Talk About Teaching Presentations to help faculty and staff enhance teaching techniques and to introduce new ways to better engage students.
Fall 2023 Talk About Teaching Workshops
| Abstract |
As instructors, our first response to AI tools like ChatGPT in the Fall of 2022 was to explore ways to detect and mitigate the improper use of the technology. Detection is not a feasible strategy. Mitigation can work, but we should consider how we can leverage the technology to add value to our teaching and learning. Students will need these skills with AI tools as they move into the workforce. In this session, we’ll review several of the generative AI tools available, and we’ll explore how AI can be applied to experiential and authentic learning, engagement, collaboration, content review, ideation, and copy editing, among other strategies. |
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| Presenters | Learning Architects, CEITL: Scott Kimball, Fran Keefe, Mike McIntire |
| Abstract | Concept maps activities can be used by individuals or groups of students for a wide variety of course content. Your learning goals for concept map activities dictate how you use them in your course. We will discuss different ways to use concept map activities, software options, and how to instruct students to build concept maps. |
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| Presenters | Lauren Kordonowy, Science of Learning Project Coordinator, CEITL |
| Abstract |
For several years now higher education has been discussing the struggles students are experiencing that can impact their ability to engage fully in learning and be successful and the role faculty can have in supporting them. Research shows that faculty want to assist but don’t always know the best way to do this while maintain academic challenge. In addition, there has been increasing concern about the well-being of faculty as they navigate this role in addition to expectations/responsibilities. This session will:
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| Presenters | Kathleen Grace-Bishop, Director of Education and Promotion and Interim Senior Director, Health & Wellness |
| Abstract |
Specifications grading or “specs grading” is an approach to teaching and learning linking attainment of learning outcomes with successful demonstration of related activities across a spectrum. Consider the potential benefits and burdens of a specs grading approach in a course you will teach. Specs grading aims to
This presentation will illustrate how one UNH course implemented specs grading into the course design with examples of course materials, criteria, bundles, and suggested student feedback. Comparison to the equivalent course in a traditional grading approach will be offered, including student learning outcomes, performance, and perceptions. |
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| Presenter | Michele Lovell MS APRN FNP-C, Clinical Associate Professor, Department of Nursing, University of New Hampshire, CEITL Faculty Fellow, 2023-2024 |
Spring 2023 Talk About Teaching Workshops (click + for abstract)
ABSTRACT: Assessment allows instructors to strategically evaluate teaching effectiveness by linking the students' performance with specific learning objectives. With the increasing awareness of multimodal teaching, we will discuss multimodal assessment in this session, including the definition, things to consider when incorporating multimodal assessments in your teaching, and some specific examples.
PRESENTERS:
Xuan Cai, Learning Architect, Learning Design and Innovation, CEITL
Mike McIntire, Learning Architect, Learning Design and Innovation, CEITL
I let AI make me a video! by Mike McIntire, February 15 (CEITL Media - 6 min.)
Using ChatGPT, Reals.ai and free Royalty-Free images I made a video on the KC-4 Tanker. These tools all show some potential when used in a manner that is transparent, and as a tool in your toolbox. To be continued: Fact Checking and fiddling. Can we work this video into an entertaining piece? Do we need to do some fact checking to ensure the content is factual?
Initial Closed Captioning of this video provided by: A.I.Images
Courtesy of: Robert Sullivan - https://www.flickr.com/photos/my_public_domain_photos/37674001996 (https://www.dvidshub.net/image/6275864/kc-46-pegasus; https://www.dvidshub.net/image/5124885/kc-46-taxi; https://www.dvidshub.net/image/3088081/shaw-fairchild-airmen-fuel-fight; https://www.dvidshub.net/image/6369863/157th-kc-46-boom)
ABSTRACT: It can be helpful to assess your students’ incoming levels of prior knowledge at the start of your course. A pre-assessment (also known as a background knowledge probe) can be used to gauge levels in relevant background knowledge. Pairing a pre-assessment with a post-assessment can also enable you to assess students’ acquired knowledge during your course.
This Workshop will help you to determine what type of pre-assessment is appropriate for your course and offers considerations of whether implementing a post-assessment can provide insight into student learning in your course.
PRESENTER:
Lauren Kordonowy, Science of Learning Project Coordinator, CEITL
ABSTRACT: As noted in Nilsson’s 2016 Teaching at Its Best: A Research Based Resource for College Instructors, an overwhelming amount of evidence supports group learning over individual learning, with group discussion noted to promote development of essential skills such as critical thinking, active listening, the ability to achieve “deep conceptual learning” (p. 155), and synthesis of ideas, to name a few. In this session, we will explore strategies to establish a learning environment conducive to enhancing student motivation, participation, and engagement in discussion. Methods to utilize small to large group discussion in optimizing engagement and learning are explored, with explicit recommendations offered to effectively manage and promote discussion in the learning environment.
Learning Objectives: By the end of this session, participants will be able to:
- Identify first day activities to set expectations, increase motivation, and promote civility and comfort within the classroom.
- Discuss methods to “prime the pump” for optimal discussion and engagement.
- Describe effective strategies utilizing small group activity to promote productive discussion and learning.
PRESENTER:
Michele Lovell, Nursing Clinical Assistant Professor, 2022-2023 CEITL Faculty Fellow
ABSTRACT: How much do your students engage with assigned readings, videos, and other tasks? What can instructors do to help students manage the course workload in your class with Canvas features? In this session, we will first discuss the Canvas New Analytics tool, which collects and analyzes student usage patterns, such as log-in information, participation in course activities, and grades. One of the most common uses of New Analytics is to identify students who are not doing well academically, so that you can make targeted interventions. Using New Analytics to track data like this can be very helpful in large classes.
Next, we will examine other Canvas features that benefit students and teachers. With those features, students can easily see what they need to do in your course, and instructors can reduce the need for reminders and minimize the number of students who miss or skip necessary tasks.
PRESENTER:
Xuan Cai, Learning Architect, Learning Design and Innovation, CEITL
Mike McIntire, Learning Architect, Learning Design and Innovation, CEITL
Fall 2022 Talk About Teaching Series Recap
ABSTRACT: Concept maps activities can be used by individuals or groups of students for a wide variety of course content. Your learning goals for concept map activities dictate how you use them in your course. We will discuss different ways to use concept map activities, software options, and how to instruct students to build concept maps.
PRESENTER: Lauren Kordonowy, Science of Learning Project Coordinator, CEITL
ABSTRACT: In this session, we will explore examples that can cause students to lose interest in learning. We will share strategies for enhancing student engagement in your course, and we will look at technologies that can be employed to enhance engagement online and face-to-face.
Learning Objectives: By the end of this session, participants will be able to:
- Recognize underlying reasons that cause student engagement issues
- Evaluate tools to enhance student engagement
- Apply strategies in your face-to-face or online course for better learning outcomes
Arrive at this event with your course learning objectives in mind. Reflect on the kinds of learning activities you currently have in place and consider how you might adapt/modify them (or develop new activities) to increase their compatibility with your learning objectives and desired outcomes.
PRESENTERS:
Xuan Cai, Learning Architect, Learning Design and Innovation, CEITL
Scott Kimball, Learning Architect, Manager, Learning Design and Innovation, CEITL
ABSTRACT: This session will provide participants with the outcomes of a survey conducted by Psychological and Counseling Services in collaboration with the Office of Community, Equity and Diversity to examine racial and ethnic curricular representation at UNH. Audience members will have a chance to ask questions about the data and their own efforts to address racial and ethnic representation in their respective courses.
PRESENTERS:
Allyson Ryder, MPPM, Assistant Director, Office of Community, Equity and Diversity and Adjunct Faculty, Granite State College
Yashwant Prakash Vyas, MPA, Director, The Beauregard Center for Equity, Justice, and Freedom
ABSTRACT: As an instructor at UNH, you likely have experience creating Canvas courses. Importantly, when creating these resources, they should be accessible for a wide range of different students. When spaces are accessible, students are able to effectively “acquire the same information, engage in the same interactions, and enjoy the same services”( https://www.ada.gov/kindle_ltr_eddoj.htm). In other words, accessible classrooms are those in which all students have the opportunity to learn and participate.
The purpose of this presentation is to provide practical tips and guidance for creating accessible Canvas courses. We will talk more about some of the key considerations (accessible materials, captions, designing pages, etc.), and provide some tips for how to get started.
PRESENTERS:
Scott Lapinski, Director of Student Accessibility Services (SAS)
Abigail Brandt, Assistive Technology Specialist
Scott Kimball, Learning Architect, Manager, Learning Design and Innovation, CEITL
ABSTRACT: Data literacy is an important set of competencies in part because of the quality and quantity of data that students encounter; they need to have the ability to critically evaluate data, methods, and claims. While teaching with data can be rewarding, it can also be challenging.
In this session we will:
- Review findings and recommendations from a study of the pedagogical practices of social science instructors who teach using quantitative data in undergraduate courses.
- Share local practices and challenges of using data in undergraduate instruction in the social sciences at UNH.
- Discuss current support in this area and seek your input on opportunities to create additional supports for instructors and students that could improve student learning outcomes.
PRESENTERS:
Patricia B. Condon, Assistant Professor, Research Data Services Librarian
Eleta Exline, Associate Professor, Scholarly Communication Librarian
Louise A. Buckley, Associate Professor, Social Sciences, Public Policy & Government Information Librarian
Past Presentations of Talk About Teaching Series
ABSTRACT: ICAP, developed by Michelene T. H. Chi and colleagues, is an evidence-based, instructional approach centering on two kinds of student engagement (physical and cognitive) and comprises four ‘modes’ of behavioral engagement (passive; active; constructive; interactive). Together, this approach provides a set of heuristics to help guide instructors to incorporate and learning strategies that are appropriate for their learning goals and objectives. Arrive at this event with your course learning objectives in mind. Reflect on the kinds of learning activities you currently have in place and consider how you might adapt/modify them (or develop new activities) to increase their compatibility with your learning objectives and desired outcomes.
FACILITATOR: Catherine Overson, Director, CEITL
ABSTRACT: Feedback can be a powerful tool to facilitate student learning and achievement; however, some types and circumstances of feedback are more effective than others. This workshop will explore the notion of feedback as a psychological process. Beginning with the students’ perspective, we will consider student course learning goals, where the student is in relation to those goals, and where to expect the next step – that is, where the student will be heading. Moving forward, we will examine the role of feedback as students move from novice to mastery, immediate versus delayed feedback, and positive versus negative feedback and the place of errors.
FACILITATOR: Catherine Overson, Director, CEITL
ABSTRACT: Providing prompt and targeted feedback is important for student learning, both in the classroom and online. In fact, some research has indicated that feedback can double the rate of learning for students. In this interactive session, participants will explore the use of technology (particularly tools in Canvas) to facilitate feedback on student work. Participants will examine Canvas speedgrader, markup tools, grading rubrics, and the use of media for feedback. As a group, we will discuss best practices and research notes on the effective uses of these tools.
FACILITATOR: Learning, Development, and Innovation (LDI) Team, CEITL
ABSTRACT: As a public institution, we have both an obligation to honor freedom of speech and allow for healthy and respectful learning environments. As our curriculums work to include more topics around diversity, equity and inclusion, triggers can occur which interrupt the lessons and derail important conversations. Join us as we discuss the tools for addressing disruptive behaviors in the classroom and how to ensure you are working to foster a culture of belonging and learning for all.
FACILITATOR: Nadine Petty, Ph.D., Associate Vice President of Community Equity and Diversity and Chief Diversity Officer & Allyson Ryder, MPPM, Assistant Director of Community Equity and Diversity, and Adjunct Faculty, Granite State College
Integrating Sustainability Into Courses: Examples From Across Colleges (click to access video)
ABSTRACT: This session will provide faculty with examples of how sustainability has been integrated into classes across different departments and colleges by faculty teaching electives for the Sustainability Dual Major. Examples will include courses that are designed with a sustainability framework from the ground up to courses that have been modified to include more sustainability content. Participants will be given the opportunity to interact with the presenters and explore options for increasing the sustainability content of their classes.
FACILITATOR: Dr. Cameron Wake, Josephine A. Lamprey Professor of Climate & Sustainability at the UNH Sustainability Institute, Research Professor at the Institute for the Study of Earth, Oceans and Space, and the Dept. of Earth Sciences at the University of New Hampshire & Dr. Fiona Wilson, Director, UNH Sustainability Institute, Deputy Chief Sustainability Officer, University of New Hampshire, Affiliate Faculty, Paul College of Business & Economics
ABSTRACT: How might we promote active learning in our college courses? How can we keep our students engaged in the learning process? In this session, we will expand on a Fall 2021 Talk About Teaching workshop by reviewing examples of practical techniques for promoting active learning. We will explore active learning strategies that have demonstrated to be successful in the classroom – including large class sections, or courses that are heavily lecture-based – and discuss best practices for implementing active learning techniques. Specifically, we will highlight the role that educational technologies can play in making college courses more engaging for our students.
FACILITATOR: Islam Karkour, Lecturer of Arabic, 2021-2022 CEITL Faculty Fellow
Recap: Talk about Teaching Presentations
Fall 2021 Series
All sessions:
- 1 CEITL Participation Certificate Point for each event
- Conducted via Zoom – you will receive a Zoom link the day prior to each session
Time: 12:40pm – 2:00pm
How do we effectively educate a generation of changemakers, young people who are both educated about global sustainability challenges, and who also have the capabilities, courage and confidence to contribute to meaningful solutions. Gen Z, our current generation of students, are acutely aware of the significant intersecting crises facing our world, including the climate crisis. The Covid-19 crisis has also made even more transparent the fundamental inequalities among our fellow human beings, particularly the stark reality that the most marginalized people in our society are disproportionately vulnerable, and these inequalities will only be exacerbated in the coming years as the climate crisis deepens. Luckily, studies of Gen Z show that this is a generation of students interested in engaging and they see themselves as leaders who will help address the world’s biggest environmental and social challenges. Not surprisingly students are looking for an education that aligns with their goals and interests.
This workshop will highlight several different frameworks and tools for incorporating sustainability into course curriculum, including the Sustainability Education Goals framework developed at UNH and the United Nations Sustainable Development Goals. This session will highlight resources and support available to you as UNH faculty from the UNH Sustainability Institute team. This workshop will also serve as the 1st session for a recently developed year-long Faculty Learning Community on Teaching Sustainability for anyone interested in continuing.
Faculty Learning Community:
This workshop will also serve as the 1stsession for the CEITL launch of an academic-year-long Faculty Learning Community on Teaching Sustainability.
Dr. Fiona Wilson, Director, UNH Sustainability Institute, Deputy Chief Sustainability Officer, University of New Hampshire, Affiliate Faculty, Paul College of Business & Economics
Dr. Cameron Wake, Josephine A. Lamprey Professor of Climate & Sustainability at the UNH Sustainability Institute, Research Professor at the Institute for the Study of Earth, Oceans and Space, and the Dept. of Earth Sciences at the University of New Hampshire
Time: 12:40pm – 2:00pm
The Multilingual Student Writer in Your Classroom (click to access video)
A discussion for UNH Faculty and Staff to gain insight into the experiences of domestic and international multilingual writers on campus. The presenters will share the following:
- description of the pathways multilingual students take to UNH
- strategies, methods, and tools for providing feedback and assessing multilingual student writing
- information about resources for multilingual students
- opportunities for audience participation and reflection
All UNH community members interested in discussing student writing experiences are welcome.
Denise Desrosiers, Former Senior Lecturer in the UNH ESL Institute
Alicia Clark-Barnes, Associate Director of University Writing Programs
Time: 12:40pm – 2:00pm
Engaging Students with Media
This session will equip faculty to fully understand the process of planning, creating and delivering media. We’ll discuss using media to deliver content to students, or as an assignment for students to create their own media and how each impacts retention and deeper understanding of the content. Finally we will discuss the supports in place for faculty planning media creation or assigning media assignments. Participants will be given opportunities to interact and brainstorm ideas for how they might start using media in their courses, or evolve existing media practices.
Mike McIntire, Learning Architect, CEITL, Manager, Parker Media Lab
Date: Wednesday, October 20, 2021
Time: 12:40pm – 2:00pm
Supporting Students with Mental Health Concerns: Practical Strategies for More Inclusive Classrooms
It is estimated that as many as 25% of college students suffer from mental health concerns. This means that as a faculty member you have likely had a range of students with mental health conditions in your classes. Given the prevalence of mental health conditions within higher education, it is therefore important to think beyond addressing these needs through accommodations alone. It is critical that faculty proactively incorporate practices that foster student well-being in their instructional efforts.
Within this presentation, we will review practical strategies that you can use to create classrooms that are inclusive for students with mental health conditions and supportive of their well-being. We will look at some high impact practices and strategies you can build into your classroom to, ultimately, benefit all learners.
Elisa Bolton, Ph.D., Director of Psychological and Counseling Services (PACS)
Scott Lapinski, Ph.D., M.Ed. Director of Student Accessibility Services (SAS)
Date: Thursday, October 21, 2021
Time: 12:40pm – 2:00pm
Promoting Active Learning: Strategies to Engage Our Students with Effective Class Lectures and Group Discussions
It is important that we, as educators, strive to create an engaging educational environment for our students. Even large class sections, or courses that are heavily lecture-based, can benefit from instruction that promotes active learning.
How can we promote active learning in the college classroom? How can we keep our students engaged in the learning process?
In this session, we will reflect on techniques that promote active learning, guided by strategies outlined in ACUE’s (The Association of College and University Educators) Course on Effective Teaching Practices for UNH. Such strategies emphasize the need for effective lectures and interactive group discussions. We will discuss methods for implementing such techniques in our courses, as well as how to evaluate and assess which strategies are best suited for our individual classroom environments.
Islam Karkour, Lecturer of Arabic, 2021-2022 CEITL Faculty Fellow
Date: Thursday, November 4, 2021
Time: 12:40pm – 2:00pm
Appreciation vs. Assimilation: Honoring Diversity in the Classroom
This session will engage participants in ways to honor diversity in their classrooms. Topics include code switching, cultural biases, multi modalities for grading, neurodiversity, classroom accommodations, tools for effective learning across difference, and other similarly related topics.
Learning Outcome: The objective of this session is to reflect on and increase awareness on some the various aspects of fostering an inclusive multi-identity learning environment.
Nadine Petty, Ph.D., Associate Vice President of Community Equity and Diversity and Chief Diversity Officer
Allyson Ryder, MPPM, Assistant Director of Community Equity and Diversity, Coordinator of Social Justice Education Programs, and Adjunct Faculty, Granite State College
Date: Wednesday, November 17, 2021
Time: 12:40pm – 2:00pm
Concept Map Activities for Your Course: Why, When, and How to Use Them to Meet Your Learning Goals
Concept maps activities can be used by individuals or groups of students for a wide variety of course content. Your learning goals for concept map activities dictate how you use them in your course. We will discuss different ways to use concept map activities, software options, and how to instruct students to build concept maps.
Lauren Kordonowy, Science of Learning Project Coordinator, CEITL
Recap: Talk About Teaching Presentations
Spring 2021 Series
1. Moving Beyond Accommodations: Creating Learning Environments that Work for All Learners
February 24, 2021; Scott Lapinski, Ph.D., M.Ed. (he/him/his), Director of Student Accessibility Services (SAS)
2. Prior Knowledge is More than Content: Skills and Beliefs Also Impact Learning
February 25, 2021; Catherine Overson, PhD, Interim Director, CEITL; Lauren Kordonowy, PhD, Science of Learning Project Coordinator, CEITL
3. Interactive Activities to Promote Study Strategies: Companion Activities for the Student Cognition Toolbox (click to access video)
March 1, 2021; Lauren Kordonowy, PhD, Science of Learning Project Coordinator, CEITL; Jennifer Calawa, PhD Candidate, Graduate Assistant and Research Associate, Student Cognition Toolbox, CEITL
4. Engaging Online Students with Active Learning (click to access video)
March 16, 2021; Xuan Cai, Scott Kimball, CEITL Learning Design and Innovation
5. Wondering about the Impact of Your Teaching on Students’ Learning in Your Course? Are Your Students Meeting the Learning Goals You Set? Take the ‘Pulse” of Your Class with Periodic Teaching & Learning Assessment Techniques (click to access video)
March 20, 2021; Catherine Overson, PhD, Associate and Current Interim Director, CEITL
6. Practical Uses of Media for Teaching and Learning (click to access video)
March 23, 2021; Fran Keefe, Mike McIntire, CEITL Learning Design and Innovation
7. Navigating Triggers and Bias in the Classroom (click to access video)
March 24, 2021; Dr. Nadine Petty, Chief Diversity Officer and Associate Vice President for Community, Equity and Diversity; Allyson Ryder, MPPM, Assistant Director, Office of Community, Equity and Diversity at UNH, Social Justice Educator, and Adjunct Faculty, Granite State College
Recap: Talk About Teaching Presentations
Fall 2020 Series
1. Cultivating Connection in Large-Enrollment (Online) Courses: What does this mean, and why do it?
September 22, 2020 - Sara WIthers, Senior Lecturer, Anthropology; Jennifer Purrenhage, Senior Lecturer, Natural Resources and the Environment
Click here to view the video
2. Performing Assessment and Grading Online
October 8, 2020 - Scott Kimball, Xuan Cai, Fran Keefe, Mike McIntire, Learning Development and Innovation, CEITL
3. Information Literacy: What Is It? Am I Already Teaching It?
October 14, 2020 - Kathrine Aydelott, Associate Professor, Information Literacy Librarian, Dimond Library
Click here to view the video
4. Facilitating Collaborative Learning in a Face-to-Face and/or Remote Course
October 21, 2020 - Catherine Overson, Associate and Current Interim Director, CEITL; Scott Kimball, Xuan Cai, Fran Keefe, Mike McIntire, Learning Development and Innovation, CEITL
Click here to view the video
Recap: Talk About Teaching Presentations
Summer 2020 Series
CEITL is offering a summer edition on our long-running Talk About Teaching workshops. Our focus this summer will be on topics related to the remote teaching and learning environment.
1. Pivot Your Face-to-Face Course to Remote Teaching
May 26, 2020 - Catherine Overson, Interim Director of CEITL
Click here to view the video
2. Introduction to the Online Library
June 4, 2020 - Kathrine Aydelott, Information Literacy Librarian, Dimond Library
3. Designing Accessible Online Course Materials
June 11, 2020 - Maureen Bourbeau, Assistive Technology Specialist, SAS; Frances Keefe, Instructional Designer, IT/Academic Technologies
Click here to view the video
4. Teaching Remote Labs
June 16, 2020 - Lauren Kordonowy, Science of Learning Project Coordinator, CEITL; Jennifer Calawa, Research Associate, CEITL
Click here to view the video
5. New Perspectives on Inclusive Teaching
June 18, 2020 - Scott Kimball, Manager of the Instructional Design and Development Team within Academic Technology; Kenneth Mitchell, Instructional Designer, Learning Design and Technology; April Rau, Instructional Designer, Learning Design and Technology
Click here to view the video
6. Developing an Assessment Plan for Your Remote Learning Course
June 25, 2020 - Catherine Overson, Associate and Interim Director, CEITL; Elizabeth Tappin, Student Learning Outcomes Assessment Coordinator, CEITL
7. Remote Learning and the Student Experience
July 1, 2020 - Catherine Overson, Associate and Interim Director, CEITL; Kathleen Jeffery, Postdoctoral Research Associate, Chemistry
8. The Student Cognition Toolbox: Promote Student Success by Empowering Them to Become Self-Regulated Learners in Any Course Delivery Platform
July 7, 2020 - SCT Team: Catherine Overson, Victor Benassi
9. Engaging Students Remotely
July 15, 2020 - Xuan Cai, Learning Architect, Learning Development and Innovation
Click here to view the video
10. Design Your Slides with Cognitively Supported Multimedia Principles
July 16, 2020 - Catherine Overson, Associate and Interim Director, CEITL
11. Reduce Mind Wandering and Increase Student Engagement in Your Course with Empirically Demonstrated Strategies that Promote Learning
July 22, 2020 - Catherine Overson, Associate and Interim Director, CEITL
12. Creating Course Syllabi for Fall 2020 and Beyond
July 28, 2020 - Victor Benassi, Professor Emeritus, Psychology, CEITL Director, 2007-2018
13. Performing Assessment and Grading Online
July 30, 2020 - Scott Kimball, Xuan Cai, Fran Keefe, Mike McIntire, Learning Development and Innovation
Click here to view the video
14. Open Educational Resources: Getting Started
August 4, 2020 -
15. Assessing Your Own OER Course
August 4, 2020 - Scott Kimball, Manager, Learning Development and Innovation; Eleta Exline, Associate Professor and Scholarly Communication Librarian; Catherine Overson, Associate and Interim Director, CEITL
Click here to view the video
16. Teaching in a Hybrid Classroom
August 6, 2020 - Fran Keefe
Click here to view the video
Recap: Talk about Teaching Workshop Presentations
Spring 2020 Series
Talk about Teaching Zoom Mini-series:
April 24, 2020: Engage Students and Promote Student Learning in Your Remote-Learning Course
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FACILITATOR AND PRESENTER: Catherine Overson, Interim Director of the Center for Excellence and Innovation in Teaching and Learning
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TIME: 11:00am - 12:00pm
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LOCATION: Held Via Zoom
May 1, 2020: Reduce Mind Wandering and Increase Student Engagement in your Course with Empirically Demonstrated Strategies that Promote Learning
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FACILITATOR AND PRESENTER: Catherine Overson, Interim Director of the Center for Excellence and Innovation in Teaching and Learning
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TIME: 11:00am - 12:00pm
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LOCATION: Held Via Zoom
To access a PDF of the PowerPoint presentation, click here.
Recap: Talk About Teaching Presentations
Fall 2019 Series
Tuesday, October 8th, 2019 (12:30pm-2pm)
Feedback (Part 1 of 3)
CEITL Participation: 1 point
Memorial Union Building (MUB) Room 164
This was the first of three in a CEITL Workshop Series jointly sponsored by UNH Writing Center, Academic Technology, and CEITL.
Part 1: Feedback Can Promote Learning: How to Deliver it With Effect
Feedback can be a powerful tool to facilitate student learning and achievement; however, some types and circumstances of feedback are more effective than others. This workshop explored the notion of feedback as a psychological process. Beginning with the students’ perspective, we considered student course learning goals, where the student is in relation to those goals, and where to expect the next step – that is, where the student will be heading. We will examined the role of feedback as students move from novice to mastery, immediate versus delayed feedback, and positive versus negative feedback and the place of errors.
Presenters:
Catherine Overson, Interim Director, CEITL
Thursday, October 24th (12:30pm-2pm)
The [Student] Cognition Toolbox: How You Can Help Students Boost Academic Performance, and How Students Can Help Themselves
CEITL Participation: 1 point
Memorial Union Building (MUB) Room 162
Cognitively-based study strategies promote student learning in academic courses, but many students are unaware that some strategies produce better learning outcomes than others; moreover, students often use strategies that can hinder their learning. In the fall of 2019, CEITL launched the Student Cognition Toolbox (SCT); a set of online instructional materials that will teach students cognitively-supported effective and efficient study strategies. A distinctive feature of the SCT is that lessons will include a practice component that will assist students in mastery of that strategy. Our modules cover a wide-range of study strategies, for example: elaborative interrogation, self-explanation, retrieval practice (practice quizzing), worked examples, spacing and interleaving of practice.
In this workshop, we described and demonstrated the SCT, which, delivered through the Carnegie Mellon University Open Learning Initiative platform, can be accessed through Canvas. This session demonstrated how you can incorporate the SCT into your courses, and how the SCT will teach students study skills that are appropriate for your learning outcomes.
To view the Powerpoint from this workshop, please click here.
Presenters/Facilitators:
Catherine Overson, CEITL
Lauren Kordonowy, CEITL
Meghan Stark, CEITL
Elizabeth Tappin, CEITL
Chris Williams, CEITL
Talk About Teaching presentations for Spring 2019 are not currently available.
Recap: Talk About Teaching Presentations
Fall 2018 Workshop
Teaching international students: Are you ready? Strategies for new and experienced faculty
Presenters: Nancy Sell and Rachel Lachance, ESL Institute
Event Date: September 27, 2018
In collaboration with the Office of International Students and Scholars and UNH Global Student Success Program (GSSP)
Acknowledging the increase of multilingual, international students in the University and the potential challenges that might arise due to such an increase, Center for Excellence and Innovation in Teaching and Learning (CEITL) presents a series of three workshops on aspects of teaching international students across UNH.
In this workshop, background data and current trends regarding international students on college campuses (with a focus on UNH) are presented as a backdrop to potential obstacles and aspects of academic culture that multilingual students often encounter. Workshop facilitators discuss pedagogical approaches and offer solutions to potential cultural misunderstandings and classroom challenges through the use of representative case studies.
International students in the U.S. and on UNH campus: trends and statistics
Some common language-related challenges and strategies to address them
Some common classroom challenges and strategies to address them
Explore the complete presentation
Workshop participants are discussing strategies to respond to one of the common classroom challenges: It is the second week of class and you notice a student in the second row who is constantly typing on his phone throughout your lecture. At the end of class, you stop the student on his way out and reiterate your cell phone policy. The student struggles to tell you that he was using his dictionary to look up unknown words on the PowerPoint presentation. Should you allow the student to continue to use his cell phone? How could you help the student?
Click here to explore the case studies and common classroom challenges discussed during the workshop – How would you respond to them?
Click here to explore some strategies for teaching international students when it comes to giving feedback on their written work, engaging students in collaborative activities, scaffolding students’ listening comprehension during lectures, enforcing academic integrity, and promoting classroom interactions and participation, among others.
A guide to pronouncing Chinese names
Campus resources for international and multilingual students and their faculty
To continue the conversation, please contact Nancy Sell at N.Sell@unh.edu and Rachel Lachance at Rachel.Lachance@unh.edu and/or come to the next workshops in our series:
Workshop 2: Internationalizing Your Teaching: Assessments, Interaction & Expectations (January 16th, 2019)
Facilitators: Nina Kositsky – Teaching & Learning Specialist, GSSP & John Lacourse – Professor of Electrical & Computer Engineering and GSSP faculty
Workshop 3: World Café: Building Discussions to Better Support International Learners (March 28th, 2019)
Facilitators: Nancy Sell, Rachel Lachance, Nina Kositsky, John Lacourse
Recap: Talk About Teaching Presentations
Spring 2018 Workshop
April 10, 2018: "The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education"
Talk About Teaching presentations for Fall 2017 are not currently available.
Recap: Talk About Teaching Presentations
Spring 2017 Series
February 21, 2017: Classroom Assessment Techniques
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FACILITATOR: Catherine Overson (Director of Teaching, Learning & Research Serivces)
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PRESENTERS:
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Sara Clarke-Vivier, PhD Candidate & Dissertation Year Fellow, Department of Education
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Jovana Milosavljevic Ardeljan, First year PhD student in Education/Graduate Assistant, Graduate School, Department of Education
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Elizabeth Bright, Second-year Ph.D. student, Department of Chemistry
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TIME: 12:30pm - 2:00pm
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LOCATION: MUB Room 156
To access a PDF of part 1 of the PowerPoint presentation, click on the slide below.
- February 21, 2017 Talk about Teaching Presentation Part 2
- February 21, 2017 Talk about Teaching Presentation Part 3
- February 21, 2017 Talk about Teaching Presentation Part 4
March 21, 2017: The Classroom Connection to Student Career and Professional Success: UNH’s 2016 First Destination Survey Results and Inspiring Lifelong Learners to Pursue Successful Careers
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FACILITATOR: Catherine Overson (Director of Teaching, Learning & Research Serivces)
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PRESENTERS:
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Trudy Van Zee, Associate Provost for Career and Professional Success (CaPS)
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Raul Bernal – Director, CaPS
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Stephanie Whitney, Career and Professional Development Director
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Lori Dameron, Director, St. Martin Career Exploration Office
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Chris Washko, Career Counselor
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Lauren Haley, Director of Career and Professional Success
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TIME: 12:30pm - 2:00pm
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LOCATION: MUB Room 156
Recap: Talk About Teaching Presentations
Fall 2016 Workshop
The Learning Styles Hypothesis: Does Aligning Instructional Methods with Students' Preferred Learning Styles Lead to Better Learning?
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PRESENTERS: Catherine Overson (Director of Teaching, Learning & Research Serivces) & Victor Benassi (Director of CEITL)
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DATE: November 15, 2016
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TIME: 12:30pm - 2:00pm
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LOCATION: MUB Room 156
Contact Cathy Overson (coverson@unh.edu) to learn more about this presentation.
