In the Classroom
Best Teaching Practices
Facilitated by Sharon Silverman, Ed.D.
Session I: An introduction to important learning theorists
Wednesday, September 30, 3:30 p.m. to 5:30 p.m.
8th Floor Faculty Center, 600 S. Michigan
Session III: Theories of student motivation and creating a culture of best teaching practice
Wednesday, November 11, 3:30 p.m. to 5:30 p.m.
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.
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.
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.
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.
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.
You've heard about this groundbreaking class or know someone who teaches it, and finally you can see what the excitement is all about. 2008 Illinois Professor of the Year, Beau Beaudoin (Television), and colleagues Shanita Akintonde (Marketing Communications), Sam Feder (Television), and Stan West (English) will facilitate this four- part series that delves into difficult dialogues around culture, race, ethnicity, gender, religion, class, ability and the influence of media on the many “isms” that frame our view of the world. These workshops will require a small amount of digitally-based "homework" as participants explore their personal cultural truths and will provide an excellent example of a rigorous curriculum that has successfully integrated web-based and multimedia technology.
Not all programs are offered each semester. Please see our schedule for Fall 2009 programming.
In this first session, an overview of some basic learning theories will include theorists of both personal and cognitive development such as Alfred Chickering, Abraham Maslow, and Marcia Baxter-Magolda. We will also learn about the TRPP Framework, an innovative approach for connecting theory, research, and practice that will form the basis of discussion in sessions II and III.
Session II: Specific case studies at Columbia and theories on self-regulation and goal-setting
Wednesday, October 21, 3:30 p.m. to 5:30 p.m.
Session II: Specific case studies at Columbia and theories on self-regulation and goal-setting
Wednesday, October 21, 3:30 p.m. to 5:30 p.m.
8th Floor Faculty Center, 600 S. Michigan
Participants will share stories about their experiences with Columbia students. We will discuss the teaching and learning challenges these stories present and apply the theories that may be useful in meeting them. We will also discuss how monitoring one’s own learning and making adjustments as needed in the learning process (self-regulation and goal-setting) can be particularly useful in group work.
Session III: Theories of student motivation and creating a culture of best teaching practice
Wednesday, November 11, 3:30 p.m. to 5:30 p.m.
8th Floor Faculty Center, 600 S. Michigan
How and why are students motivated to learn? An overview of motivation theories including theorists Albert Bandura, Julian Rotter, and Bernard Weiner will provide the background for translating theory to practice. We will summarize and organize the material from all three sessions into a plan for best teaching practice.
Please see our Fall 2009 schedule for registration.
Please see our Fall 2009 schedule for registration.
Facilitated by Soo La Kim & Lott Hill, CTE
Please see our Fall 2009 schedule for information and registration.
Spaces are limited; please RSVP at cte@colum.edu.
Facilitated by The Office of General Counsel
Please see our Fall 2009 schedule for information and registration.
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.
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.
You've heard about this groundbreaking class or know someone who teaches it, and finally you can see what the excitement is all about. 2008 Illinois Professor of the Year, Beau Beaudoin (Television), and colleagues Shanita Akintonde (Marketing Communications), Sam Feder (Television), and Stan West (English) will facilitate this four- part series that delves into difficult dialogues around culture, race, ethnicity, gender, religion, class, ability and the influence of media on the many “isms” that frame our view of the world. These workshops will require a small amount of digitally-based "homework" as participants explore their personal cultural truths and will provide an excellent example of a rigorous curriculum that has successfully integrated web-based and multimedia technology.
Not all programs are offered each semester. Please see our schedule for Fall 2009 programming.