Signal, Not Noise: Becoming a Better Teacher By Listening to Student Resistance
Anton Tolman, Ph.D.Professor of Behavioral Science, Utah Valley University
Student resistance to active learning is a regular and expected occurrence for those teaching in higher education. Instructors naturally tend to see it as “noise” that obscures or interferes with the teaching “signal” they are trying to send. However, if we can begin to understand that resistance is actually a signal from the students and learn to interpret it, we can reduce their resistance and create more effective learning environments.
Assessing and intervening to Reduce Student Resistance to Learning in the Classroom
Anton Tolman, Ph.D.Utah Valley University
Every instructor encounters student resistance to learning, even from the very best students. This workshop will focus on exploring an Integrated Model of Student Resistance, the first systemic understanding of the origins of student resistance. We will then use this model as a framework for exploring effective assessment and intervention methods to reduce resistance and improve student learning.
Creating & Maintaining a Positive Classroom Environment
Brandon Bosch, Ph.D.Assistant Professor of Practice, Sociology and Political Science
Designing & Delivering Effective Lectures
Samuel A. Nelson, Ph.D.Associate Director, Center for Entrepreneurship
Lectures are a predominate method of transferring information in university classrooms yet they tend to be instructor-centered and can have a bad reputation among students. In this workshop, we’ll focus on how to engage students in the current age of smart phones and information overload.
Grading Lab Reports and Essays
This session presents important considerations for assessing student work, including: grading consistently; communicating your grading criteria to students; giving constructive feedback; and managing your time when grading large amounts of student work. Because grading practices vary widely, we will also discuss strategies for learning more about grading in your specific TA assignment.
Developing Materials for Hands-on/Active Learning
Nathan Wakefield, Ph.D.Assistant Professor of Practice, Department of Mathematics
The class syllabus sets the tone for the whole semester. What is the most effective way to design a syllabus focused on students and learning? We'll discuss choosing content, organizing assignments, and other topics, all with the learner in mind. This session is great for TAs responsible for adapting their own syllabi, or those looking to include syllabi in their teaching portfolios.
Using Technology to Promote Student Learning
Guy TraininTeaching, Learning, and Teacher Education
Teaching as Research
Cal Garbin, Ph.D. Professor, Department of Psychology
Teaching-as-research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and learning outcomes of students. In this session you’ll learn how to approach your teaching from a research perspective: (1) identifying a teaching issue or question; (2) translating theory to hypotheses; (3) action research design; (4) collecting data; (5) analyzing and interpreting results; (6) translating results to practice; and (7) planning the next study.
Wrap Up Session: Advice for New and Returning TAs
A panel of experienced TAs will answer questions, offer strategies and describe “best practices” based upon their teaching experiences at UNL. This session is a great opportunity to explore what makes an effective teaching assistant.
Disciplinary Breakout Sessions
Join new and experienced TAs in your discipline and learn about effective teaching methods relevant to the teaching you'll be doing as a TA — for example, holding office hours, grading papers, running a lab, or teaching a recitation.
Each session will focus on applying what you've learned about the principles of learning and effective teaching within the context of your discipline. Sessions will be facilitated by experienced faculty and award-winning teaching assistants.