Discussion, whether large-group or peer:peer, adds a personal dimension to the classroom. Effective discussion also stimulates students to more actively engage in the learning process, encourages collaborative thinking skills, and provides the opportunity for instructors to receive immediate feedback on student understanding. As a result, students gain confidence as they evaluate concepts or synthesize ideas. However, moderating successful, substantial discussions can be difficult. In the first half of this workshop, attendees will begin by exploring the role of the instructor in leading classroom discussions, contrast different instructional purposes for discussions, and consider scenarios representing classroom discussions gone awry. During the second half, a panel of faculty will describe common pitfalls, tips, and strategies for moderating classroom discussions.
This workshop, designed for those who teach a seminar as part of the FYO program, will focus on creating successful and appropriate writing assignments for one-hour FYO seminars. Examples of successful writing assignments used in previous FYO seminars will be shared and discussions will center on the development of writing assignments to be used in participants’ courses. Faculty will leave this session with a better understanding of the appropriate amount of writing for a FYO seminar, ideas for assignments they can integrate into their own FYO courses, and resources they can reference throughout the delivery of their seminar. Details
Tiffany Washington, an assistant professor in the University of Georgia School of Social Work received the 2017 UGA Service-Learning Research Award and the 2016 UGA Creative Teaching Award. The focus of Washington’s Award Winning Faculty Series talk will be the ways in which faculty can connect their in-class teaching to their larger research agenda. Focusing on her own pedagogical practice, Washington will highlight experiential learning techniques and share from her own pedagogical practice, including students’ feedback. Details
Reacting to the Past (RTTP) is a pedagogical approach pioneered by Columbia University professor, Mark Carnes in his teaching position at Barnard College. The approach to teaching and learning consists of elaborate games in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; instructors advise and guide students and grade their oral and written work as well as participation. In drawing students into the past, RTTP instructors promote engagement with big ideas and improve intellectual and academic skills.
This workshop will introduce the general approach of RTTP pedagogy, as well as explore research findings that support the methodology, provide an overview of current game offerings, and preview faculty and student support systems for RTTP here at UGA.
The interactive portion of the workshop will have participants adopt an assigned role, meet with their faction and offer a defense of their position based on interpreting primary documents—thus, participants will see this active learning strategy from the student perspective. RTTP’s encompassing approach provides a backdrop for this sort of transdisciplinary workshop. Participants will discuss how RTTP and game-based pedagogies can influence teaching and pedagogical success in higher education as well as its tangible impact on critical-thinking, student-centered classrooms, and innovative methods for creating active learning experiences.
Breakfast will be served! Details
This workshop will help you to identify some common mistakes we make when designing and grading writing assignments in the undergraduate classroom, and provide you with some strategies to help you avoid these stress-inducing (for the students) and time-consuming (for you) practices. This workshop will address designing clear assignments, writing effective rubrics, and planning time-saving grading strategies.