Worcester State University
Center for Teaching & Learning

 Other Academic Years


CTL Events, Fall 2009

Diversity Brown Bag Lunch Series
Wednesday, Sept 30, 2009, 11am-12pm. This monthly brown bag lunch series was an opportunity for faculty across disciplines to engage in dialogue about diversity, teaching and learning. See flyer here.

Fall Grant Lunch Workshop Series - See flyer for full details.
Thursdays 11:30-12:30. Oct 1, "Grant Basics;" Oct 8, "Looking for Funding;" Oct 15, "Grants at WSC;" Oct 22, "Grant Budgets;" Oct 29, "Grant Administration at WSC;" Nov 5, "Electronic Submissions;" Nov 12, "Research Compliance."

CTL Events, Spring 2010

Spring Grant Lunch Workshop Series - See flyer for full details.
Wednesdays 11:30-12:30. Jan 27 "Grant Basics;" Feb 3, "Looking for Funding;" Feb 10, "Grants at WSC;" Feb 17, "Grant Budgets;" Feb 24, "Grant Administration at WSC;" March 3, "Electronic Submissions;" March 10, "Research Compliance."

Spring 2010 was a "Themester" (borrowing the word from Indiana University) about the Millennial Student, with several clustered events on this topic. For the preliminary event list, see the Themester Flyer.

Workshop Series: Teaching First-Year Students
Mondays Feb 8, 22, March 1, 8, 22, 29, 2:30-4:30 pm - a six-session series focusing on the first-year student, to provide FYS faculty and any faculty teaching first-year students an increased understanding of college student development, LASC, assessment, syllabus development, and learning experiences. Co-sponsored by the CTL, the LASC, Academic Affairs, Student Affairs, and the Alden Teaching Fellows. Supported in part by Davis Foundation Grant Funds.

Book Discussion Series: Generation Me
Tuesdays April 6 and 20, 2010, 1-2:30 pm – a 2-part book discussion series using Jean Twenge’s Generation Me: Why Today’s Young Americans are More Confident, Assertive, Entitled – And More Miserable Than Ever Before. This 2-session book discussion series focused on what Twenge’s book tells us about our students, their impact on teaching and learning, and how educators can respond. Copies of the book were available for all participants. Co-sponsored by the Center for Teaching and Learning, the Liberal Arts and Sciences Curriculum Program, Academic Affairs, Student Affairs, and the Alden Teaching Fellows. Supported in part by Davis Foundation Grant funds.

Spring 2010 Themester: The Millennial Student – Who are WSC Students?: An Exploration of NSSE & BCSSE Data Report
February 24, March 10, 24, and April 7, 2010 at 8:30-10:00 or 12:30-2:00 in the CTL (S-117) – this four-session discussion series, facilitated by Raynold Lewis and Andrea Bilics, explored what the National Survey of Student Engagement (NSSE) and Beginning College Student Survey of Engagement (BCSSE) results tell us about WSC students. Our understanding of the characteristics of our students helps us enhance the teaching-learning process.

How Is a Classroom Like a Mirror?
Wednesdays, 2:30-4pm, April 14 and 21. This two-part workshop considered research on the communicative modalities of the body and how they influence classroom practice; Mark Wagner considered the small world of the classroom as a site in which feeling-body-tones create social fields on which a variety of messages are communicated; in turn, such research may bring insight into ways of engaging Millennial Students, who have grown up in the "electronic wilderness" of American culture. See flyer for full details of both sessions.

Brown Bag Lunch Series: Exploring Learning Reconsidered and the LEAP Initiative
Wednesdays, March 31, April 14 and April 28, 2010
12:30-1:30 pm in the CTL (S-117). Learning Reconsidered: A Campus-wide Focus on the Student Experience was published by the National Association of Student Personnel Administrators (NASPA) – full PDF document here. LEAP (Liberal Education and America’s Promise) is an initiative of the Association of American Colleges and Universities (AAC&U). The basic premise of Learning Reconsidered is that different divisions can work together to educate, prepare and support students using a holistic approach. It examines the role of Student Affairs in promoting educational outcomes. The LEAP documents approach educational outcomes from an academic perspective, but also stress a holistic view of student development. What do these two approaches have in common? How do they differ? What can we learn from each other to better serve our students? This brown bag series explored how we can bridge the gap between student and academic affairs to provide the best possible educational outcomes for our students. Presented by: Julie Kazarian, Assoc. VP for Student Affairs and Lori Dawson, Interim, Assoc. VP for Academic Affairs.

Designing Your First-Year Seminar: A Focus on Learning
Mondays, 3-5pm. April 26, May 3, 10, and 17. Sponsored by the CTL and LASC, this workshop series included writing student learning outcomes, adopting a learning-centered approach for syllabus and course design, examining the challenges of facilitating a seminar for first-year students, and designing learning activities to facilitate student achievement and success. It also provided an overview of the student mentor program. One main goal of the workshop was to create faculty learning communities to provide a support structure over the summer and fall for the 2010-2011 first-year seminars. See flyer for full details.

Themester/ Theme Semester Initiative
A new faculty initiative coming out of campus dialogue and CTL Strategic Planning sessions, for an annual themed semester each fall. Spearheaded by Robert Brooks (Criminal Justice Chair). Initial proposal here.

Summer Institute: Focus on Learning
May 17-20, 2010, Sullivan 205. 8 am - 4 pm each day.
This four-day workshop provided opportunities for faculty across the campus to continue dialogue about LASC, interdisciplinary teaching initiatives, our students and our students' learning. The Institute also provided structured time for faculty course planning in their disciplines and for the LASC. Faculty learned about high impact educational practices, wrote student learning outcomes for LASC objectives and content areas, brainstormed the first year seminar and capstone courses, and shared conversation over breakfast and lunch.

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