Lunch and Learn Schedule
2008 |
January | February | March | April | May | June | July | August | September | October | November | December |
The Belknap Campus "Lunch and Learn" program for Spring and Fall, 2006 was developed based on a needs assessment completed at the 2005 "Celebration of Teaching and Learning" with faculty who identified themselves as teaching on Belknap Campus. Lunchtime was identified as the best time of day for programming, and topics were identified based on those selected by Belknap faculty as best meeting their learning needs. The "Lunch and Learn" topics are offered on varying days of the week to maximize the number of Belknap faculty members who may participate. All "Lunch and Learn" programs will be held from 12:00-1:30 PM in the Delphi Center classroom, 2nd floor of Ekstrom Library.
The Health Sciences Center (HSC) "Lunch and Learn" program was developed based on a needs assessment of HSC faculty (Dentistry, Medicine, Nursing, and Public Health) conducted during the spring, 2006 semester. HSC faculty identified lunchtime as the best time of the day, and identified Fridays as the most convenient day of the week for programming. The topics to be offered during the Fall, 2006 and Spring, 2007 were based on the primary learning needs identified by the majority of HSC faculty on the 2006 needs assessment. All "Lunch and Learn" programs will be held from 12:00-1:30 PM in the K Building (Home of the Schools of Nursing and Public Health) on the second floor, room 2003. Most (but not all) will be held on the first Friday of the month from September, 2006-May, 2007.
Presenters for all of the "Lunch and Learn" sessions will be expert University faculty. A free, buffet lunch is provided by the Delphi Center with each program. Full and part-time faculty are welcome to participate, and are invited to attend sessions on either or both campuses. Inexpensive meter parking is available all around the K Building for those coming from Belknap Campus. For those wishing to use University parking, a map of the HSC and it's associated faculty parking areas may be found at the corner of Preston and Chestnut Streets. For faculty coming from the HSC to Belknap Campus, parking in the north or south Visitor's lots may be arranged by emailing Dr. Marianne Hutti or calling 852-7416 for assistance.
Special Note: Upon submission of your registration you will receive an email copy of your registration. Thereafter one of our Registration Specialists will send you an email Confirmation. This is your "ticket in." Please print your email Confirmation and bring it with you to class. This will allow us to better ensure that those who registered for the event are given priority over those who did not.
Session: "I2A and U"
Date: September 8, 2008
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon - 1:30pm Register
Description:
The university is in the process of implementing its quality enhancement plan (QEP) Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement. The purpose of this session is to provide an overview of the QEP and the critical thinking model guiding the QEP. This interactive session will provide participants with multiple opportunities to think about application of the QEP and critical thinking model across various disciplines, including their own.
Objectives:
- Discuss the university quality enhancement plan Ideas to Action (I2A) and explore its context and implications for faculty, staff, and students.
- Explain the critical thinking model selected to guide the I2A project and guide participants in exploring its application to specific teaching and learning contexts.
- Engage participants in sharing best practices and tips for promoting critical thinking when working with students.
Presenters: Cathy Bays (I2A Specialist for Assessment) and Edna Ross (I2A Specialist for Critical Thinking)
Presenter's Bios:
- Cathy L. Bays, Ph.D. is the I2A Specialist for Assessment and brings a wealth of experience in assessment, teaching, and curricular enhancement to this role. Dr. Bays is in her 15th year as a faculty member in the School of Nursing where she was an associate professor and served for five years as director of the Undergraduate Program. She is coordinating unit and University I2A assessments.
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
Session: "Weber Award Winners Session "
Date: September 22, 2008
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon - 1:30pm Register
Presenters: Drs. Anna Faul, Clara Leuthart and Amy Holthouser
Overall Description: The purpose of this session is to allow participants an opportunity to review the processes used by previous Weber Award winners to engage faculty in curriculum redesign, and to examine how assessment processes, existing course evaluations and student projects can be used to support an application for the Weber Awards. Last, it will provide a forum for participants who are interested in submitting a Weber application to ask questions about the application process of previous Award winners.
Overall Objectives:
- Review the processes used to engage faculty in curriculum redesign for the Weber Awards.
- Examine how assessment processes, existing course evaluations, and student projects can be used to support application for the Weber Awards.
- Provide a forum for asking questions regarding the application process of winners of previous Weber Awards.
Presenter: Dr. Anna Faul (Associate Dean Academic Affairs, Hartford Faculty Scholar, Kent School of Social Work)
Description: The Kent School has engaged in an extensive three-year curriculum redesign incorporating critical thinking and evidence-based practice constructs to prepare master-level social workers for professional practice. Responsive to professional practice in a rapidly evolving information age and increased accountability, this program of study is built upon clear program objectives, a developmental and sequential curriculum that incorporates standards of consistency and coherency, and a sophisticated assessment of learning outcomes to measure program success and viability. The early indicators are that students perform at higher levels of critical thinking and practice and that the community benefits in a very direct way by these changes.
Objectives:
- Educate participants in the process of faculty engagement for curriculum redesign.
- Educate participants in the assessment process of a new critical thinking infused curriculum.
- Present an example of community partnerships in the development of critical thinking skills.
- Educate participants in how to sustain a critical thinking infused curriculum.
Presenter: Dr. Clara Leuthart (Associate Professor, Department of Geography and Geosciences and Director, Center for GIS)
Description: The Department offers a B.S . curriculum that builds upon critical thinking skills introduced in general education, refined in the courses of the major, and culminating in the research and writing of a senior thesis. Technological advances and increased analytical capabilities demand higher levels of critical thinking which are foundational to geography and geosciences courses. We are dedicated to graduating students who can think critically and make correct judgments about the use and interpretation of information obtained from these real world applications.
Objectives:
- Educate students to understand the nature of the discipline in a contemporary real-world setting and in the critical thinking skill set necessary for a professional career in geography.
- Educate students in the skill sets of data gathering, data analysis, and presentation of results in graphic, oral and written form.
- Present the opportunity for preparatory experience for the workplace with cooperative internships and for graduate studies with the senior thesis.
Presenter: Dr. Amy Holthouser (Course Director, Interdisciplinary Clinical Cases and Associate Clerkship Director, Internal Medicine Clerkship)
Description: Approaches to award application as concerns the health sciences will be discussed, as well as strategies to apply existing resources and data from a course or project towards a successful Weber Award application.
Objectives:
- Describe how existing course evaluations and student projects can be used to support application for the Weber Award.
- Discuss sustainability concerns and documentation of community impact as related to award applications.
- Discuss successful ways to gain department support and “buy-in” for your Weber Award application process.
Session: "Fostering Critical Thinking in Courses and Assisgnments "
Date: October 2, 2008
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon - 1:30 pm Register
Description:
As instructors, we commonly assume that critical thinking is embedded in the courses and assignments we design. Although we may focus on helping students think about disciplinary content in increasingly complex ways, how often do we really describe what higher-level thinking is for our students? This session will help instructors sharpen their ability to describe the components of universal critical thinking skills. We will use the Paul-Elder critical thinking model and explore instructional principles and strategies to support instructors in the revision of assignments to pinpoint and support the skill building at the heart of their courses.
Objectives:
- Explore concepts and definitions of “critical thinking” using the Paul-Elder critical thinking model
- Using an instructional design worksheet, participants will examine and articulate the specific thinking skills and outcomes desired in a courses and/or assignments
- Review examples of redesigned assignments and share strategies and techniques for fostering critical thinking
Presenter: Dr. Patty Payette (Executive Director I2A)
Presenter's Bio:
- Patricia (Patty) Payette, Ph.D. is the executive director of "Ideas to Action," the Quality Enhancement Plan at Uof L. Prior to this position, Patty was assistant director of faculty development programs in the Office of Faculty & Organizational Development at Michigan State University. Patty also worked at the Center for Research on Teaching and Learning at the University of Michigan where she coordinated the faculty instructional grant programs and supported teaching with technology programs.Patty has led numerous faculty workshops and consultations and taught a variety of courses in the humanities. Patty's publications include
numerous essays, book reviews and articles, including work appearing in The Chronicle of Higher Education and Studies in the Novel. In 2001, Patty earned her Ph.D. from the Department of English at MSU and earned an M.A. and a B.A. degree in humanities from the University of Louisville and the University of Michigan, respectively.
Session: "Luncheon with Provost for Assistant Professors"
Date: October 7, 2008
Location: Ekstrom Library, Delphi Center Classroom 254
Time: 12 noon - 1:30 pm Register
Description: TBA
Presenter: Dr. Shirley Willihnganz
Session: "Facilitating Difficult Dialogues in the Classroom"
Date: October 10, 2008
Location: HSC, K Building, Room 2038
Time: 12 noon - 1:30 pm Register
Description:
Participants are offered strategies to successfully manage difficult topics that come up in any class. Participants are invited to bring examples they have encountered or are "dreading." Some topics will be selected to process during the session. You may choose to participate in select experiential exercises to process some of these topics, such as sex, alcohol, self-harm, drugs, racism, & common inappropriate comments.
Objectives:
- Identify at last 2-3 commonly interpreted “difficult’ topics that come up in the course of any average college course
- Describe at least 2 techniques of appropriately handling difficult dialogues in the classroom
- Explain the rationale of why it is important not to become your students “counselor/confidante” on these kinds of issues
Presenter: Deborah Thomas (Professor and Coordinator of the Graduate Psychiatric Mental Health Nursing Program)
Presenter's Bio:
- Dr. Debbie Thomas is currently an associate professor and coordinator of the graduate psychiatric mental health nursing program at the University of Louisville School of Nursing. She received her Masters Degree in Nursing from Indiana University Purdue University Indiana and her doctorate in Education Leadership from Spalding University.
She has over 27 years experience in nursing and has been a board certified psychiatric clinical specialist with a focus on adolescents and young adults since for 23 years. Her experience includes many years as an internal consultant specializing in organizational, systems, and interpersonal conflict for a major healthcare system in the Louisville metropolitan area. Dr. Thomas is an independent psychiatric practitioner and is founder and owner of Prospect Counseling & Consulting Center and The Parenting Institute. She is a successful speaker and will bring a real world approach and a sense of humor to this relevant discussion.
Session: "I2A and U"
Date: October 31, 2008
Location: HSC, K Building, Room 2038
Time: 12 noon - 1:30 pm Register
Description:
The university is in the process of implementing its quality enhancement plan (QEP) Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement. The purpose of this session is to provide an overview of the QEP and the critical thinking model guiding the QEP. This interactive session will provide participants with multiple opportunities to think about application of the QEP and critical thinking model across various disciplines, including their own.
Objectives:
- Discuss the university quality enhancement plan Ideas to Action (I2A) and explore its context and implications for faculty, staff, and students.
- Explain the critical thinking model selected to guide the I2A project and guide participants in exploring its application to specific teaching and learning contexts.
- Engage participants in sharing best practices and tips for promoting critical thinking when working with students.
Presenters: Cathy Bays (I2A Specialist for Assessment) and Edna Ross (I2A Specialist for Critical Thinking)
Presenter's Bios:
- Cathy L. Bays, Ph.D. is the I2A Specialist for Assessment and brings a wealth of experience in assessment, teaching, and curricular enhancement to this role. Dr. Bays is in her 15th year as a faculty member in the School of Nursing where she was an associate professor and served for five years as director of the Undergraduate Program. She is coordinating unit and University I2A assessments.
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
Session: "Tegrity System"
Date: November 10, 2008
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon - 1:30 pm Register
Description:
The purpose of this session is to discuss the utility of the Tegrity Lecture Capture System from an instructor’s perspective. Two participants from the Tegrity pilot study will discuss how they used the Tegrity system during the pilot study. Student and instructor reactions to Tegrity and best practices for the system will also be discussed. The session also will provide a Q & A forum for participants who are interested in using Tegrity in their own classes.
Objectives:
- Provide an overview and description of the Tegrity Capture System
- Discuss student and instructor evaluations of the Tegrity Capture System
- Explore cross-disciplinary use of the Tegrity Capture System
Presenters: Edna Ross (I2A Specialist for Critical Thinking) and Ronald Fell (Chairperson & Professor, Biology)
Presenter's Bios:
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
- Dr. Fell came to the University of Louisville in 1980 and was appointed to his current position as Chair of the Department of Biology in 1997. His research efforts are currently focused in collaboration with colleagues from the cognitive learning area within the Department of Psychological and Brain Sciences. This team hopes to more fully understand the mechanisms of how students “learn” large amounts of complicated visual oriented scientific material. He also currently serves on the Ideas to Action Task Force and on its subcommittee for Assessment & Culminating Experiences.
Session: "Incorporating Multicultural Content Into Your Course"
Date: November 14, 2008
Location: HSC, K Building, Room 2038
Time: 12:30 pm - 2:00 pm Register
Description:
University/college graduates should understand that our population is diverse, and graduates must acquire the interpersonal and communication skills to function in a multi-cultural work environment. Cultural competency and diversity are often taught as isolated courses or exercises, without relevance to specific disciplines and/or via non-engaging instructional methods. Often this results in detachment and poor understanding of the topic. An assortment of alternative formats other than the traditional pedagogical variety will be demonstrated. Resources will be offered to assist the educator in providing experiences that accomplish the desired learning outcomes.
Objectives:
- Increase understanding that cultural competency is a part of every vocation.
- Understand that multi-cultural content can be presented in an inviting manner that can be tailored to a specific discipline.
- Improve awareness of the availability of cultural content instructional resources.
Presenters: Lee Mayer (Assistant Professor, Dentistry) and Vicki Hines-Martin (Assosciate Professor, Nursing)
Presenter's Bios:
- Dr. Lee S. Mayer is Director of Community Dental Health and assistant professor at the University Of Louisville School Of Dentistry. He received a D.M.D. with high distinction from the University Of Kentucky College Of Dentistry in 1979 and holds both BA and MS degrees from the University of Louisville.
Dr. Mayer has sat and sits on a variety of commissions and community boards including Head start, Boards of Health, and the Louisville Dental Society and Smile Kentucky, and has received recognition for his efforts. He has an appointment on the Joint Commission of the National Board of Dental Examiners, performs KY Adult Oral Health surveillance research, and continues to practice dentistry on weekly in the University of Louisville Faculty Private Practice. Dr. Mayer was the recipient of the 2007 University of Louisville Faculty Distinguished Service Award.
Session: "Teaching for Deeper Learning in Clinical Settings"
Date: November 21, 2008
Location: HSC, K Building, Room 2038
Time: 12 noon- 1:30 pm Register
Description:
Clinical teaching is an integral part of health science education and provides a valuable opportunity for students to work with patients and their problems. Guided clinical experiences help students deepen their ability to think critically, and with depth and breadth, about the cases they encounter. This session will offer new structures, strategies and critical thinking principles instructors can infuse into clinical teaching settings to support student's deep learning.
Objectives:
- Participants will be guided in clearly and precisely identifying their specific teaching and learning goals and objectives in the clinical setting.
- Participants will gain new and relevant information about the concept of critical thinking, deep learning and the Paul -Elder critical thinking model to integrate into their thinking about teaching and learning.
- Explore curricular examples from peer faculty who are using the Paul-Elder model to enhance their work.
- Participants will learn and reflect upon best practices in clinical settings that support deep learning and contribute their own ideas for new modes of inquiry with students.
Presenters: Patricia Payette (Executive Director I2A); Patricia Martin (Instructor, Nursing) and Vicki Burns (Associate Professor, Nursing)
Presenter's Bios:
- Patricia (Patty) Payette, Ph.D. is the executive director of "Ideas to Action," the Quality Enhancement Plan at Uof L. Prior to this position, Patty was assistant director of faculty development programs in the Office of Faculty & Organizational Development at Michigan State University. Patty also worked at the Center for Research on Teaching and Learning at the University of Michigan where she coordinated the faculty instructional grant programs and supported teaching with technology programs.Patty has led numerous faculty workshops and consultations and taught a variety of courses in the humanities. Patty*s publications include
numerous essays, book reviews and articles, including work appearing in The Chronicle of Higher Education and Studies in the Novel. In 2001, Patty earned her Ph.D. from the Department of English at MSU and earned an M.A. and a B.A. degree in humanities from the University of Louisville and the University of Michigan, respectively.
Session: "Incorporating Critical Thinking into the Classroom/Lab/Practicum/Field"
Date: January 12, 2009
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon- 1:30 pm Register
Description: TBA
Presenter: Cathy Bays (I2A Specialist for Assessment)
Presenter's Bio:
- Cathy L. Bays, Ph.D. is the I2A Specialist for Assessment and brings a wealth of experience in assessment, teaching, and curricular enhancement to this role. Dr. Bays is in her 15th year as a faculty member in the School of Nursing where she was an associate professor and served for five years as director of the Undergraduate Program. She is coordinating unit and University I2A assessments.
Session: "Non-Tenured Faculty Focus Group on University Climate Issues"
Date: January 15, 2009
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon- 1:30 pm Register
Description: TBA
Presenters: Robert Goldstein (Assistant Provost, Institutional Research) and Marianne Hutti (Associate Director, Delphi Center)
Presenter's Bios:
- Dr. Marianne Hutti, Professor of Nursing, has taught at the University of Louisville since 1979. She created and directed the Women’s Health Nurse Practitioner Program for 10 years until 2006 when she became Associate Director of the Delphi Center for Teaching and Learning. She is also a practicing Women’s Health Nurse Practitioner, and works in a private OB/GYN medical practice in Louisville one-half day per week.
She has published widely, speaks nationally and internationally on women’s health-related topics, and is an NIH-funded researcher. She is also an award-winning teacher, having won the University of Louisville Trustees Award in 1999 (U of L’s most prestigious teaching award) and was recognized by the national Association of Women’s Health, Obstetric, and Neonatal Nurses with its “Distinguished Educator Award” in 2001.
Session: "Current Brain Research about Learning"
Date: January 23, 2009
Location: HSC, K Building, Romm 2034
Time: 12 noon- 1:30 pm Register
Description: TBA
Presenters: Tori Molfese (Ashland/Nystrand Chair in Early Childhood Education) and Dennis Molfese (Distinguished University Scholar and Professor)
Presenter's Bios:
- Victoria J. Molfese is the Ashland/Nystrand Endowed Chair in Early Childhood Education and Professor in the Department of Teaching and Learning at the University of Louisville. She is also the Director of the Center for Research in Early Childhood. She received her Ph.D. in Developmental Psychology from The Pennsylvania State University. Dr. Molfese has a lengthy record of published journal articles, books, and book chapters in the area of cognitive development in infants, children and adults. She is a study section reviewer for National Institutes of Health and the US Department of Education - Institute of Education Sciences. She is co-director of one of 15 national laboratories that make up the National Institutes of Health Reading and Learning Disabilities Research Network.
- Dennis L. Molfese, Ph.D. is an internationally recognized expert on the use of brain electrical recording techniques to study the emerging relationships between brain development, language and cognitive processes. He received his Ph.D. in Psychology from the Pennsylvania State University in 1972. He is currently a Distinguished University Scholar, Professor and Director of the Developmental Neuroscience Laboratory at the University of Louisville, Kentucky. He is a Fellow of both the American Psychological Association and the American Psychological Society and has served as the Editor-in-Chief for the scientific journal, Developmental Neuropsychology since 1993.
Session: "Non-Tenured Faculty Focus Group on University Climate Issues"
Date: January 30, 2009
Location: HSC, K Building, Romm 2034
Time: 12 noon- 1:30 pm Register
Description: TBA
Presenters: Robert Goldstein (Assistant Provost, Institutional Research) and Marianne Hutti (Associate Director, Delphi Center)
Presenter's Bios:
- Dr. Marianne Hutti, Professor of Nursing, has taught at the University of Louisville since 1979. She created and directed the Women’s Health Nurse Practitioner Program for 10 years until 2006 when she became Associate Director of the Delphi Center for Teaching and Learning. She is also a practicing Women’s Health Nurse Practitioner, and works in a private OB/GYN medical practice in Louisville one-half day per week.
She has published widely, speaks nationally and internationally on women’s health-related topics, and is an NIH-funded researcher. She is also an award-winning teacher, having won the University of Louisville Trustees Award in 1999 (U of L’s most prestigious teaching award) and was recognized by the national Association of Women’s Health, Obstetric, and Neonatal Nurses with its “Distinguished Educator Award” in 2001.
Session: "Tegrity System"
Date: February 13, 2009
Location: HSC, K Building, Romm 2034
Time: 12 noon- 1:30 pm Register
Description: The purpose of this session is to discuss the utility of the Tegrity Lecture Capture System from an instructor’s perspective. Two participants from the Tegrity pilot study will discuss how they used the Tegrity system during the pilot study. Student and instructor reactions to Tegrity and best practices for the system will also be discussed. The session also will provide a Q & A forum for participants who are interested in using Tegrity in their own classes.
Objectives:
- Provide an overview and description of the Tegrity Capture System
- Discuss student and instructor evaluations of the Tegrity Capture System
- Explore cross-disciplinary use of the Tegrity Capture System
Presenters: Edna Ross (I2A Specialist for Critical Thinking) and Ronald Fell (Chairperson & Professor, Biology)
Presenter's Bios:
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
- Dr. Fell came to the University of Louisville in 1980 and was appointed to his current position as Chair of the Department of Biology in 1997. His research efforts are currently focused in collaboration with colleagues from the cognitive learning area within the Department of Psychological and Brain Sciences. This team hopes to more fully understand the mechanisms of how students “learn” large amounts of complicated visual oriented scientific material. He also currently serves on the Ideas to Action Task Force and on its subcommittee for Assessment & Culminating Experiences.
Session: "Integrating Instructional Technology to Facilitate Critical Thinking in Your Course"
Date: March 3, 2009
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon- 1:30 pm Register
Description: TBA
Presenter: Edna Ross (I2A Specialist for Critical Thinking)
Presenter's Bio:
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
Session: "The Science/Evidence for Critical Thinking, Especially Related to College Students"
Date: March 24, 2009
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon- 1:30 pm Register
Description:
Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking that entails effective communication and problem-solving abilities. This session will examine the ways in which faculty may assist college students most effectively develop critical thinking skills, and the science/evidence that supports this faculty pedagogy.
Objectives:
- Examine the evidence for critical thinking, especially related to college students.
- Identify strategies for faculty to assist students in developing critical thinking skills.
Presenters: Cathy Bays (I2A Specialist for Assessment) and Edna Ross (I2A Specialist for Critical Thinking)
Presenter's Bios:
- Cathy L. Bays, Ph.D. is the I2A Specialist for Assessment and brings a wealth of experience in assessment, teaching, and curricular enhancement to this role. Dr. Bays is in her 15th year as a faculty member in the School of Nursing where she was an associate professor and served for five years as director of the Undergraduate Program. She is coordinating unit and University I2A assessments.
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
Session: "The Science/Evidence for Critical Thinking, Especially Related to College Students"
Date: March 27, 2009
Location: HSC, K Building, Room 2034
Time: 12 noon- 1:30 pm Register
Description:
Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking that entails effective communication and problem-solving abilities. This session will examine the ways in which faculty may assist college students most effectively develop critical thinking skills, and the science/evidence that supports this faculty pedagogy.
Presenters: Cathy Bays (I2A Specialist for Assessment) and Edna Ross (I2A Specialist for Critical Thinking)
Presenter's Bios:
- Cathy L. Bays, Ph.D. is the I2A Specialist for Assessment and brings a wealth of experience in assessment, teaching, and curricular enhancement to this role. Dr. Bays is in her 15th year as a faculty member in the School of Nursing where she was an associate professor and served for five years as director of the Undergraduate Program. She is coordinating unit and University I2A assessments.
- Dr. Ross has been with the Department of Psychological and Brain Sciences at the University of Louisville since 1984. She is instructor and co- course director for the department’s Introduction to Psychology course and routinely teaches courses with enrollments of several hundred students. Dr. Ross is a frequent presenter at workshops on topics that range from using technology in the classroom to diversity issues. She has a joint appointment with the Delphi Center for Teaching and learning as the I2A Specialist for Critical Thinking. In this role, Dr. Ross is responsible for providing training to university faculty on incorporating critical thinking activities into their courses. Dr. Ross has received several awards for teaching and student involvement including the Distinguished Teaching Award and the Faculty Favorite Award. Her current research interests include investigating the pedagogical benefits of classroom instructional technology.
Session: "Using Digital Media in the Classroom"
Date: March 30, 2009
Location: Ekstrom Library, Delphi Center Classroom 244
Time: 12 noon- 1:30 pm Register
Description: The University Libraries’ research collections include a growing number of digital primary source materials freely available online. Visit the digital library. These collections include photographs, oral histories, maps, art, medieval manuscripts, historical texts, and much more. During this hands-on workshop, librarians will work with faculty to locate and identify appropriate collections that can enhance the faculty member’s curriculum and provide a richer, more meaningful learning experience for students. Faculty can use these collections for their own research, and to design assignments that engage students’ interest because they are working with original and unique materials. In some cases, they could be working with materials no one has ever studied, or they could compare their reading of a primary text to established scholarship on that text.
Objectives:
- Examine the depth of the library collections available to them.
- Identify one digital collection that could help them engage their students.
Presenters: Carrie Daniels and Rachel Howard
Presenter's Bios:
- Carrie Daniels, Acting Director, University Archives and Records Center and Co-Director, Oral History Center, oversees the activities of the University Archives, including the development of digital projects. She worked previously in Tufts University’s Digital Collections and Archives, where she contributed to projects involving the digitization of images and texts. She holds an EdM from the Harvard Graduate School of Education and an MSLIS from Simmons College in Boston.
- Rachel Howard, Digital Initiatives Librarian, oversees the building of the Digital Collections website. She has digitized primary source materials for the Library of Congress, Smithsonian Institution, and other libraries and museums. She holds an MLIS from the University of Washington.