Teaching and Learning Innovation Series
The Teaching and Learning Innovation (TLI) Series features interactive, hands-on workshops focused on the development of excellent teaching and learning through:
- offering new methods for classroom and academic instruction
- presenting creative ways to engage students in learning
- using new teaching strategies to enhance academic experience
- examining teaching and learning approaches in new ways
- learning to use new and available tools
TLI Resources
The Teaching and Learning Innovations (TLI) Series features professional, engaging online videos and interactive face-to-face sessions and workshops that enhance professional development at EKU. The documents attached at the bottom of the page are intended to help speakers prepare for the video recording process and face-to-face interactive sessions.
Some past sessions were recorded; you may find those sessions by following this link.
Spring 2019 TLI sessions
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Fall 2019 Teaching & Learning Innovation Series
Benefits of Collaborating with a Librarian to Improve Your Blackboard Course
Ashley Cole, Clay Howard, Karen Gilbert, Brad Marcum
August 28, 1:25p.m.-2:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy, Technology
DEEP Course Inclusion: Critical Reading, Thinking Critically and Creatively
The library offers built-in research assistance in your Blackboard courses, but librarians are also available to offer personalized content such as assignments to assess student research skills, “Ask Your Librarian” discussion board forums, video tutorials, and more. Participants will see examples of how their colleagues are collaborating with librarians to create more engaging learning experiences in the online environment.
Expected learning outcomes: In this session, facilitators will inform faculty of the resources and support available to them through EKU Libraries for developing and/improving on Blackboard courses.
Click here to register for "Benefits of Collaborating with a Librarian"
Developing Critical Readers Through Metacognitive Strategies
Dr. Jill Parrott
August 29, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers. This session will be offered again on September 23 and November 20.
Click here to register for "Developing Critical Readers Through Metacognitive Strategies"
Integrating Meaningful Changes in GE Courses
Dr. Erin Presley
September 3, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Critical Reading
In this session, faculty will analyze their most recent GE assessment data to identify common bottlenecks for students in those courses. The session will focus on the development and implementation of meaningful changes in GE courses with a particular emphasis on the recent QEP integration.
This session will be repeated on Nov. 13
Click here to register for "Integrating Meaningful Changes in GE Courses"
Focus on the Figures
Dr. Judy Jenkins
Wednesday, September 4, 12:20 p.m.-1:10 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Critical Reading
Reading scientific literature without considering figures is like buying expensive concert tickets, standing in line for hours to get THE best spot, and then walking out without seeing the performance. Figures in scientific literature are not embellishments; they are THE main event. However, our abilities to value and read figures vary. “[S]tudents often learn content they do not yet understand from representations they do not yet understand.” (Rau, 2017)
In this session we will explore data-driven, assessable strategies to support i) science majors learning to critically read scientific figures in texts and discipline-specific literature, and ii) non-science majors learning to critically read scientific figures (towards science-literate citizens).
Click here to register for "Focus on the Figures"
Cultural Humility: Part One
Dr. Timothy Forde
September 5, 11:00 a.m.-12:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Diversity
DEEP Course Inclusion: Culturally Responsive Pedagogy, Assessing Culturally & Linguistically Diverse Students
Research on multicultural competence has continued to evolve within institutions of higher education, with an increased emphasis on cultural humility, which may be an important construct toward building relationships that honor the diversity of our students who represent marginalized backgrounds due to race, ethnicity, religion, etc. This workshop will help you answer both the "Why" and "How" questions about creating culturally responsive classrooms, regardless of the subject matter you teach.
Click here to register for "Cultural Humility: Part One"
Annual Planning and Progress Reports: Best Practices
Dr. Jackie Jay
September 6, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Critical Reading, Foundations
2019 Annual Planning and Progress reports are due October 11 for academic programs and December 6 for departments, colleges, and other reporting units. This workshop will present the current reporting expectations, focusing in particular on best practices for reporting completed meaningful change. We will also discuss the development of a QEP critical reading objective for all academic programs.
Click here to register for "Annual Planning and Progress Reports: Best Practices"
Flipping the Classroom: Lessons for Success
Dr. Amber Chatelain
Monday, September 9, 2:30 p.m. - 3:20 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
TBA
Click here to register for "Flipping the Classroom: Lessons for Success"
In Their Shoes: Real Life Barriers Student Parents Face and Strategies Needed to Break Through
Robyn Moreland
September 10, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Diversity
DEEP Course Inclusion: Culturally Responsive Pedagogy, Assessing Culturally and Linguistically Diverse Students
Participants will be introduced to the needs of the universities "breakaway learners" through the work of Dr. Karen Gross's book “Breakaway Learners” Strategies for Post-Secondary Success with At-Risk Students. They will learn how post secondary institutions can change breakaways students outcomes for success by helping to incorporate the concept lasctitiy into our work with them. This presentation will be through the lens of working with student parents, but the concepts are interchangeable for any breakaway learner.
Click here to register for "In Their Shoes"
Using Audio and Visual Feedback to Foster a Community of Learning
Dr. Shirley O'Brien
September 10, 2:00 p.m.-3:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
TBA
Click here to register for "Using Audio and Visual Feedback to Foster a Community of Learning"
An Introduction to Transparency in Learning & Teaching (TILT)
Dr. Russell Carpenter
September 11, 1:25 p.m.-2:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
TBA
Click here to register for "An Introduction to Transparency in Learning & Teaching (TILT)"
Cultural Humility: Part Two
Dr. Timothy Forde
September 12, 11:00 a.m.-12:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
TBA
Click here to register for "Cultural Humility: Part Two"
Puzzled about student engagement, connection, and content mastery: The jigsaw is the answer
Dr. Matt Winslow
September 13, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Flipping the Classroom, Culturally Responsive Pedagogy
In this session, participants will:
- Learn about the history of the jigsaw classroom
- Understand the dynamics of the jigsaw classroom
- Develop a plan for how to use the jigsaw classroom in your classes
Teaching Students How to Ask and Answer Their Own Questions
Dr. Cynthia Resor
September 16, 11:15 a.m.-12:05 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Thinking Critically and Creatively
Good teaching and learning is about asking questions. The quality of questions varies, but students often focus on the ones with easy, yes or no, right or wrong answers and struggle with the “hard” questions. In this session, learn about and practice a simple classroom strategy, the Question Formulation Technique that helps student formulate and analyze their own questions. This strategy increases student curiosity, divergent thinking, and cognitive engagement. You’ll rethink the questions you ask students in class, in homework, and on exams.
In this session faculty will,
- Identify the steps of the Question Formulation Technique
- Practice the Question Formulation Technique in small groups
- Analyze the Question Formulation Techniques and its benefits in their own classrooms
Click here to register for "Teaching Students How to Ask and Answer Their Own Questions"
Transparency in Learning and Teaching in Student Writing and Class Discussion
Dr. Matthew Howell
September 17, 2:00 p.m.-3:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition
Transparency and Learning and Teaching is a framework for designing courses to explicitly guide students through the processes of college work. For students who have never written a research paper, it provides scaffolding to approach the project, and explains the purpose of assignments as motivation to complete them. For advanced students, it helps them conform to particular standards within a discipline. This session will explore how to identify assignments that might benefit from transparency, and how to break them into parts and explanations to guide students in the creation of the final paper for an upper division course, and discuss the lessons learned from implementing these practices on an upper division undergraduate writing assignment.
Critically Reading the Screen
Dr. Jill Parrott
September 18, 2:30 p.m.-3:20 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
Multimodal texts--those that occupy more than one approach simultaneously such as websites, which have textual, visual, and often audio elements--can be challenging for students to read critically and for us to teach with an eye toward metacognition. How does one annotate a blog post? How can a student read a YouTube video with purpose? Can a piece of music be summarized? This session will provide instructors with a brief background in multimodality and practical classroom approaches to help students improve their reading of multimodal texts to be more critical and metacognitive.
Click here to register for "Critically Reading the Screen"
Developing Critical Readers Through Metacognitive Strategies
Dr. Jill Parrott
September 23, 9:05 a.m.-9:55 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
Note: This is a repeat of the session offered on Aug. 29
Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers. This session willbe repeated on November 20.
Assessing Leadership Strategies (session I)
Dr. Russell Carpenter and Dr. Sara Zeigler
September 26, 3:15 p.m.-4:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
As academic leaders advance in their academic careers or take on new roles, they need new skills and strategies for managing and guiding complex academic initiatives. Prospective academic leaders will need skills to guide the University through change and ensure continued excellence. In this session, participants will take the Five Paths to Leadership assessment. Facilitators will then lead a discussion of the results. Participants will have the chance to apply the results through interactive scenarios.
Expected outcomes include:
- Strengthened knowledge of leadership skills
- Enhanced understanding of how to apply leadership skills in teams
- Improved skills for those leading academic programs and committees at the department, college, and University levels
This session will be offered for all members of the University community on September 26 and October 23. Workshops are also available upon request for departments, programs, and groups.
Click here to register for "Assessing Leadership Strategies (session I)"
The Money Hunt: Finding and Evaluating External Funding Opportunities
Tiffany Hamblin
October 1, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Do you have an interest in pursuing grant funding, but don’t know where to apply? Join Sponsored Programs for an informational session that will show you where to look for funding and how to evaluate what you find. Bring your project ideas and keywords!
Click here to register for "The Money Hunt"
Critical Reading and Information Literacy
Dr. Jill Parrott and Trenia Napier
October 8, 2:00 p.m.-3:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
Students' use of self-selected texts in research projects is often shallow, demonstrating a lack of deep understanding of authors' arguments, conceptual frameworks, methods, and conclusions. In a collaboration between QEP and EKU libraries, this session will offer ideas for facilitating student research projects by promoting metacognitive strategies to help students select, read, analyze, and synthesize scholarly articles and other research materials.
Objectives:
- Identity purposes in assigning research projects
- Review research on students' use of self-selected texts in research projects
- Identify challenges in working with self-selected texts in classes
- Practice metacognitive strategies to help students read self-selected texts more critically
- Discuss strategies for providing feedback on students' use of self-selected texts in their writing
Click here to register for "Critical Reading and Information Literacy"
Motivating Students to Read Class Assignments
Dr. Lisa Bosley
October 9, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
Faculty often lament their students’ lack of attention to course reading assignments and spend valuable class time summarizing key points from the reading. What if students came to class prepared to work with ideas from their course texts? This session will present classroom practices and assignments that encourage active, critical reading.
Click here to register for "Motivating Students to Read Class Assignments"
SENCER - Science Education for New Civic Engagements and Responsibilities
Dr. Judy Jenkins
October 9, 12:20 p.m.-1:10 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learing Thread: Diversity
DEEP Course Inclusion: Thinking Critically and Creatively
As a program of the National Center for Science and Civic Engagement, Science Education for New Civic Engagements and Responsibilities (SENCER) supports teacher and learners in science, technology, engineering, and math by connecting content to critical unsolved problems of local, national, and global importance. (http://ncsce.net/about/)
In this session we will share experiences from the 2019 SENCER Summer Institute with a particular focus on the resources available for STEM instructors seeking to incorporate civic engagement into EKU courses.
Assessing Leadership Strategies (session II)
Dr. Russell Carpenter and Dr. Sara Zeigler
Wednesday, October 23, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Note: this is a repeat of the session offered on Sept. 26
As academic leaders advance in their academic careers or take on new roles, they need new skills and strategies for managing and guiding complex academic initiatives. Prospective academic leaders will need skills to guide the University through change and ensure continued excellence. In this session, participants will take the Five Paths to Leadership assessment. Facilitators will then lead a discussion of the results. Participants will have the chance to apply the results through interactive scenarios.
Expected outcomes include:
- Strengthened knowledge of leadership skills
- Enhanced understanding of how to apply leadership skills in teams
- Improved skills for those leading academic programs and committees at the department, college, and University levels
This session will be offered for all members of the University community on September 26 and October 23. Workshops are also available upon request for departments, programs, and groups.
Click here to register for "Assessing Leadership Strategies (session II)"
Open Educational Resources: Ready for Prime Time and Your Classes
Dr. Matt Winslow and Kelly Smith
Wednesday, October 23, 2:30 p.m.-3:20 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy, Scholarhip
DEEP Course Inclusion: Metacognition, Critical Reading, Foundations, Flipping the Classroom, Culturally Responsive Pedagogy
TBA
The Money Hunt: Finding and Evaluating External Funding Opportunities (repeat session)
Tiffany Hamblin, Assoicate Director Sponsoreed Programs
October 28, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Note: This is a repeat of the session offered on Oct. 1
Do you have an interest in pursuing grant funding, but don’t know where to apply? Join Sponsored Programs for an informational session that will show you where to look for funding and how to evaluate what you find. Bring your project ideas and keywords!
Click here to register for "The Money Hunt (repeat session)"
Practical Strategies for Incorporating Transparency in Learning & Teaching (TILT) into Your Classroom
Dr. Russell Carpenter
October 31, 2:00 p.m.-3:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy, Diversity
DEEP Course Inclusion: Metacognition, Critical Reading, Foundations, Flipping the Classroom, Culturally Responsive Pedagogy
In this session, facilitators offer strategies for incorporating transparency in learning and teaching (TILT) into your assignments. Through this session, participants will explore and analyze sample assignments that incorporate the TILT approach to incorporate into their own classes.
After completing this session, participants will be able to:
- Examine applications of TILT strategies
- Compare transparent assignment approaches via authentic samples used in the classroom
- Evaluate transparent methods
Click here to register for "Practical Strategies for Incorporating TILT into Your Classroom"
Faculty Reflections: Tips and Tricks for Success with Securing and Managing Externally-Sponsored Projects
Tiffany Hamblin, Associate Director, Sponsored Programs
November 4, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
Sponsored Programs will host a panel discussion with faculty who will share strategies for success and offer tips for overcoming obstacles. Panel participants will discuss rewarding and challenging aspects of applying for funding and managing grant awards. Come prepared with questions!
This session will be repeated on November 14
Using Mood Boards As An Alternative to PowerPoint For Student Presentations: Encouraging Creativity
Dr. Amber Chatelain
November 6, 1:25 p.m.-2:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
TBA
TILT Critical Reading with a Grade Contract
Dr. Dominic Ashby
November 7, 2:00 p.m.-3:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
This session will provide strategies for making critical reading a clear, transparent component of a course by making it part of a contract-based approach to grading.
By the end of this session, faculty who attend will:
- Understand the benefits of a grade contract for increasing clarity of course expectations
- Apply the principles of contract grading to a critical reading assignment
- Create draft language for a grade contract that clarifies and values critical reading expectations
Click here to register for "TILT Critical Reading with a Grade Contract"
Partner with a Librarian
Heather Beirne, Kevin Jones, Karen Gilbert
November 12, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Information Literacy
Educating our students in information literacy is a responsibility that is jointly shared by librarians and faculty members. In this interactive session, librarians will discuss offerings and opportunities for faculty to redesign instruction sessions, assignments, courses, and even curricula to connect information literacy with student success initiatives. Participants will explore and brainstorm possibilities for deep, meaningful, and creative collaboration with EKU Librarians that intentionally integrates information literacy and research skills within the discipline.
Click here to register for "Partner with a Librarian"
Integrating Meaningful Changes in GE Courses (repeat session)
Dr. Erin Presley
November 13, 9:05 a.m.-9:55 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Critical Reading
Note: This is a repeat of the session offered on Sept. 3.
In this session, faculty will analyze their most recent GE assessment data to identify common bottlenecks for students in those courses. The session will focus on the development and implementation of meaningful changes in GE courses with a particular emphasis on the recent QEP integration.
Click here to register for "Integrating Meaningful Changes in GE Courses (repeat session)"
Faculty Reflections: Tips and Tricks for Success with Securing and Managing Externally-Sponsored Projects (repeat session)
Tiffany Hamblin, Associate Director, Sponsored Programs
November 14, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread:
DEEP Course Inclusion:
Note: This is a repeat of the session offered on Nov. 4
Sponsored Programs will host a panel discussion with faculty who will share strategies for success and offer tips for overcoming obstacles. Panel participants will discuss rewarding and challenging aspects of applying for funding and managing grant awards. Come prepared with questions!
Click here to register for "Faculty Reflections: Tips and Tricks for Success (repeat session)"
The Gradeless Classroom: From Theory to Practice
Dr. Travis Martin and Dr. Gill Hunter
November 19, 9:30 a.m.-10:45 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Foundations, Thinking Critically and Creatively, Culturally Responsive Pedagogy
Are grades necessary? Why do they matter? Do they reinforce learning? Are they effective tools for evaluating content mastery or power-dynamics that stifle creativity? This TLI session will look at the debate surrounding “going gradeless,” expose participants to interdisciplinary theories and models, and invite participants to synthesize examples of a gradeless approach and envision applications within their disciplines and teaching styles. Participants will construct a gradeless syllabus statement. Time will be set aside for discussion between participants. Bring your enthusiasm. Bring your skepticism. This session seeks honest conversations about gradeless pedagogies leading to practical applications.
Click here to register for "The Gradeless Classroom: From Theory to Practice"
Developing Critical Readers Through Metacognitive Strategies (repeat session)
Dr. Jill Parrott
November 20, 9:05 a.m.-9:55 a.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy
DEEP Course Inclusion: Metacognition, Critical Reading
Note: This is a repeat of the sessions offered on Aug. 29 and Sept. 23
Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers.
Designing (or Redesigning) Syllabi and Rubrics Using the Transparency in Learning & Teaching (TILT) Approach
Dr. Russell Carpenter
November 22, 1:25 p.m.-2:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)
Core Learning Thread: Pedagogy, Diversity
DEEP Course Inclusion: Metacognition, Critical Reading, Foundations, Flipping the Classroom, Culturally Responsive Pedagogy
In this session, participants will apply the TILT approach to their own classes by designing or revising syllabi and rubrics from their own classes. Participants will create a priority list for transparent syllabus and rubric design, paired with options for incorporating concepts into future course materials.
After completing this session, participants will be able to:
- Assemble TILT approaches for syllabi and rubrics
- Create transparent syllabi and rubrics
- Discuss transparent approaches with students
Click here to register for "Designing (or Redesigning) Syllabi and Rubrics Using the TILT Approach"