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Center for Teaching, Learning & Technology

CTLT Presents the Fall 2009 Teaching Excellence Series

Teaching Excellence SeriesTwo teaching-related topics that often come up in conversations about teaching and learning are “plagiarism” and “assessment.” This semester CTLT is providing a series of workshops featuring faculty highly experienced with both issues. We hope you can join us for one or both series, attending as many workshops as possible in each. The workshops in each series are related, but each stands alone as well, so it's not necessary to attend all four. We look forward to learning and reflecting about these important teaching topics with you. Specific workshop topics, presenters, times, and dates are listed below.

Series 1: Plagiarism: Everybody’s Doing It (So What Should We Do About It?)

Wednesdays, 3:00 - 4:30
Facilitators: Joan Mullin and Amy Robillard (English)

  • Plagiarism: The Myth - and the Reality (September 2)
    Two faculty members whose scholarship deals with the issue of plagiarism will lead a conversation intended to inform and complicate conventional beliefs about and conceptions of plagiarism.
  • Reframing the Discussion: “Prevention” “Plagiarism” and “Stealing” (September 16)
    Two faculty members whose scholarship deals with the issue of plagiarism will lead a conversation designed to help instructors talk to students about plagiarism in productive ways.
  • Community Rights and Responsibilities: What to Do When Students Don’t Cite (September 30)
    Representatives from Community Rights and Responsibilities will provide information about University policies and lead participants through an exercise designed to help them feel cool and confident when dealing with difficult situations involving “failure to cite”!
  • Faculty Rights and Responsibilities: Encouraging and Supporting Ethical Writing Practices in the Classroom (October 14)
    Two veteran writing instructors will guide participants through the process of reviewing (and, if necessary, revising) their syllabi, writing assignments, and/or grading standards in ways that can make their expectations for ethical writing practices clear and enforceable.

Series 2: Assessing Student Learning

Thursdays, 11:45-1:15
Facilitators: Wendy Troxel (EAF); Matt Fuller (UAO)

  • Intentional Teaching: But I want them to learn EVERYTHING! (September 10)
    Reflect on your course learning goals and approaches to course planning, acknowledging/identifying the place of the course in the curriculum, with the assistance of the Teaching Goals Inventory.
  • Intentional Learning: How will I know it when I see it? (September 24)
    Write your intended learning outcomes with connections to planned instructional strategies, identifying direct and indirect measures being used to assess student learning.
  • Intentional Feedback: Yep, we're on the right track! (October 8)
    Consider your use of classroom assessment techniques and use of formative feedback (both from and to the students) while there is still time to adjust the flow of the course toward deeper learning. Also consider double dipping possibilities for SoTL projects.
  • Intentional Grading: Because it LOOKS like a “B”! (October 22)
    Discuss with a panel of experienced practitioners approaches to balancing assessment practices designed to provide students with meaningful, timely feedback on their performance (formative assessment) and summative assessments such as grades/rubrics, portfolios, exams and other final interpretations of students’ abilities.

All sessions are held at CTLT in the Resource Commons. Refreshments will be served.