Graduate Teaching Assistant Colloquium

Welcome to the Graduate Teaching Assistant Colloquium!

Contact: Eunhong Lee at elee29@huskers.unl.edu

Meeting Room: LPH 315N

Meeting Time: Wednesdays, 2:00pm to 3:00pm

We will use How Learning Works by Susan A. Ambrose, et al., 2010

Fall 2023 Schedule

DATEGOALMISSIONRESOURCES
August 30First meeting - "Lemons to Lemonade" and Learning GoalsPlease bring a story to share that is a "lemons to lemonade" teaching story; that is, a story where something went wrong in your class or was heading in a bad direction and where you turned it around to create something good from it. We encourage you to make yourself a glass of lemonade to join the call (we will not ask if it has some vodka in it; that's your business).
September 6Sharing ideas regarding "What is learning?"Let's share an experience where I think I truly "learned" something
  • What do you want your students to learn when they attend your class?
  • What is Learning? Let's think about a definition of learning, and think about the following key words while defining it: Process, experience, change
Introduction: Bridging Learning Research and Teaching Practice Susan A. Ambrose, et al., 2010 pp. 1-9
September 13Thinking about what prior knowledge the students in your class might have.Let's share how having your prior knowledge has been a pros and cons of taking college/graduate courses.
  • How do you think about the following principle? Students' prior knowledge can help or hinder learning.
  • What would you do if students have inaccurate prior knowledge?
  • What critical tasks can be used to students to assess what students know and believe?
Chapter 1. How Does Students' Prior Knowledge Affect Their Learning? Ambrose, et al., 2010 pp. 10-39
September 20Thinking about whether organizing knowledge affects students' learningLet's share some teaching experiences that didn't work out the way I anticipated.
  • Let us think of the following principle: How students organize knowledge influences how they learn and apply what they know.
  • What 'skills' do you want your students to acquire from your class?
Chapter 2. How Does the Way Students Organize Knowledge Affect Their Learning? Susan A. Ambrose, et all. 2010 pp. 40-65
September 27Sharing your own tips to keep your students motivated.Let's share your experience that students were motivated to learn some course materials and what those factors were.
  • did your students join your class because of only satisfying ACE requirements or their own interests in Philosophy?
  • What factors make philosophy difficult for students to approach?
Chapter 3. What Factors Motivate Students to Learn? Ambrose, et al., pp 66-90
October 4Thinking of how to deal with the situation where students' failing to meet their instructor's expectations.Let's share your stories regarding students' failing to meet their instructor's expectations and finding how to deal with it.
What might be the elements for mastery? Let's think of the following key words:
Acquire component skills -> Practice integrating skills -> Know when to apply skills -> Mastery
Chapter 4. How Do Students Develop Mastery? Ambrose, et al., 2010 pp 91-120
October 11Sharing some tips to enhance students' learning with practice and feedback.Let's share your stories what kinds of practice and feedback enhanced your learning and how to apply those experiences to your teaching session.
How do you think of the following principle?
Principle: Goal-directed practice coupled with targeted feedback are critical to learning.
Chapter 5. What Kinds of Practice and Feedback Enhance Learning? Ambrose, et al., 2010 pp. 121-152
October 18No MeetingFall Break
October 25Sharing your experiences regarding course climate and students' learning.Let's share your stories where unanticipated social and emotional dynamics in the classroom have complicated the learning experience.
How do you think of the following principle?
Principle: Students' current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.
Chapter 6. Why Do Students Develop and Course Climate Matter for Student Learning? Ambrose, et al., pp 153-187
November 1Sharing your own experiences having self-directed learning.Let's share your stories where you could get self-directed learning process.
How do you think of the following principle?

Principle: To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.
Chapter 7. How Do Students Become Self-Directed Learners? Ambrose, et al., 2010 pp. 188-216.
November 8Making SyllabusLet’s make a syllabus of the course/subject you want to teach and get feedback.TBA
November 15Making SyllabusLet’s make a syllabus of the course/subject you want to teach and get feedback.TBA
November 22Making SyllabusLet’s make a syllabus of the course/subject you want to teach and get feedback. And Snack Party! TBA
November 29Speaker Invitation 1This speaker invitation session is time to invite professors and get some tips related to teaching.TBA
December 6Speaker Invitation 2This speaker invitation session is time to invite professors and get some tips related to teaching.TBA

Previous Colloquia

Spring 2023

Fall 2022

2021 and before