Writing Course Goals and Learning Objectives 101
Wednesday, January 25, 1-2:30pm
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.

Katie Linder, Director, Center for Teaching Excellence

 

How to Create a Climate of Learning and Critical Thinking in the Classroom
Wednesday, February 1, 10– 11:30am
This workshop will help participants create clear expectations, roles, goals, and tasks in their classrooms. Using helpful models, you will also learn to develop your students’ critical thinking and problem-solving skills. The session will incorporate the experiences of those participating.

Tom Bernheim, Lecturer, Management



How to Improve Your Students’ Writing—Without All the Fuss!
Thursday, February 9, 1– 2:30pm

One of the most important indicators of future professional success is the ability to write well; yet, American college students’ writing skills—especially at the sentence level—are worsening. This workshop will present a set of techniques that all faculty members can easily learn and adapt to help correct and improve their students’ writing. This initiative envisions having as many Suffolk faculty members as possible using similar methods, ensuring that students receive regular reinforcement of good writing habits beyond the first-year English sequence.

Greg Fried, Professor & Chair, Philosophy



Battling Bias in the Classroom

Wednesday, February 15, 3:00-4:30pm

Bias incidents are not uncommon classroom events. Freedom of speech is not only important as an ingrained right in our society; it makes for lively debates and discussions, too. But what happens when that freedom crosses the line into bias? How does one maintain academic freedom while addressing incidents of bias as they occur? Join us to find out how you can create a safe academic environment for all students.

Jacinda Felix Haro, Director, Diversity Services



Creating Assignments Worth Grading
Wednesday, February 29, 1-2:30pm

What if you looked forward to grading the assignments that your students turned in rather than dreading the grading process? In this workshop, we’ll discuss what makes an assignment worth grading and brainstorm ideas for efficient and effective grading strategies.

Katie Linder, Director, Center for Teaching Excellence



Writing Course Goals and Learning Objectives 102
Monday, March 5, 1-2:30pm

Can’t get enough about course goals and learning objectives? Come to this advanced workshop where we’ll talk about how to align goals and objectives with your course assignments and assessments. Participants are welcome to bring drafted goals and objectives for review and discussion.

Katie Linder, Director, Center for Teaching Excellence



Is it He or Ho? Getting a Grip on How to Say Our Student’s Names
Tuesday, April 3, 1-2:30pm

Have you ever looked down at your class list in dismay and wonder how you will get through reading out roll on that first day of class? This era of globalization has led to a much more diverse study body and one of the most tangible results that we have to deal with is getting a firm grasp on how to correctly pronounce our students’ names. This workshop will focus on how to identify and pronounce the names of our students with an Asian background (with an emphasis on Chinese). So come prepared to learn a little bit of Chinese. Please feel free to bring along a class list with tough names on it! Co-sponsored by the Career Services & Cooperative Education Office.

Christopher Dakin, Director, Language Laboratory & Asian Languages Coordinator


Easing the Pain: Using Student Ratings of Instruction to Improve Student Learning
Thursday, April 26, 12:00-1:30pm

End-of-the-semester student evaluations have been around since the 1920s, and there is a great deal of research demonstrating their reliability and validity, but no-one likes looking at them!  So what good are they, and how can we use them to our (and our students') advantage?  Dakin Burdick (Director, Center for Teaching Excellence at Endicott College) will discuss methods of using quantitative and qualitative student evaluations to identify the most important areas of your course to change, and how one might do that.  We'll discuss how to use student evaluations to improve both your rapport with students and the organization of your course.  Among the topics we will touch upon are the origins of student evaluations, the key literature behind their use, the difference between paper and online methods, and additional methods of evaluation that can supplement student evaluations.  If you care about student learning, but hate waking up in the middle of the night thinking about that one awful student evaluation, please join us and ease that pain!

Dr. Dakin Burdick, Director, Center for Teaching Excellence at Endicott College