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(Course Summary)

Completing a Quality Review of Your Online Course

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

In this session, instructional designers from the UO Libraries Center for Media and Educational Technologies will go through the final review of an online course. You will be guided through an assessment program like Quality Matters or the Online Learning Community Quality Scorecard. This working session will be a hands-on. Be sure to bring your laptop, course syllabus and course objectives. (Laptops also will be available in the room.)

$ Session Dates Length Instructor Location Seats Free  
May 24, 2017 2 hrs CMET Staff Knight Library 41 36 open Registration
(Course Summary)

Empowering Language Learners: A Critical Pedagogy across the Curriculum

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

How does working with materials in languages other than English enliven the possibilities of any course and introduce language learning in highly motivating and contextualized ways? Can proficiency in another language—say, by heritage speakers, international students, or those just fulfilling the language requirement—be a deeply empowering asset for students across the disciplines at UO?
 
In this interactive session, we’ll learn about the CAS Renaissance award winning-work of Robert Davis and Claudia Holguin (Romance Languages) and Julie Weise (History) to bring Spanish-language materials into courses in which the primary language of instruction is English—elevating the research-based aspect of these courses and drawing students into the powerful, human stories of their course subjects through an encounter with Spanish-language vernacular texts and their authors. They have successfully employed this critical language pedagogy with students with as little as one year of college Spanish, or who emerged from several years of high school Spanish erroneously believing, “I don’t remember anything.”
 
We’ll practice a real activity our presenters use in class and brainstorm ways this teaching could work in other contexts. Moreover, we’ll consider how a more multilingual relationship to instruction at UO energizes the core liberal arts mission of the university at a time when global citizenship is being undermined as a value in U.S. public discourse and student participation in language study in declining at American colleges and universities.
 
Our presenters want you to know that language “mastery" isn’t a prerequisite for embarking on this exciting teaching. If your research includes materials in languages other than English you are a good candidate for this workshop. 
 
Presenters:
Robert Davis, Professor of Spanish, director of language instruction in Romance Languages
Claudia Holguin, assistant professor of Spanish, Director of the Spanish Heritage Language Program
Julie Weise, associate professor of history

$ Session Dates Length Instructor Location Seats Free  
May 12, 2017 1 hr and 30 mins Robert Davis, Claudia Holguin, Julie Weise McKenzie 175 30 open Registration
(Course Summary)

GTI Microteaching

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

Microteaching provides graduate students enrolled in TEP's Graduate Teaching Initiative (GTI) an opportunity to pilot a new lesson or teaching technique in front of 2-3 peers and a member of TEP. These peers will give you feedback on your teaching and help you reflect on how to improve or implement the particular lesson. You will then switch roles with one of the peers and observe and provide feedback to your peers.

Microteaching sessions are opportunities for experimentation and collaborative reflection; they are not meant to be formal, evaluative spaces of your worth as a teacher or your peer’s worth. Think of microteaching as a “drill” to hone your skills or a “rehearsal” for more important performances in actual classrooms. The whole point is to try something new in a space where “success” and “failure” are equally useful and rewarding. If, for example, you demo an exercise that your peers find confusing, or downright unclear, this allows you space to explore potential improvements before you actually try it out on a class full of undergraduate students.

Prerequisite:

To register for a microteaching session, you must be a graduate student enrolled in TEP's Graduate Teaching Initiative (GTI).

$ Session Dates Length Instructor Location Seats Free  
May 10, 2017 1 hr and 30 mins TEP PLC 72 None Wait List
May 24, 2017 1 hr and 30 mins TEP PLC 72 4 open Registration
Jun 14, 2017 1 hr and 30 mins TEP PLC 72 4 open Registration
(Course Summary)

Humanizing Your Online Course: Creating Learning Communities Online

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

In this session we will explore the notions of "social presence" and "teaching presence" within an online course environment.   As with face-to-face classes, a strong sense of community in online environments boosts student motivation and encourages intellectual growth and risk taking. But how do we work with the physical distance to help students connect with one another and with us as instructors?  We will invite you to imagine ways to establish your own teaching presence to infuse your course with inviting, multi-sensory content; and consider different ways to build a learning community and maximize a sense of human connection. 

$ Session Dates Length Instructor Location Seats Free  
May 3, 2017 1 hr and 30 mins Robert Voelker-Morris PLC 72 6 open Registration
(Course Summary)

Introduction to Instructional Design: Mapping an Online Course

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

The instructional design team at the UO Libraries Center for Media and Educational Technologies introduce the basics of “modular” online course design. They will demonstrate how to use Canvas modules in a way that’s consistent with instructors’ goals for student learning. This includes how to develop content and activities and how to assess the learning that takes place in the modules. The session also will discuss making module architecture organized and consistent, allowing students to easily find assignments, presentations, activities, due dates, etc. Be sure to bring your laptops (and laptops will be available in the room) for this hands-on session. Also bring your course syllabus and objectives, if you have them.

 

$ Session Dates Length Instructor Location Seats Free  
May 10, 2017 2 hrs CMET Staff Knight Library 41 28 open Registration
(Course Summary)

Metacognition

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

Metacognition, simply, is “thinking about one’s own thinking” (Cooper & Sandi-Urena 2009). Research shows that students who engage in metacognitive exercises perform better on exams, written assignments, and class discussions. Most importantly, thinking metacognitively is important for students to gain independence and agency as thinkers. How then can we foster students’ ability to be metacognitive and to reflect on how and why they learn? After participating in this workshop, you will be able to design activities and assignments that enhance students’ metacognitive skills and integrate these activities into your courses.

 

$ Session Dates Length Instructor Location Seats Free  
May 5, 2017 1 hr and 30 mins Shane Hall PLC 72 8 open Registration
(Course Summary)

Teaching and Professional Development for Career NTTF

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

This workshop will feature a discussion about developing and maintaining a fulfilling and engaging career as NTTF instructional faculty at the University of Oregon.  Join our distinguished panel of career NTTF instructors as they share what has fed their soul and helped them develop themselves as professionals.  Facilitated by Lee Rumbarger, Teaching Engagement Program; Panelists include: Sierra Dawson (CAS - Human Physiology), Galen Martin (CAS - International Studies), Deb Bauer (LCB) and Julie Voelker-Morris (AAA).

Hosted by United Academics and the Office of the Provost and Academic Affairs.

 

$ Session Dates Length Instructor Location Seats Free  
May 17, 2017 2 hrs Various EMU - 023, Lease Crutcher Lewis Room 38 open Registration
(Course Summary)

Writing a Statement of Teaching Philosophy

Category: Teaching Engagement Department: Academic Affairs - Teaching Engagement Program
Description:

A statement of teaching philosophy is a short narrative about your teaching that explains the principles and theories behind it. Teaching statements are often an essential element of job applications for academic positions and for promotion and tenure review. This workshop will review formats and best practices for writing a statement of teaching philosophy. You also will begin the writing process and leave with a draft outline of a teaching statement. Graduate students, newly hired faculty, and adjunct instructors who plan to apply for academic positions may particularly benefit from this workshop.

$ Session Dates Length Instructor Location Seats Free  
May 11, 2017 1 hr and 30 mins Jason Schreiner PLC 72 2 open Registration