can be difficult to make static documents, such as syllabi, feel motivating, collaborative, and developmental for students. “Interactive” syllabi can transform the way you not only share information with students but build relationships with them, using a simple survey. During the workshop, we’ll explore several options, both thematically and technologically, for using an interactive syllabus, including starting from a template to reduce your workload.

Perusall is a collaborative annotation tool that integrates with Blackboard (meaning no separate login is needed). Students can engage with a variety of course materials (readings, videos, podcasts, websites, student-generated documents)—in whole-class or in small groups—to collectively react, question, and discuss. This workshop will blend an overview, hands-on experience with the software, and guidance for use.

This session introduces you to project-based learning via a participatory exercise, illustrating the design and scaffolding of a student project experience.  Working in small groups, we will work through the initial steps of a project and reflect on its educational design and strategies. This workshop is facilitated by Dr. Kristin Wobbe, director of Worcester Polytechnic Institute’s Center for Project-Based Learning.

One of project-based learning’s key benefits and challenges comes from using team-based projects.  In this session we will share and use tools that reduce stereotyping and bias on student teams, resulting in more effective and equitable teaming.  Participants will begin a guided process of developing projects for their own classes, and the session will conclude with the group identifying remaining challenges and brainstorming solutions to these challenges. This workshop is facilitated by Dr. Kristin Wobbe, director of Worcester Polytechnic Institute’s Center for Project-Based Learning.