Lunch with Lindback Award Winners
Join the Teaching and Learning Center for this panel discussion featuring a few of Drexel University's past recipients of the Lindback Award for Distinguished Teaching. Panelists will reflect on their development as instructors, share a few of their most rewarding classroom experiences, and answer a few general questions about teaching. The panel discussion will be followed by a brief presentation about this year’s Lindback Award application process and timeline. Due to the COVID-19 pandemic, this year’s event will be hosted through Zoom, but please feel free to bring lunch with you!
This year's panelists include:
- Amy Throckmorton, Associate Professor and Director, BioCirc Research Laboratory, School of Biomedical Engineering, Science, and Health Systems
- Daniel King, Associate Professor, Chemistry, College of Arts and Sciences
- Scott Warnock, Professor, English and Philosophy and Director, University Writing Program, College of Arts and Sciences
Cheating Lessons: Learning from Academic Dishonesty by James Lang
Faculty can find themselves focusing a great deal of energy on issues of academic honesty, a by-product of the fact that they have had direct experience with students cheating in their classes. James Lang’s new research, which draws on findings from cognitive theory, explores how some learning environments can incentivize student cheating, and offers strategies which make cheating less worthwhile while improving student learning. Cheating Lessons provides practical solutions for improving academic honesty in our classrooms.
Facilitated by Valerie Klein, Associate Clinical Professor, School of Education and Interim Associate Director, Teaching and Learning Center
How Humans Learn: The Science and Stories Behind Effective College Teaching by Josh Eyler
Even on good days, teaching is a challenging profession. Now add the complexities of remote and hybrid learning and the personal struggles our students have faced during an ongoing global pandemic and it can feel nearly impossible to connect, engage, and inspire our students in the way we would like. In this book group, we will explore five themes from How Humans Learn—curiosity, sociality, emotion, authenticity, and failure—to identify teaching strategies that support students' development. Join us for this colleague-to-colleague discussion and leave with practical takeaways that can be implemented in the classroom, studio, lab, clinic, and of course, online!
Facilitated by Christopher Finnin, Clinical Professor, LeBow College of Business and Shareen Kelly, Associate Professor, Drexel University College of Medicine
As COVID-19 continues to impact how we teach, it is more important than ever to create flexible courses that support students’ learning and help them adapt to these changes. In this new series of workshops, we will explore teaching practices to help us to respond to our students’ evolving needs and highlight those that will work across any teaching modality.
Teaching to Connect: Building a Community of Learners in Online, Remote, or Hybrid Courses
We all know how good it feels to be a part of a community—after all, we're social beings. But what exactly does "community" mean in online, remote, and hybrid courses? In this workshop, we will examine why a sense of community is critical in these course modalities and use the Community of Inquiry framework to design more meaningful learning experiences that increase students' sense of belonging. Together, we’ll also brainstorm ways to encourage more student interactions, promote a positive environment, and build a sense of community in our courses.
Designing Flexible Assessments of (and for) Learning
A common concern among faculty teaching remotely is that their normal face-to-face methods of assessment simply don't work online because students can cheat too easily. In fact, it is important to rethink what assessment looks like in the online, remote, and hybrid classrooms. In this workshop, we will examine research-based recommendations for developing assessments that both measure—and reinforce—students’ learning in a variety of learning modalities. Together we will brainstorm a number of alternatives to traditional exams, as well as best practices that may hinder cheating when alternative assessments are not an option.
Stress, Learning, and COVID-19: Teaching Practices that Support Students’ Mental Wellbeing
Students’ mental wellbeing is always important, but many have reported an increase in academic stressors and feelings of social isolation during the ongoing COVID-19 pandemic. Despite consensus that students' mental wellbeing is critical for optimized learning, faculty often feel unsure about when—or how—to address either common or more serious student mental health concerns that arise in their classes. In this workshop we will explore some practical strategies that can reduce stressors, enhance wellness, and empower students to succeed during this challenging time.
Join Drexel University's Teaching and Learning Center for this monthly series examining the intersection of race, identity, teaching, and learning. Each month, participants are provided with a short article, chapter, or excerpt to read*. Together through semi-structured and small group discussion, participants explore concepts proposed in the readings and reflect on ways they may be implemented within their teaching. This series is co-sponsored by the Office of Equality and Diversity.
*Participants will be sent the discussion materials upon registration.
“The practice of establishing ground rules or guidelines for conversations and behavior is foundational to diversity and social justice learning” (p. 135). However, concepts such as ‘safe spaces’ and ‘trigger warnings’ often neglect the level of finesse required to productively facilitate discussions on highly charged topics in the college classroom. This month we will examine Brian Arao and Kristi Clemens’, “From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice.” They argue that small shifts in terminology and a more nuanced approach can change the stigma students often feel when discussing controversial topics.
Facilitator: Johanna Inman, Director, Teaching and Learning Center
This month, we'll discuss two book chapters, "Rewarding Language: Language Ideology and Prescriptive Grammar," by Rusty Barrett and "The Problem of Linguistic Double Consciousness," by Vershawn Ashanti Young. These pieces introduce the problem of standard language ideology, the value of linguistic diversity, and why antiracist approaches to language in education are important tools for every instructor. We will also consider applications of antiracist writing pedagogy in a variety of courses and contexts.
Facilitator: Janel McCloskey, Associate Director, Drexel Writing Center
This month, our discussion will focus on, “Antiracist Pedagogy and Concientización: A Latina Professor’s Struggle.” This powerful story describes how culture, identity, and consciousness influenced the pedagogical development of author Maria Eva Valle. Together, we will unpack the concept of concientización and reflect on the experiences of faculty and students of color in higher education. We will also consider how this critical reflection can help us to develop teaching practices that better engage and empower our students.
Facilitator: Steve Vásquez Dolph, Assistant Teaching Professor, Department of Global Studies and Modern Languages and Faculty Fellow, Lindy Center for Civic Engagement