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Spring 2021


Special Events  

Supporting and Empowering Students During COVID-19: Recognizing Psychological Distress and Promoting Resilience
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.

Facilitator:
Hilary Hla, Psychologist and Outreach Coordinator, Drexel University Counseling Center

Teaching in Physically Distanced Hybrid Classrooms: A Zoom Panel Discussion
In the past year, Drexel’s classrooms have been modified to meet COVID-19 public health guidelines while accommodating both in-person and remote students. During this time, many instructors in our community have gained new teaching skills and strategies to remain effective at this time. What has it been like to teach in this new environment? What has been working well and what challenges remain? How will these teaching innovations continue to evolve this summer and fall? Join us for this panel discussion with Drexel University faculty to find out!

Moderator:
Valerie Klein, Interim Associate Director, Teaching and Learning Center and Associate Clinical Professor, School of Education

Panelists:
Bradford Sodowick, Assistant Clinical Professor, Department of Finance, LeBow College of Business
Liza Herzog, Director of Academic Research, Close School of Entrepreneurship
Raymond Favocci, Associate Teaching Professor, Department of Math, College of Arts and Sciences
William Rees, Teaching Professor, Department of Design, Westphal College of Media Arts & Design

Book Groups  

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.

Facilitator:
Valerie Klein, Interim Associate Director, Teaching and Learning Center and Associate Clinical Professor, School of Education