Pedagogy Programs and Workshops
Teagle Teaching Seminar
The Teagle Seminar is a year-long opportunity for faculty and graduate student participants to engage collaboratively with current research on a range of issues in teaching and learning in higher education. Based on the current scholarship on teaching, the seminar provides a unique context for participants to have sustained conversations in which they can inquire and reflect on the goals and processes of their teaching and then draw on the literature and our discussions as they design or redesign courses, carry out their teaching, and assess their students' learning.
In the Fall semester of the Teagle Teaching Seminar, monthly meetings consist of discussions of readings aimed at identifying the complexities inherent in undergraduate learning within their disciplines and the challenges these pose for teaching. Based on the research on student learning, seminar workshops provide a context for participants to reassess their teaching practices and to begin developing new teaching plans and principles. In the Spring semester, graduate fellows present issues and questions that arise from their own concurrent teaching experience and work to identify and promote general and discipline-specific ways of learning, student engagement strategies, and effective assessment methods. Graduate participants will design a course syllabus and write a statement of teaching philosophy that draw on the seminar
The primary goal of this seminar is to enable participants to draw on pedagogical research and literature to inform teaching goals and strategies that will enhance their students’ learning. Participants acquire and enhance their own language for analyzing, assessing and describing their students’ learning. They also learn to set focused course goals, create a syllabus, and plan assignments, exams, and assessments as well as use course management systems and consider new digital and online tools that enhance student learning.
Grading as a Teaching Tool
This workshop addresses important concerns and challenges of grading for faculty and AIs, including assessment criteria, equity, written feedback, and grading student participation. Workshop participants will define criteria for evaulating work and begin to formulate rubrics that meaningfully assess and advance their students’ learning. Further, we consider how we might shift our students’ focus on getting good grades to reflecting on their own learning.
Thursday, October 17, 3:30-5:00 p.m. in 330 Frist
Designing a Course
Are you considering a new course that breaks ground intellectually or pedagogically? Interested in exploring the creative use of online or other forms of technology to teach effectively? This workshop examines course design and syllabus preparation from the perspective of student learning, using a variety of models from across the disciplines. Workshop activities guide you in defining goals for your students and then using them to shape all aspects of a well-integrated course, from class format to student assignments, exams, and the syllabus.
Thursday, November 14, 3:30-5:00 p.m. in 330 Frist
Teaching with Films: Text and Tech. in the Humanities and Social Sciences
Whether as documentaries or mass media, films can engage students and enliven class discussions. Yet if film and televisual media are typically used to support and illustrate disciplinary ideas and facts, how can we elevate these media as primary texts and teach students to engage them in their own terms? Specifically, how can we teach our students to use disciplinary concepts to interpret the material and semantic heterogeneity of films and how can students express rich understandings? Participants take part in sample activities that they can take to their classes, such as using digital video editing to “deconstruct” films while connecting disciplinary ideas with film narratives and forms.