Past Workshops

When people gather for classes (and meetings), we tend to default to structures with centralized control and minimal participation. Consider the traditional classroom, where the professor is the only one talking. Even when there is a class discussion, it's a pinball between only three students. Liberating Structures are designed to create more inclusive and participatory gatherings, engaging everybody and distributing control across the group. In this workshop, Tim Gorichanaz will introduce Liberating Structures for use in the classroom (and beyond). Attendees will experience a number of Liberating Structures firsthand and leave equipped to put Liberating Structures into practice in their own classes and other gatherings.

Have you ever wondered where to start when designing a course exam? Do you struggle with writing multiple-choice test items that effectively measure student learning? If so, this two-part series is for you! In part one (Introduction to Designing Exam Questions) we will discuss identifying cognitive levels of student learning outcomes, and use this information to create a blueprint for test design. Participants are invited to bring their unit learning objectives to use during the workshop. In part two, we will discuss guidelines for developing multiple-choice tests and work on revising existing or creating new multiple choice test items. Participants are invited to bring their own test items to revise during the workshop.

Fine-tuning your fall syllabus? Join us for a conversation on how to set the tone and up your students for success from day one. In this workshop, we will discuss first-day-of-class activities, student-centered communication strategies, and other easy-to-implement tweaks that will help successfully launch your fall course.

Research shows that students benefit from "high-structure" learning environments, with frequent practice opportunities and formative feedback loops. Join us for a conversation on how to increase structure and boost student learning in your courses without creating undue extra labor for the instructor!

Formal assessments like exams and final papers often serve as a mechanism for evaluating and sorting students at the end of an academic term. But assessments, even final ones, can be a powerful tool for learning. Our workshop offers assessment (re)design ideas and provides an opportunity for faculty to tweak their existing assessments (or create new ones) to boost student learning, motivation, and collaboration.

Join us in exploring how ChatGPT is changing higher education! In this two-part workshop, we will consider what ChatGPT can and cannot do for students—and their professors. We will brainstorm possibilities for avoiding, outsmarting, or incorporating the bot in academic classrooms, and begin crafting our own ChatGPT-saavy policies and assignments. No prior ChatGPT experience or knowledge required! (But please come share your experience and knowledge if you have it!)

TLC is hosting an informal panel of faculty across disciplines who will share their experiences with using ChatGPT as a learning tool. Come get some new ideas and inspiration from Drexel colleagues!

Have you tried a new teaching technique that didn’t work as you’d hoped it would? Are you hitting a wall in your pedagogy? Is post-pandemic teaching surprising you with new challenges? You’re not alone! Many of our best ideas emerge when something isn’t working quite as it should be. If you’ve tried something new in your class, are planning to try something new, or have a concern about your class that you are not quite sure how to handle, come join our Problem of Practice Groups. We will debrief, troubleshoot, and help each other learn from our less-than-stellar teaching moments. Bring your Problem of Practice to one session to seed our conversation!

One key difference between human and artificial intelligence is embodiment. As experience tells us, and the field of embodied cognition confirms, human learners are not brains-on-sticks; sitting still in a chair is not the optimal condition for learning; the body is not just a container for the learning mind. This hands-on workshop introduces a menu of ready-to-use enhancements to traditional classroom practice that leverage spatial awareness, movement, and sensory perception to promote learning and add energy to our classes.

Join us in exploring how ChatGPT is changing higher education! In this two-part workshop, we will consider what ChatGPT can and cannot do for students—and their professors. We will brainstorm possibilities for avoiding, outsmarting, or incorporating the bot in academic classrooms, and begin crafting our own ChatGPT-saavy policies and assignments. No prior ChatGPT experience or knowledge required! (But please come share your experience and knowledge if you have it!)

This 2-part interactive workshop will introduce you to the world of Open Educational Resources (OER)! Together we will explore some of the benefits of using OER, share recommendations for ways to identify high quality free (or inexpensive) resources, and discuss lessons learned from Drexel faculty using OER in their courses. Faculty will have time to explore and evaluate a few open educational resources during the workshop.

Have you tried a new teaching technique that didn’t work as you’d hoped it would? Are you hitting a wall in your pedagogy? Is post-pandemic teaching surprising you with new challenges? You’re not alone! Many of our best ideas emerge when something isn’t working quite as it should be. If you’ve tried something new in your class, are planning to try something new, or have a concern about your class that you are not quite sure how to handle, come join our Problem of Practice Groups. We will debrief, troubleshoot, and help each other learn from our less-than-stellar teaching moments. Bring your Problem of Practice to one session to seed our conversation!

As our campus community feels the strain of increasingly complex systemic threats (pandemic, climate crisis, racism, gun violence, etc.), these problems can be reflected in the mental health of our students who report greater tension, panic, sorrow, isolation, and self-doubt. At the same time, many college instructors are unsure of how to balance support with encouraging student agency when concerns around mental health arise. Given that emotional well-being is critical to students’ learning and academic success, this workshop discusses how to recognize the difference between stress and distress, ways to talk to students about potential emotional strife, and strategies for both reinforcing healthy coping habits and additional supports available for those who need them.

Join us in exploring how visualization assignments can help students understand, summarize, and communicate ideas in new ways and to new audiences. This 2-part workshop will explore the use of visualization tools, such as concept mapping, timelines, and infographics, to support students' thinking and learning. Participants will review research on how visualization can improve comprehension, practice hands-on activities, and discuss how to best implement visualization tools in their courses.

A well-organized course provides a clear path for students to progress. By providing structure, welcoming instructions and clear expectations, students will be more comfortable and confident in their learning and may ask fewer logistical questions. Within this workshop we’ll discuss a few best practices for orienting students to your course, providing readable and accessible materials, organizing course content, and utilizing a few key communication tools to improve students’ experience.

Thinking about creating a new group project or improving an existing one this fall? Are you or your students frustrated by the lack of return on investment? In this workshop, we will look at best practices that optimize group interactions, productivity, and learning. We will also share a few ed-tech tools to help students work more effectively in groups either in-person or online.

In the last academic year, faculty across the US reported experiencing higher rates of student disengagement than they previously experienced. While the pandemic has been challenging for faculty and students alike, preliminary research suggests that students' perception of the value proposition of class participation has dropped. In this workshop we will explore motivation and self-determination theories as a possible way to reenergize students--and ourselves. Together we will brainstorm strategies that balance empathy and support with high expectations and structure, all while emphasizing community and connection within our classrooms.

You might already know that 92% of eligible Drexel undergraduate students participate in co-op each year. But, did you know that research shows college students are more motivated to learn when they make direct connections between what they are learning in class and their future careers? In addition, studies have shown that helping students reflect upon, share, and use their real-world experiences offers significant increases to knowledge retention and transfer. In this interactive workshop, we will explore the logistics of making explicit links between co-op and classroom learning and hear how two Drexel faculty members are making intentional connections to co-op in their classrooms.

Do you want students to develop the ability to solve disciplinary challenges with a global lens, but are concerned about overhauling your course? Do you want students to build skills that prepare them for engaging in a global community, but not sure how within an already packed syllabus? This interactive workshop is designed to help you integrate global perspectives in small ways that can make a big impact on your teaching and your students' learning. With an emphasis on first and second-year courses, we will examine the research showing the benefits to integrating global perspectives in the curriculum, provide examples of learning activities and module design, and offer an opportunity for you to apply these ideas to a lesson or course. *This workshop is co-sponsored by the Teaching and Learning Center and the Office of Global Engagement

Community-Based and Engaged Learning (CB-EL) offers opportunities for students to explore pressing social issues through learning inside the classroom, as well as in related settings, integrated through critical reflection. But for many instructors teaching and designing a full-scale CB-EL course is a daunting task. However, with the right tools, instructors can design CB-EL projects, activities, and experiences within their existing courses that enhance students’ learning through providing real-world social and personal relevance to their lives. This interactive workshop is designed to help you integrate CB-EL experiences in small ways that can make a big impact. Together, we will examine the research showing the benefits to CB-EL in the classroom, provide examples of learning activities and projects, and offer an opportunity for you to apply these ideas to a course. *This workshop is co-sponsored by the Teaching and Learning Center and the Lindy Center for Civic Engagement

Mentoring undergraduates through research is one of the most rewarding forms of teaching, but it is also a relationship that takes work and intention. This workshop will help graduate students and faculty build skills in setting expectations, establishing good communication, and building trust with undergraduate mentees in a research setting, sharing adaptable tools and resources useful in many mentorship contexts. *This workshop is co-sponsored by Undergraduate Research & Enrichment Programs (UREP)

While some instructors struggle with voice projection, others are finding it more difficult to project their voice while teaching in a mask. If this sounds familiar, we invite you to join us for this brief “Let Your Voice Soar” workshop to learn a few tips for improving voice projection while also reducing the risk of vocal injury. In this workshop, you will learn a few habits that can keep your voice healthy, as well as warning signs of potential strain or damage. Strategies for commanding attention in a loud room, as well as ways to amplify your voice in noisy classrooms or large spaces will also be shared. Bring your mask and be prepared to interact with our facilitator to “Let Your Voice Soar” while wearing a mask!

Since the pandemic began many instructors discovered that their normal face-to-face methods of assessment simply didn’t work in the remote or online environment. But even back in the classroom, designing flexible assessments is critical for emergency planning, and can further motivate and engage students in the learning process. In this workshop, we will examine research-based recommendations for developing assessments that both measure—and reinforce—students’ learning in a variety of contexts and learning modalities. Together we will brainstorm a number of alternatives to traditional exams and share several exam best practices when alternative assessments are not an option.

November is always a stressful month for students, but with the return to campus this fall and continuing concerns over the delta variant, many of our students are reporting an increase in academic stressors. 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 of the strategies for supporting students' wellbeing both within and outside of the classroom.

If you’ve started in a faculty role at Drexel in the past three years, this workshop is for you! This series will explore research-based teaching strategies that foster students’ learning. Workshop topics include exploring the cycle of practice and feedback, creating opportunities for active learning, and efficient and effective grading strategies. Hands-on activities will provide an opportunity for you to consider practical ways to implement these methods within your specific teaching context at Drexel. This is also a unique opportunity to connect with colleagues and build a network of support across the disciplines. Please feel free to register for one of these sessions or all three!

Do you enjoy talking about teaching, but have difficulty finding time to participate in workshops? If you answered yes, then this discussion group is for you! In the Podcast Discussion Group, participants listen to a podcast about teaching and discuss it with colleagues asynchronously online. In other words, you do not need to be present on a specific day and time! Instead, participants will receive instructions for participation over the course of two weeks which include 1) listening to the podcast 2) answering initial discussion prompts 3) responding to colleagues’ posts; and 4) providing final reflections. The first discussion will focus on Episode 37 of the Teaching in Higher Ed Podcast hosted by Bonnie Stachowiak. In this episode Stachowiak speaks with Tine Reimers, Director of the Center for Innovation and Excellence in Learning at Vancouver Island University about how critical thinking works, inherent challenges to developing critical thinking in students, and how we can help students get from here to there.

You might already know that 95% of Drexel students participate in co-op each year. But, did you know that research shows that college students are more motivated to learn when they make direct connections between what they are learning in class and their future careers? In addition, studies have shown that helping students reflect upon, share, and use their real-world experiences offers significant increases to knowledge retention and transfer.  In this interactive workshop, we will explore the logistics of making explicit links between co-op and classroom learning and hear how two Drexel faculty members are making intentional connections to co-op in their classrooms.

Many of our students will likely experience feelings of social isolation in the next few weeks, but our courses can keep them connected to a supportive learning community. So, how can you encourage students to stay engaged with you, your course materials, and each other during a period of remote learning? In this workshop, we’ll explore a few of the top-recommended remote teaching strategies to keep students engaged during this time.

While it is possible for you to meet your learning goals in an asynchronous format, you may decide to hold synchronous class meetings either with large groups or small. Whether you choose to use Zoom, Collaborate or another web conferencing technology, keeping students present and engaged can be even more challenging online than it is face-to-face. In this workshop, we’ll explore a few strategies to help students stay focused and engage with you, the course material, and each other through synchronous online class meetings.

Discussion boards are commonly used to facilitate class discussions online. However, many instructors feel they lack the substance of a face-to-face classroom discussion. In this session, we will examine question prompts that encourage deeper discussion, promote higher-order thinking and require students to take on new roles. We will also discuss teaching strategies that help students engage and connect with each other online. This interactive session will provide opportunities for faculty to brainstorm ways to implement these strategies within their own courses.

Constructive feedback can transform a student’s learning experience. It encourages them to reflect on their work, incorporate feedback, improve their learning and stay motivated. However, providing feedback remotely is not always straightforward. In this workshop, we’ll explore a few strategies to provide meaningful feedback to your students during temporary, remote learning experiences. This interactive session will also provide opportunities for faculty to brainstorm ways to implement these strategies within their own courses.  Around the Virtual Water Cooler: Sharing Our Experiences Teaching Remotely  Throughout the spring term the Teaching and Learning Center will host ongoing discussions about teaching during the COVID-19 crisis. This is an opportunity to share both rewarding and challenging situations you have faced with remote teaching. Discussions are designed for you to get valuable feedback and share ideas with colleagues. We hope these meetings will help us all feel a little less isolated during this uncertain time!

Thinking about creating a group or team project for your fall course, but worried about how to structure and implement it remotely? In this workshop, we will look at best practices to optimize student interactions, productivity and learning from projects that can be used in remote courses. We will also explore a variety of technology options that can help students work more effectively in groups and teams and discuss ways to adjust project deliverables for remote (or online) courses.

Translating meaningful lab experiences to the virtual environment remains one of the major issues for some instructors as they try to figure out how to pivot to remote teaching. In this workshop, we will talk about how to get over the hurdle of translating what was intended to be a ‘hands-on’ experience and discuss some of the advantages of virtual labs. The workshop will also focus on best practices and discuss Labster virtual labs as a case study. Virtual labs aren’t right for every lab course, but they are more applicable than many might think.

This workshop will focus on techniques for facilitating an online seminar-style class. Workshop leaders teach within the Honors Program, but the tools are translatable to any seminar-style course. During the session, participants will explore effective techniques for engaging students, generating thoughtful discussion, and designing a course and individual class sessions with conversation and collaboration in mind. The workshop leaders will guide participants through these techniques, while also creating space for participants to share their experiences and best practices along the way.     

This workshop will introduce faculty to the use of Global Classrooms and Community-Based Global Learning (CBGL) as models for engaged remote learning. Global Classrooms are courses that engage Drexel students with students at a university abroad through a range of interactive technologies and project-based learning. Community-Based Global Learning (CBGL) courses integrate student learning and community engagement, promoting collaboration and partnership with community groups and/or community members. Special attention will be given to the importance of developing reciprocal partnerships and negotiating power and privilege in the classroom through best practices. Faculty will have the opportunity to practice developing Global Classrooms and Community-Based Global Learning courses, workshopping their ideas with their colleagues. 

A flipped course reverses the lecture and homework paradigm. In a flipped course, students watch a series of short videos dedicated to specific concepts or topics prior to class. In-class time is then devoted to elaborating on the concepts, brainstorming real-world examples, and providing time for students to work through problems and case studies, while they experience active and/or collaborative learning strategies, such as think-pair-share or small group work. This gives instructors the opportunity to address questions and misconceptions, with the ultimate goal of developing higher-order thinking skills. This workshop will focus on a few key steps to help instructors adapt some best practices from the flipped classroom to improve our online, hybrid, or remote learning environments.