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Position:  USF Faculty Adjunct Faculty Graduate Student Community College Faculty Other

Check the box next to the sessions you wish to attend:

Creating a Teaching Portfolio Facilitator: Dr. Diane R. Williams
	Thursday, January 21, 2:00 - 4:30 p.m. Location: SVC 2080
	Friday, January 22, 2:00 - 4:30 p.m. Location: SVC 2080
	Friday, January 29, 2:00 - 4:30 p.m. Location: SVC 2080
	Creating a teaching portfolio is an especially effective way for faculty and graduate teaching assistants to become more reflective about their teaching and more skillful in documenting their teaching accomplishments for others. Teaching portfolios can be used to guide instructional improvement efforts and strengthen applications for employment, tenure, or teaching awards. Participants in this workshop will examine how portfolios are best planned, written, and revised.
Leading Effective Classroom Discussions Facilitator: Dr. Jim Eison
	Tuesday, January 26, 2:00 - 4:30 p.m. Location: SVC 1088
	Wednesday, January 27, 2:00 - 4:30 p.m. Location: SVC 1088
	Effective class discussions help students learn to listen, ask and answer questions, think critically and creatively, as well as synthesize and evaluate information. This interactive session will (a) examine the instructional strengths and limitations of class discussions, (b) introduce strategies for stimulating productive discussions, and (c) address problems commonly experienced by discussion leaders.
Developing Students' Critical Thinking Skills Facilitator: Dr. Diane R. Williams
	Wednesday, February 3, 2:00 - 4:30 p.m. Location: SVC 2080
	Thursday, February 4, 2:00 - 4:30 p.m. Location: SVC 2080
	Why is it that students often prefer receiving crisp right answers rather than grappling with the gray areas of course content? This session will introduce Perry's stages of students' critical thinking. We will also examine Benjamin Bloom's categories of educational objectives and learn to use them to take students to a higher level of critical thinking. Classroom and laboratory applications of these ideas will be explored, including the use of the World Wide Web in classroom assignments.
Creating a High Impact Classroom Environment Facilitator: Dr. Jim Eison
	Monday, February 8, 2:00 - 4:30 p.m. Location: SVC 2080
	Tuesday, February 9, 2:00 - 4:30 p.m. Location: SVC 2080
	Faculty efforts to actively involve all students and to promote significant learning are enhanced when a supportive classroom environment is created. While establishing positive faculty-student relationships is part of this process, it is also essential to formulate explicit instructional strategies that (a) arouse student curiosity and motivation, (b) respond to an increasingly diverse student population, (c) teach productive collaborative skills, and (d) provide supportive and corrective feedback on work and learning in progress. This interactive session will explore specific ways instructors can create a high impact classroom climate that maximizes both student learning and satisfaction.
Coaching and Mentoring Students Facilitators: Dr. Dan Bagley and Dr. Jim Eison
	Thursday, February 11, 2:00 - 4:30 p.m. Location: SVC 2080
	Friday, February 12, 2:00 - 4:30 p.m. Location: SVC 2080
	Research suggests that specific instructors are the most influential and memorable component of students' undergraduate years. This interactive session will explore ways faculty can employ coaching and mentoring skills to enhance both course-specific learning and long-term impact on students' professional careers and personal lives.
Using Cooperative Learning to Enhance Understanding Facilitator: Dr. Diane R. Williams
	Thursday, February 18, 2:00 - 4:30 p.m. Location: SVC 2080
	Friday, February 19, 2:00 - 4:30 p.m. Location: SVC 2080
	Cooperative Learning (CL) is an instructional technique that entails students working together in small, fixed groups on a structured task to maximize their own and each others' learning. Along with a deeper grasp of new concepts, CL can lead to development of students' leadership and communication skills. This session will present several ways of organizing students for small group learning tasks and will discuss the benefits and challenges of CL. Participants will learn to design small group work using a variety of resources, including E-mail.
Interpreting and Improving Your Student Ratings Facilitator: Dr. Jim Eison
	Monday, February 22, 2:00 - 4:30 p.m. Location: SVC 1080
	Tuesday, February 23, 2:00 - 4:30 p.m. Location: SVC 2080
	Student ratings of instructors are now commonplace in higher education. Two frequent uses of such information are to evaluate teaching performance and to provide instructors with feedback that can be used to improve classroom instruction. Research has suggested, however, that simply collecting and returning such data to an instructor is often not enough to improve teaching. Rather, teaching improvement is more likely to occur when an instructor receives assistance in interpreting his or her student feedback and in identifying appropriate instructional improvement strategies he or she might implement. This session will identify ways faculty and graduate teaching assistants can address these challenges.
How To Question Students Socratically Facilitator: Dr. Jenny Reed
	Thursday, February 25, 2:00 - 4:30 p.m. Location: SVC 2080
	Friday, February 26, 2:00 - 4:30 p.m. Location: SVC 2080
	One time-honored approach to teaching for critical thinking employs Socratic questioning. Workshop participants will examine three basic types of Socratic discussions and then will explore the basic elements and intellectual standards of reasoning that can be used by instructors as guiding questions for any Socratic discussion. The session will also provide participants with an opportunity for directed practice in Socratic questioning and offer suggestions on how to avoid such common discussion pitfalls as unresponsive students on one hand and a rambling bull-session on the other.
Getting Feedback on Student Learning: Classroom Assessment Techniques Facilitator: Dr. Diane R. Williams
	Wednesday, March 3, 2:00 - 4:30 p.m. Location: SVC 2080
	Thursday, March 4, 2:00 - 4:30 p.m. Location: SVC 2080
	Instructors are sometimes surprised to find out that their students have not learned as much or as well as expected. K. Patricia Cross and Thomas Angelo have developed a practical concept to help instructors and students deal effectively with this common problem. This session will consider the work of Cross and Angelo on learner-centered classroom assessment techniques to help instructors monitor learning. Classroom assessments are usually anonymous activities used throughout the semester to determine how much and how well students are learning. Instructors will explore a variety of assessment techniques and will learn how to apply them systematically in their courses.
As I See It: Students' Views on Teaching and Learning at USF Facilitators: Dr. Diane R. Williams and Mr. Tracy Dace
	Monday, March 22, 2:00 - 4:30 p.m. Location: SVC 2080
	Tuesday, March 23, 2:00 - 4:30 p.m. Location: SVC 2080
	Have you ever wondered what USF students are really thinking? Here is an opportunity to ask everything you ever wanted to know but couldn't, wouldn't, didn't. A distinguished panel of undergraduate students will share insights about teaching and learning from students' perspectives. Following in the footsteps of our successful Fall '98 workshop on classroom culture and student behavior, this interactive session will offer a lively discussion on teaching/learning issues as seen through the eyes of students.
Transforming Teaching Insights and Experience into Scholarly Publications Facilitator: Dr. Jim Eison
	Thursday, April 1, 2:00 - 4:30 p.m. Location: SVC 2080
	Friday, April 2, 2:00 - 4:30 p.m. Location: SVC 2080
	Creative instructors often develop exciting and effective instructional methods or materials that they share only with students in their classes. At another level, submitting oneีs pedagogic expertise to review by colleagues provides a powerful way of demonstrating teaching talents. This session will describe specific strategies which can be used to produce scholarly publications from teaching insights and experiences. In addition, general readership and discipline-based journals in higher education which regularly features such articles will be identified and commonly accepted publication guidelines will be described.