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. 

Past sessions have been recorded; you may find those sessions by following this link.

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Annual Planning and Progress Reports: Best Practices

Dr. Jackie Jay
Tuesday, August 28, 11:00 a.m.-12:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

2018 Annual Planning and Progress reports are due October 12 for academic programs and December 7 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"

 

Dr. Jill Parrott
Thursday, August 30, 2:00 p.m.-3:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy, Scholarship

DEEP Course Inclusion: Foundations, 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.

Click here to register for "Developing Critical Readers Through Metacognitive Strategies" 

 

Dr. Erin Presley
Tuesday, September 4, 9:30 a.m.-10:30 a.m.
FCT&L Classroom 1 (Crabbe Library 318)

Participants will analyze their existing assessment methods to better understand how to best support student learning. We will discuss what challenges students face in their coursework and how we can address those issues through our assessment design and classroom practices. This workshop will be interactive; participants should bring a copy of a current assessment tool they use and be open to creating a new assignment. We will also specifically address the role of critical reading in our course assessments.

Click here to register for "Creating Effective Assignments for Student Learning"

 

Dr. Beth Polin, Dr. Gill Hunter, and Dr. Shirley O'Brien
Tuesday, September 11, 9:30 a.m.-10:30 a.m.
FCT&L Classroom 1 (Crabbe Library 318)

In this "crash course," participants will learn the design thinking process, a popular approach to critical and creative thinking that incorporates Business, Engineering, and the Humanities. The session offers ideas for using the process in course design as well as projects that can be assigned to students. 

Click here to register for "A Crash Course in Design Thinking"

 

Dr. Luv'Tesha Robertson, Starr Wentzel, and Kelli Sims
Wednesday, September 12, 2:00 p.m.-3:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Have you been battling with high DFW rates in your department and/or courses and have been unable to successfully identify effective approaches to support at-risk students? Then join the Office of First Year Courses and Learning Communities as we take a broad brush stroke approach to understanding the impact of high-DFW rates on retention and the academic success of at-risk students. Faculty will learn proactive strategies to combat high-DFW rates and develop an action plan to improve retention strategies for at-risk students in their courses.

Click here to register for "DFW Rates and Retention"

 

Dr. Jackie Jay
Friday, September 14, 11:15 a.m.-12:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

2018 Annual Planning and Progress reports are due October 12 for academic programs and December 7 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"

 

Cindy Judd, Dr. Gill Hunter, Stacy Korson, Joseph Carucci, and Karin Sehmann
Wednesday, September 19, 1:25 p.m.-2:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

This summer almost 70 EKU faculty and staff engaged in a book discussion work group that focused on Dr. Karen Gross’s work, Breakaway Learners: Strategies for Post-Secondary Success with At-Risk Students. A panel of five faculty who participated in this professional development opportunity will share what they learned about who “breakaway learners” are, what challenges these students face, and how we at EKU can support them in their academic success.

Click here to register for "Breakaway Learners"

 

Dr. Lisa Kay, Dr. Garett Yoder, Dr. Marco Ciocca, Mark Grogan
Thursday, September 20, 2:00 p.m.-3:15 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

In this panel discussion, faculty representing mathematics, physics, statistics, and astronomy will provide insight into the challenges instructors face in General Education classes. Panel members will share personal experiences in teaching introductory courses and provide attendees with a variety of strategies for engaging students in the learning process. Faculty will present tactics for developing a growth mindset in reluctant students and ways to meet underprepared students where they are. Panel members have a unique quantitative perspective but will discuss pedagogical practices that are broadly applicable. Panelists will open the floor to questions and discussion at the end of the session.

Click here to register for "Empowering the Reluctant Student"

 

Dr. Randi Polk and Dr. Socorro Zaragoza
Monday, October 22, 1:30 p.m.-2:30 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy, Diversity

DEEP Course Inclusion: Foundations

Participants will review George Kuh's work on High Impact Practice in college teaching. We will discuss ways to engage students in active learning that contributes to their success. Facilitators will share lessons learned and there will be time for questions and brainstorming about how to be more HIP.

Click here to register for "How HIP are you?"

 

Dr. Jill Parrott and Trenia Napier
Thursday, September 27, 2:00 p.m.-3:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

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"

 

 

Dr. Lisa Bosley
Thursday, October 4, 11:00 a.m.-12:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy

DEEP Course Inclusion: Metacognition, Critical Reading

Join EKU faculty and staff to discuss development of more intentional critical reading instruction. Instructors from across disciplines will describe active, metacognitive approaches they have implemented to improve students’ critical reading.

Participants will:

•Learn about instructors’ implementation of critical reading pedagogy
•Discuss best practices in critical reading pedagogy
•Generate ideas for applying critical reading pedagogy in their classes

Click here to register for "Faculty Forum: Best Practices in Critical Reading Pedagogy"

 

Dr. Lisa Bosley
Tuesday, October 9, 2:00 p.m.-3:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy 

DEEP Course Inclusion: Critical Reading, Metacognition 

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.

Click here to register for "Developing Critical Readers Through Metacognitive Strategies"

 

Dr. Ben Freed
Thursday, October 18, 12:30 p.m.-1:30 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy 

DEEP Course Inclusion: Metacognition, Flipping the Classroom 

In this case study, we explore the rationale and practice for converting a lecture/lab course to a mostly-flipped, lab/activity-driven one. Although the conversion required a lot of thought and research, the process was facilitated by resources both at EKU and elsewhere. The conversion has opened up the class for more student-faculty engagement, discussion, and learning opportunities that could not have taken place before. In this talk, we will detail the work needed to improve the course, and will also demonstrate one class activity that exemplifies this shift in pedagogy.


Click here to register for "Anthropology Evolving: Strategies for Flipping a Lecture/Lab Course"

 

Dr. Tim Forde
Tuesday, October 23, 11:00 a.m.-12:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Diversity

DEEP Course Inclusion: Culturally Responsive Pedagogy

This session will allow participants to gain a rudimentary understanding of a culturally responsive pedagogy framework that might be effective for educating students from culturally and linguistically diverse backgrounds.

Participants will be able to: Understand the potential of using cultural referents to motivate and engage students in classroom discourse; and Explore the principles of culturally responsive pedagogy that can be used to reframe curricula in the classroom


Click here to register for "Culturally Responsive Pedagogy"

 

Heather Beirne, Karen Gilbert, Kevin Jones
Thursday, October 25, 9:30 a.m.-10:30 a.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread:  Pedagogy

DEEP Course Inclusion:  Thinking Critically and Creatively

According to the Association for College & Research Libraries (ACRL), information literacy is “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” 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 possibilities, offerings, and opportunities for deep, meaningful, creative collaboration with EKU Libraries in integrating information literacy / research skills in your courses, including but also extending beyond traditional one-shot library instruction. Participants will explore ways that they could intentionally partner with their librarians for student success in information literacy in their courses.

Objectives:

  • Participants will think about the role of information literacy in their courses.
  • Participants will learn about flexible ways to partner with their EKU librarian for meaningful, pedagogically intentional, best practices-based integration of information literacy into their courses.
  • Participants will explore and brainstorm authentic ways that they could partner intentionally with their librarians for student success in information literacy in their courses.

Click here to register for "Partner with a Librarian"

Dr. Lisa Bosley and Dr. Sara Incera
Tuesday, October 25, 2:00 p.m.-3:00 p.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 "Increasing Student Motivation to Read Class Assignments"

Dr. Jill Parrott
Monday, October 29, 9:05 a.m.-10:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy 

DEEP Course Inclusion: Critical Reading, Metacognition 

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.

Click here to register for "Developing Critical Readers (10.29.2018)"

 

Dr. Nedim Slijepcevic
Wednesday, October 31, 11:00 a.m.-12:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy, Technology

DEEP Course Inclusion: Discussion boards

The goal of this session is to discuss and explore different methods for engaging your online students. Engagement is vital for online student success and it invariably translates to increased retention and graduation rates. In this session, we will provide examples of best practices on how to encourage and maintain instructor-student and student-student interactions. Session attendees will walk away with practical examples of student engagement that can be directly applied to their online courses. By the end of this session, faculty will be able to:

  1. Explain different methods for engaging the online learner.
  2. Apply some of the discussed principles in their own classroom.


Click here to register for "Online Student Engagement"

 

Dr. Theresa Botts, Dr. Melinda Moore, and Dr. Judy Van De Venne
Monday, November 5, 2:30 p.m.-4:30 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

DEEP Course Inclusion:  Thinking Critically and Creatively, Culturally Responsive Pedagogy, Assessing Culturally and Linguistically Diverse Students

This training will emphasize how to more effectively work with Breakaway Learners who often face special challenges in the academic setting because of the impact of their history of traumatic experiences. These trauma histories can lead to impairment in the student's world view, self -esteem, behavior and emotional regulation. Faculty will learn to dialogue with these students to better identify the presence of trauma histories, and to gain an understanding of the specific needs of these Breakaway Learners. More specifically, emphasis will be placed on educating faculty about practical strategies for meeting the instructional needs of Breakaway Learners, as well as aiding them in helping these students to identity appropriate campus referral sources. The introduction to these new strategies and the sharing of referral source information will hopefully serve to promote better student adjustment to college, academic success, and improved retention and graduation rates. An overarching goal for creating this training is to gain support for a university wide commitment to training trauma informed faculty and staff who can better engage with and meet the needs of our EKU students in and outside of the classroom setting.

In this session, faculty will:

  1. Understand the breath of traumatic events among college students identified as Break Away Learners. 
  2. Recognize possible indicators of trauma history among Break Away Learners.
  3. Demonstrate an understanding of practical strategies for working more effectively with Break Away Learners in the classroom setting.


Click here to register for "Practical Strategies for Working with Breakaway Learners"

 

Dr. Erin Presley
Wednesday, November 7, 10:10 a.m.-11:00 a.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy

DEEP Course Inclusion: Critical Reading, Thinking Critically and Creatively

Participants will analyze their existing assessment methods to better understand how to best support student learning. We will discuss what challenges students face in their coursework and how we can address those issues through our assessment design and classroom practices. This workshop will be interactive; participants should bring a copy of a current assessment tool they use and be open to creating a new assignment. We will also specifically address the role of critical reading in our course assessments.


Click here to register for "Creating Effective Assignments for Student Learning"

 

Dr. Jennifer Hight
Friday, November 9, 12:20 p.m.-1:10 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy, Technology

DEEP Course Inclusion: Flipping the Classroom, Culturally Responsive Pedagogy

This session will focus on the use of interactive learning tools such as Kahoot and Padlet to incorporate the use of electronic/technology media into the classroom, to support active learning and enhance classroom instruction while engaging the student. The participant will learn how to create and use electronic surveys, games, and learning resources to enhance student learning. It is recommended the participant bring a laptop computer and resources for a topic they will be teaching, so they can practice making their own Kahoot and Padlet during the session for later use in their classroom.


Click here to register for "Promotion of Active Learning Through Interactive Tool Use"

 

Dr. Molly Bradshaw
Tuesday, November 13, 11:00 a.m.-12:00 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread: Pedagogy, Technology, Scholarship

DEEP Course Inclusion: Foundations, Thinking Critically and Creatively, Flipping the Classroom

Infographics are visual representations of synthesized data. The purpose of this presentation is to present to the faculty the components of well developed infographics and discuss strategies for their use in the classroom. The session will address the visual literacy standards for higher education classrooms and introduce basic software that students and faculty can use to develop infographics for use in the classroom and beyond.


Click here to register for "Development and Utilization of Infographics"

 

Dr. Jill Parrott 
Wednesday, November 14, 2:30 p.m.-3:30 p.m.
FCT&L Classroom 1 (Crabbe Library 318)

Core Learning Thread:  Pedagogy

DEEP Course Inclusion: Critical Reading, Metacognition

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"

 

Wednesday, December 5, 10:10 a.m.-1:10 p.m.
FCT&L (Crabbe Library 318)

Call for Projects (CFP) forthcoming

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