Please contact us by email if you have a recommendation or request. (This is not an exhaustive list.)
Collaborative Learning Classrooms (CLC) are designed to facilitate student-centered learning activities that directly engage students in the learning process. This collaborative learning space can be used to develop problem-solving skills, accommodate team projects, and increase student participation. The CLC learning environment encourages learning through peer instruction and active learning, and its design encourages interaction among students and the inclusion of all student voices.
In this session, we will discuss the benefits of encouraging student engagement by incorporating discussion, active learning techniques, and collaborative work. Participants will begin the process of designing and structuring group work assignments.
Interruptions to learning come in all forms. During the Spring 2015 semester, unprecedented snowfall caused disruptions to teaching and learning schedules across campus and created transportation challenges that made it nearly impossible to navigate one's way to the classroom. Faculty scrambled to make up for lost time by condensing lectures and/or eliminating assignments while others scrambled to offer just-in-time learning opportunities by putting short lectures and assignments online. But the disruption to learning continuity may be more often caused by less calamitous events such as unexpected illnesses, conference attendance, or family commitments.
In this session, we'll discuss the benefit of having a "snowy day lesson plan" and how to prepare for unexpected disruptions to learning. Participants will leave with several ideas and resources for creating class activities for the next snow closure, sick day or other unintended class disruption.
Social presence is creating a level of comfort in which your students feel at ease with you and their peers. Whether you teach face-to-face, hybrid or online, you can build a sense of community among learners with the use of collaborative technologies. By the end of this workshop, you will understand the role an instructor plays in social presence development and the benefits it has on student learning. Participants will leave with a collaborative communication and evaluation plan to establish social presence.
What are the different ways that we can truly engage our students in the learning process and really encourage them to learn? In this workshop we will look at different ways—grounded in the research—that faculty can focus on encouraging students to learn. A few ways (amongst others) that we will explore include: Active Learning Techniques, Leading Effective Class Discussions, Teaching with Technology and Service Learning.
By now, you’ve probably heard the buzz on Flipped classrooms, but what does it mean? What can it do for your students? Generally, flipping the classroom means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
In this 3-hour workshop on flipping the classroom, join with faculty from across the university in an effort to reimagine your teaching. Learn techniques and technologies to expose students to course content before they come to class, and explore individual and group activities to use in your classroom. Participants will leave with flipping the classroom best practices, a plan for their course, and what technologies can be integrated.
This four-part series is designed to take a faculty member from grant idea to complete proposal. In addition to providing detailed instructions on how to use grant databases to find funding opportunities, the program facilitators will also walk participants through step-by-step instructions on how to develop a complete grant proposal. This is a hands-on program with assignments that will be peer-reviewed. Participants who attend all four sessions will complete a grant that can be submitted to a funding agency.
Our students are inundated with an overwhelming amount of information each day as they navigate social media, peruse various websites, listen to the radio, read print media, and flip through innumerable television channels. Unfortunately, very little of this information is directly connected by our students to their interactions with us in the classroom. In this session, we will explore how to break through the cognitive overload that our students experience on a daily basis and discuss how we can help our students develop effective strategies for learning in the midst of this Age of Digital Distraction.
This is a practical session designed to walk faculty members and students through the IRB application process. The forms required and the steps necessary to upload an IRB application to IRBNet is discussed. At the end of the session, participants will be able to easily complete and submit an IRB application. Members of the IRB will facilitate the session.
This mid-semester session will provide participants with an update on Suffolk University’s hybrid initiative. We will discuss hybrid course design principles and how participating in the CTSE’s Hybrid Course Design Institute introduces participants to a range of hybrid teaching methods through the creation of a course structure that emphasizes active learning and student engagement. Participants of the Hybrid 101 session will leave with a matrix that identifies where to find help at Suffolk to troubleshoot technical concerns and issues associated with hybrid teaching and learning.
CTSE is excited to partner with Sawyer reference librarians to discuss ways of facilitating undergraduate research across the university.
Come and dialogue about:
- Designing effective research assignment sequences
- Collaborating with librarians
- Empowering students to conduct original research
- Equipping students with research skills through writing activities and other assignments
Classroom Assessment Techniques (CATs) are small, informal assessment practices that simultaneously engage our students and help us collect information about student learning. In this workshop, facilitator Katie Linder will share tips and strategies for how to incorporate meaningful assessment techniques into our classrooms as well as suggest best practices for how to use the information we can glean from CATs. Participants will see several CATs modeled and will also walk away with a range of ideas that can be immediately incorporated in the classroom.
In recent years, educators in the Life Sciences followed educators of other STEM disciplines in embracing the shift of emphasis from “teaching by the professor” to “learning by the student”. This move required a serious reflection on the existing teaching practices and what constitutes “good teaching”, resulting in the current advances in Scholarship of Teaching and Learning.
In this talk, Professor Vardar-Ulu will take participants through her journey in scholarly teaching and student-centered education by introducing some of the programs that have completely transformed her teaching. There will be an interactive discussion on how we teach and how our students learn, as we reflect on how we develop our courses and assess our students’ learning. Participants will be introduced to current findings from cognitive psychology and education research and the reforms they initiated in Undergraduate Science Education in recent years. (Facilitator: Didem Vardar-Ulu, Assistant Professor of Chemistry, Wellesley College)
This workshop is designed for faculty who are interested or who will be teaching students with sensory (vision and hearing) disabilities. This is an opportunity for faculty to better understand how these students learn and to prepare their courses to be fully accessible with the assistance of the Office of Disability Services well before courses begin. The advantage of this workshop is that faculty will have the skill set to effectively teach these students ahead of time. (Facilitated by the Office of Disability Services staff.)
This workshop will help novices become more familiar with SPSS (a widely used statistical software for researchers), and will review some of the most commonly-used statistical analyses it enables. Workshop participants will be asked to provide a brief description of their needs and familiarity with SPSS and statistics, along with their near-term research analysis goals. This information will be requested one week prior to the workshop so that the content of each course can be tailored to its participants. Please don't hesitate to contact Amy Marks (instructor) with any inquiries.
In this workshop, we will cover the basics and best practices for creating an effective course syllabus.
We know our students love YouTube videos, Kahn Academy tutorials, and other visual and interactive technologies, but how might multimedia be used to motivate student learning?
In this session, we will explore some examples of effective multimedia, talk about how to integrate it into and outside of the classroom, and develop an assessment plan for measuring student learning when engaging with multimedia. Participants will leave this session with research-based assessment ideas that will be applicable to their courses.
Videos are a powerful way for students to learn while outside the classroom. In this beginner workshop, participants will learn the best practices for creating videos for online or hybrid courses. Some of which are: introductory technical steps, active learning methods, and assessment ideas. As a participant, you will leave with a list of multimedia resources and a plan for how to design and develop video for instruction.
Goals, learning objectives, outcomes—what does it all mean? In this workshop, we’ll explore definitions of course goals and learning objectives and talk about tips for communicating them to your students through your syllabus. Participants will also have the opportunity to draft course goals and objectives and receive feedback.