The Effective Teaching Seminar Series is for graduate students interested in learning more about effective teaching practices. Sessions for the Effective Teaching Seminar Series are scheduled through the fall and spring semesters. Completion of all six workshops (three per semester) is part of the standard CIRTL@UB Associate-Level Certification requirements.
Registration is now closed.
6 Norton Hall
(Faculty Collaboration Studio)
|Date and Location||Facilitator||Detail|
|Sept. 18, 2019||Jeffrey |
|Teaching in the UB Curriculum: The UB Curriculum is a student-centered approach to general education for all UB undergraduates. By design, it is a model of effective teaching practice. Gain valuable insights into the UB Curriculum program structure and learning outcomes, pathways and principals of integrative learning, and the UB Portfolio Capstone. By the end of this session, you should be able to describe elements of the UB Curriculum, explain how these elements lead to deeper student learning, and understand the role of TAs and instructors in the UB Curriculum. Whether you are teaching in the UB Curriculum, working on advancing your teaching skills, or interested in learning more about UB Curriculum, this session is for you.|
|Oct. 23, 2019||Kelly Ahuna||Handling Academic Integrity Matters: This session will review the fundamental role of academic integrity in the learning process. Ensuring that students submit original work is critical for all instructors to guarantee that real learning and fair evaluation are taking place. In this workshop, we will discuss (1) prevalent causes of academic dishonesty, (2) common cheating scenarios, (3) UB’s Policy and Procedures for handling incidents, and (4) helpful tips to prevent cheating in your classroom.|
Nov. 13, 2019
|Carol Tutzauer||Communicating to Reach Students and Enhance Learning: Communication drives the student experience and student learning. This workshop offers tips and tricks to enhancing your communications with students, whether giving a classroom lecture, leading a class discussion, or working individually with students. Learning outcomes: (1) Differentiate a good presentation from a poor one, by addressing structure, content, delivery, and use of supportive materials and aids, and (2) Identify strategies that enhance student participation and involvement in the classroom—methods that can supplement or even replace the traditional lecture.|
Dec. 11, 2019
|Rebecca Rotundo||Active Learning: This introductory workshop will give an overview of active learning and discuss barriers to adoption. Participants will learn the definition of active learning and the rationale for incorporation of active learning activities into instruction.|
This series is offered by CIRTL@UB in collaboration with the Graduate School and the Center for Educational Innovation.