2014 – 15 Workshops
The CTL manages and runs several hands-on workshops throughout the year. We produce these workshops at the request of a department or group, or if we feel there is a topic that we are getting many requests for. Over the course of the 2014-2015 academic year there were five different workshops available.
February 13, 2015
This open-format workshop allowed participants access to CTL staff while exploring Google Docs and integrating these applications into their courses.
February 19, 2015
This workshop followed up the first Lunch & Learn session taught by Becky Smith. Trainers at the company who developed Cranium Cafe conducted the training from their corporate office in Salt Lake City. The workshop focused on showing the
Student Engagement: How Teachers’ and Students’ Personality Distinctions Impact Learning
March 20, 2015
As a result of ongoing research involving more than 70,000 people from over 25 cultures, Seagal and Horne (1997) introduced Human Dynamics, a developmental system that demystifies the complexities of how we function and interact with one another. Human Dynamics presents a powerful framework for understanding the distinct ways in which we process information, learn, develop, communicate, relate to one another, and manifest stress. As we learn to understand our own teaching styles and understand and value the commonalities and differences in our students we can use that understanding for: more profound learning, richer communication, increased creativity, student engagement, and heightened performance. This workshop, based on the research of Seagal and Horne, was for anyone who would like more self-awareness and/or greater consciousness about students’ various learning needs and preferences.
Using Canvas Gradebook in Your Courses
April 2, 2015
So what about the Canvas Gradebook? Come and get answers. What Canvas tools populate the gradebook? Can I use the Gradebook but not require online submissions? Can I use the Gradebook for weighted categories in my class? What is Speedgrader? Can the student see grade to date? How can I give feedback to an assignment? What happens when a student doesn’t submit an assignment and there is a blank in their Gradebook- how does that impact their grade? Can I add extra credit? What happens if I start with all assignments set at 0? Is there an effective tool to calculate grades and provide student feedback? This workshop covered these facts and how this Gradebook tool can minimize your stress in keeping your students informed about their progress in your class.
April 17, 2015
This workshop included a webinar produced by Innovative Educators titled “Developmental Education: Reducing Remediation With Early Intervention, Accelerated Course Models & Embedded Support.”
National data on developmental reading and writing course attrition shows that about 29 percent of students who enroll in such courses do not successfully complete them (Attewell, Lavin, Domina, & Levey, 2006; Bailey, 2009). The attrition rate is even more drastic for students who require more than one level of developmental reading and writing coursework. About 56 percent of students who are required to take a sequence of two or more developmental reading and writing courses do not successfully complete the sequence (Attewell et al., 2006; Bailey, 2009). These high attrition rates, coupled with the increasing costs of such coursework, necessitate developmental education reform. Consequently, developmental education is under great scrutiny at the state and federal levels.
The current trend in developmental coursework is shortening the pipeline to college-level credit-bearing coursework through accelerated models. In fact, many states have begun to mandate that integrated reading and writing courses replace the traditional developmental reading and writing pathways. While many colleges are answering this call for integrated courses, very few address the curricular, pedagogical, and affective barriers that have stifled the success of students in traditional developmental reading and writing courses.
In an effort to increase success and retention among developmental students, faculty at the Community College of Baltimore County developed an accelerated course that integrates Reading and English, while emphasizing critical thinking and the notion of “practicing college”. This course, ACLT 052: Academic Literacy, is the result of a complete curricular and pedagogical redesign where authentic college-level reading, writing, and thinking tasks replace the traditional, skills-based approach to literacy instruction. This course accelerates students in two important ways-it condenses two levels and disciplines of developmental instruction into a single 5-credit course, and it intellectually accelerates students by focusing on real-life college-level work. During this webinar, Dr. Jeanine L. Williams will discuss the guiding principles of this new course as well as the logistics, challenges, and politics involved in implementing such a model.