• Afternoon Tea Discussion Series

The Rowdy Classroom and How to Handle It
Wednesday, September 21, 2:30-4pm

Are you troubled by students who text or misuse their laptops during your class? Are you distracted by your students’ incessant chatting? Join us for a discussion and share ideas on managing the rowdy classroom.

Jim Johnson, Part-Time Lecturer, English

Dealing with Students in Distress
Monday, September 26, 2:30– 4pm

Sometimes students get dumped by their significant other on the eve of exams. Sometimes students face emotional distress just before a class project is due. At this tea, we will examine the personal issues that impact students’ learning and ability to engage with course content. We will also discuss how we, as faculty members, can support our students within appropriate boundaries with compassion and humanity.

Elizabeth Stillman, Associate Professor, Academic Support, Law School

Maintaining Teaching Excellence While Balancing Research and Service
Tuesday, October 11, 1– 2:30pm

What faculty member wouldn’t want a balanced career life? Hear ideas about how to maintain teaching excellence while balancing research and service commitments. Topics will include integrating research and service into the classroom and time-saving grading tips. Bring your own ideas, comments, and questions to share with the group.

Erika Gebo, Assistant Professor, Sociology
Gini Mann-Deibert, Assistant Professor, Sociology
Richard Miller, Associate Professor, English

Scholarship of Teaching and Learning (SOTL) 101
Tuesday, November 1st, 2:30– 4pm

Donna and Katie have helped numerous faculty members structure SOTL projects for disciplinary and higher education publications. We’ll also discuss best practices for designing SOTL research and how you can publish your own research on teaching and learning.

Donna Qualters, Director, Center for Teaching Excellence
Katie Linder, Associate Director, Center for Teaching Excellence

Creating the Optimal Student-Professor Dynamic

Monday, November 14, 1– 2:30pm

Is there such a thing as an “optimal” student-professor dynamic? We know when it feels wrong—as when a student approaches you like a friend, or is alternatively afraid to make eye contact with you. It can be difficult to get it right. Factors including the format of your class, along with your teaching style, gender, and age can affect your students’ learning experience. Our conversation will focus on defining “optimal" and sharing techniques we can employ to help achieve it.

Rosa Kim, Associate Professor, Legal Writing, Law School