CTL
Professional Development Program for New Faculty The CTL offers 10 different workshop series for new faculty members during the Spring 2009 semester. Enrollment in one series means that you will attend three sessions of that series on designated Friday afternoons from 2:00- 4:00 pm throughout the semester. Each new semester faculty members sign up for one workshop series (of three sessions) in the PDP for New Faculty. CTL Professional Development Program for New Faculty Fall 2009 Offerings
The CTL offers 11 different workshop series for new faculty members during the Fall 2009 semester. Enrollment in one series means that you will attend three sessions of that series on designated Friday afternoons from 2:00- 4:00 pm throughout the semester. Each new semester faculty sign up for one workshop series (of three sessions) in the PDP for New Faculty (PDP-NF).
Offerings for Fall 2009
Fall 2009 workshop dates Session 1: September 25, 2009 Session 2: October 23, 2009 Session 3: November 13, 2009
Series I: Planning Effective Instruction
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009 This workshop series is designed for the faculty member who is new to teaching, who desires more background knowledge in planning instruction, or the faculty member who would like to refresh their knowledge of course planning. From the plan for each class period to an overall view of the course, this series will explore the current conventions on basics of effective teaching: adult learning theories, lesson planning, and organization of the class period. Learning outcomes: By the end of this workshop series participants should be able to:
Series II: Teaching in a Multicultural Classroom
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
This interactive series is recommended for faculty who want to understand our student population better and share techniques for reaching students with differing needs and learning styles. After reflecting on short readings and their own experiences, faculty will discuss the dynamics that arise in the classroom when different types of students learn together. The series will focus on socioeconomic, racial, ethnic, and language diversity. Participants will also identify techniques for working with students with disabilities.
Learning outcomes: By the end of this workshop series participants should be able to:
Series V: Reflecting on Teaching
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
This series is for experienced faculty (with at least six semesters of full-time teaching) who now wish to analyze and reflect on their knowledge of, beliefs in, and attitudes toward teaching and learning. Participants will learn techniques of reflective pedagogy for the purposes of systematically documenting their growth as educators and keeping track of their successes in facilitating effective instructional activities. Possible topics to be discussed include the following: personal teaching philosophy; relationships with student and with colleagues; and an evolving passion for teaching. Learning outcomes: By the end of this workshop series participants should be able to:
Series VI: Using Technology Effectively in Instruction
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
Faculty will learn how to use various digital tools in instruction, such as MyMC Course Tools and podcasting. This series is designed for the instructor who has a basic knowledge of internet usage (ability to search the Web effectively, a familiarity with email, as well as file management), but has not yet incorporated the Web into their courses.
Learning outcomes: By the end of this workshop series participants should be able to:
Series IX: Understanding the Student-Faculty Relationship for Effective Teaching
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
The literature and best practices suggest that faculty play a key role in promoting learning. This series will examine the literature to seek answers to questions such as, Do I exhibit behaviors, beliefs that promote or thwart student learning? What strategies can I incorporate that will promote student learning?
Learning outcomes: By the end of this workshop series participants should be able to:
Series XII: Motivating Students: Staying On Course
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
In this series, faculty will discuss the ideas of teacher educator Skip Downing and how they fit into teaching and learning at MC. Skip Downing proposes innovative strategies for empowering students to become active, responsible learners. Participants will explore the choices learners make regarding self-responsibility, self-awareness, self-management, life-long learning, self-motivation, emotional intelligence, interdependence, and self-esteem. Laced with a multitude of teaching ideas and forms, using modeling, the facilitators will guide the participants to a higher understanding of their daily work.
Learning outcomes: By the end of this workshop series participants should be able to:
Series XIII: Writing in the Disciplines
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
“Writing and Student Engagement” focuses on how we can use writing in ways that encourage students to take more active roles in their own learning and to become more self-aware and self-directed in their studies. Using this formative practice, faculty will participate in a series of exercises and directed tasks and use writing as a vehicle for exploring and developing their own thinking. After experiencing the work of active writing as learning practice to think about their own teaching, faculty will devise ways to introduce this practice to their students and to make use of it in one or more of their courses. This workshop will also provide faculty with opportunities to learn about the findings of the Survey on Student Engagement and writing, specially the connection between writing and critical thinking.
Learning outcomes: By the end of this workshop series participants should be able to:
-Describe the “Writing and Student Engagement” approach -Explain the connection between writing and critical thinking -Devise writing activities that encourage students to actively engage in their learning
NEW SERIES:
Series XV: Turnitin.com and Other Tools for Preventing Plagiarism
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
In this series, participants will gather a repertoire of strategies for educating students about plagiarism and academic integrity. We will work on understanding types of plagiarism and their causes; using Turnitin.com, a plagiarism prevention software program, as a tool for teaching students about proper use of sources; designing assignments to make plagiarism less likely; developing best practices for helping students learn to paraphrase and attribute sources correctly; implementing MC’s policies on Turnitin and plagiarism; and handling cases of plagiarism should they occur.
Learning outcomes: By the end of this workshop series participants should be able to:
Implement Turnitin.com as a teaching tool for ethically avoiding plagiarism. 1.Apply pedagogical strategies for making plagiarism less likely through effective assignment design and sequencing. 2.Explain students’ reasoning to plagiarize – intentionally and unintentionally – and gain strategies for addressing them. 3.Become familiar with MC’s policies on Turnitin.com and academic integrity.
Series XVI: The Faculty Evaluation Process: Purpose, Requirements, Expectations and Benefits
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
This hands-on, interactive workshop provides participants with the skills and action plans necessary for successfully navigating the faculty evaluation process. Faculty members are encouraged to connect with their colleagues and reflect on their own successes and challenges. A mutually respectful environment promotes an exchange of ideas and best practices in order to enhance classroom experiences, professional development, student evaluations, and college service. Through innovative activities and exploratory exercises, participants also develop a college-wide dialogue that serves as a lasting, professional support system for faculty.
Learning Outcomes: By the end of this workshop participants will be able to…
1.Complete necessary documentation in the Faculty Performance Review 2.Highlight professional strengths and accomplishments 3.Identify professional weaknesses and areas for improvement 4.Collect evidence of the art of teaching and craft dynamic portfolios 5.Prioritize efforts and agendas both on campus and in the community 6.Create relevant, meaningful student evaluations 7.Collaborate with colleagues on current school initiatives and future endeavors 8.Implement tools for continual improvement in instruction
Series XVII: Technology 2
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
In this workshop series participants will be introduced to more advanced digital programs and tools, and will continue the discussion how to enhance their teaching with the help of technology for the MC classroom. Examples of topics are enhancement of visual communication using concept maps, screen casts (videos via YouTube), timelines, and word clouds, and a presentation and discussion of the top 10 websites that can be used in the classroom. The last session will include an open lab where participants may ask questions and practice on the technologies introduced in the series.
Learning outcomes: By the end of this workshop series participants should be able to:
Series XVIII: Diversity and Education – Theories
Fall 2009 Offering September 25, 2009 October 23, 2009 November 13, 2009
In this workshop the facilitator will introduce and guide a discussion on the theory behind multicultural education. Important scholars of diversity with varying and sometimes oppositional ideological view- points will be introduced. Even though the emphasis of this workshop series is on the theory, implications for curriculum and instruction activities in a diverse classroom will be discussed as well.
Learning outcomes: By the end of this workshop series participants should be able to: 1.Name 3 to 5 important educators in the field of multiculturalism and describe their main ideas 2.Identify which theorist most fits their personal world view 3.Analyze their courses and assess how they contribute to intercultural awareness 4. Identify major issues associated with diversity and education 5. Design course content and instruction that improves academic achievement and intergroup relation grounded in the principles of democratic ideals.
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