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In the Classroom
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In the Classroom

   _Learning Theories Workshop Series
with Sharon Silverman, Learning Studio

This group of three workshops can be taken together or separately. Each combines an overview of the ideas of prominent learning theorists with practical strategies for teaching. Light refreshments will be provided.

Motivation and Student Success 
What motivates students to learn? We will consider motivational theories such as Julian Rotter’s locus of control and Albert Bandura’s social learning theory and examine case studies of motivated and de-motivated students in order to develop our own strategies for encouraging student motivation.
Self, Identity, and Learning
The way students view themselves can affect how they learn and how they perform. Being aware of how our students view themselves can create opportunities for teacher/student connections that help promote learning. Theories of self-concept, self-esteem, self-efficacy, and identity development will inform our discussions. 
Ways of Knowing 
Students learn best with a balance of challenge and support, but what works for one student may not work for another. How do we know which approach works best with which students? In this workshop, we will explore diverse ways of knowing and how to best meet the differing individual learning needs of our students.

 _Campus Resources to Improve Student Learning 

Can you name five campus resources that can help you help your students? Come find out what the Columbia College Chicago campus has to offer! In this session, representatives from the Library, Portfolio Center, Learning Studio, Counseling Services, and Services for Students with Disabilities will give you a brief overview of what their offices have to offer and how you can make the most of their services to support student learning.


_TIES: Teaching Ideas for Engaging Students
with Sandra Allen and Mike Swidler, Marketing Communication
Students who are satisfied with their experience in the classroom and the course content are also more likely to engage, and stay engaged, with their learning environment. So, Satisfaction + Engagement = Retention. In this workshop, you’ll learn how to tailor course content to students’ preferred learning styles to achieve the twin goals of engagement and retention.

   Culture, Race, and Media for Faculty
with Beau Beaudoin, Television, and Colleagues


Students rave about this groundbreaking class, and every semester, they also ask if instructors are required to take the course. As the question suggests, instructors might also benefit from assessing ideologies and considering new ways to facilitate difficult conversations around culture, race, gender, class, religion, prejudice, and the many misconceptions that we often aren't aware we hold.

This four-part series includes community discussion and "homework" on a CRM for Faculty website and provides an excellent example of a rigorous curriculum that successfully integrates teaching strategies and multimedia technology.


   Meta-what? Metacognition:
A 3-part Learning Theories Workshop
with Sharon Silverman, Learning Studio

Metacognition (knowledge of one's own thinking processes) and self-regulation (the ability to control and monitor one's learning process) are critical elements in successful learning. Join us as we introduce concrete and practical strategies to help our students gain active control over their studies.


 _VARK: Assessing Student Learning Styles 
with Sandra Allen & Mike Swidler, Marketing Communication

In this workshop learn to incorporate multiple learning styles and increase student achievement. Students often have distinct learning preferences and synthesize information either through Visual, Auditory, Read/Write, or Kinetic (VARK) presentation; teaching to the student helps improve their retention and learning.

 

   Supplemental Instruction
with Sharon Silverman and Lynn Levy, Learning Studio, and Select SI student leaders
Learn about how Supplemental Instruction (SI), an academic support program offered through the Learning Studio, is helping students succeed in highly challenging courses. How can you adapt SI strategies to help your students succeed in your courses? This session will use role-play examples and demonstrations to share the research-based effectiveness of peer-led study groups.
   Learning Communities
with Kristin Pichaske, Television, and Don Smith, Film & Video

What is a “learning community” and how does it impact teaching and learning at Columbia? This session will provide information on how learning communities are being implemented in the Television and Film & Video Departments and explore the advantages and pitfalls they’ve encountered.


   Classroom Activities
with Dia Penning and Megan Stielstra, CTE

How do you break that Week 1 ice? How do you get students on their feet? How do you get them engaged? This practical applications workshop will model community-building classroom activities you can translate to any discipline.


   Social Media in the Classroom
with Dan Sinker, Journalism

Can social media help foster communication in your class? Can the real-time web be used as a learning tool? Learn how to utilize Twitter, Facebook, and other social software to facilitate student collaboration and efficient student-teacher conversations.

   Failure as an Option: Classroom Critiques

In this two-part series, esteemed Columbia College faculty from multiple disciplines share how they give feedback and conduct classroom critique, and discuss the common philosophies that can translate to any discipline.

 

   The Millennial Generation Student:
Good Ideas for Teaching (GIFT)
with Sandra Allen and Mike Swidler, Marketing Communication


Teaching the Millennial Generation student (born between 1982 and 2002) means educating students with more diverse cultural backgrounds and learning styles. Based on our research into the VARK (Visual, Auditory, Read/Write and Kinesthetic) method of teaching, we will introduce GIFT. A discussion and reflection on how current classroom activities can suit a multitude of learning styles. 


   Academic Integrity
with Soo La Kim and Lott Hill, CTE

Given the great variety of works that students produce and the kinds of collaboration they engage in, it's not always clear to either faculty or students where the acceptable boundaries are in matters of academic integrity. In this session, we will introduce Columbia College's new Academic Integrity policy and discuss how the policies and procedures may affect what we do in the classroom. We will review the various forms that violations of academic integrity can take and provide strategies for handling issues of academic integrity in pedagogically responsible ways. We will also discuss tools for prevention of plagiarism in the first place. From designing assignments to evaluating student work, we will introduce concrete steps that instructors can take to create a classroom environment in which plagiarism and other violations of academic integrity are less tempting and in which creativity, risk-taking, and collaboration are encouraged and rewarded.



   Academic Integrity: Legal Issues
with The Office of General Counsel

When a group of individuals works together on a project, who owns the work? What kind of consent do teachers need when they want to use or share student work in their research or teaching? Do copyright or intellectual property rights apply to course work and teaching materials? In this follow-up workshop on Academic Integrity, we tackle issues that touch on the legal aspects of academic production and collaboration. Learn about the legal responsibilities and legal limits of what we do in the classroom.


   Student Evaluations as Teaching Tools
with Lott Hill and Soo La Kim, CTE

What can student evaluations tell us about our teaching? Despite what skeptics may say about their validity, student evaluations of teaching performance can yield valuable insights into students' experience of the course that faculty can use to improve their teaching and their students' learning. But like all data, the evaluations need to be interpreted in order to be meaningful. In this workshop, we will introduce best practices in interpreting and using student evaluations as an effective teaching tool, and discuss specific strategies for encouraging students to give us the feedback we need.


   Syllabus Design
with Lott Hill and Soo La Kim, CTE

As an initial contact point between instructor and student, the syllabus is an important shared document. In this session, we discuss the purpose of a syllabus both in the classroom and in larger institutional contexts (a department’s curriculum, the College’s mission, etc.). In thinking about the syllabus as a teaching and learning tool, we will pay special attention to learning objectives and how to write clear, effective objectives that reflect the goals of the course.


   Classroom Conduct
with Lott Hill and Soo La Kim, CTE

Have you ever had a class that didn’t gel?  Students who didn’t get along with each other, didn’t talk, or didn’t participate?  As teachers, we’ve all experienced at one time or another problems of classroom dynamics and student conduct that seemed impervious to our best efforts. This workshop explores the ins and outs of classroom management and the particular challenges of teaching (and learning) at a generous admissions institution.  Join us to discuss those difficult moments from the classroom, share your ways of approaching the challenges, and consider new techniques for creating successful learning environments for you and your students.


Not all programs are offered each semester. Please see out current schedule for Spring 2011 programming, times and locations.