The Junior Faculty Conversations on Teaching are designed to provide faculty in their first years at BC an opportunity to reflect on their teaching in conversation with colleagues from across the university. These informal, lunchtime sessions are held throughout the academic year and focus on a different broad topic or question each month. Faculty are welcome to attend as few or as many of the lunches as they would like.
The Center for Teaching Excellence is committed to providing equal access to its events and programs. Individuals with disabilities who anticipate needing accommodations or who have questions about physical access may contact email@example.com.
Taking Ownership of Teaching Evaluation
Tuesday, September 10, 12:00-1:00, CTE Innovation Lab (O'Neill 250)
Even in departments with well-defined teaching evaluation practices, faculty can feel they have little agency in that process. In this month’s Junior Faculty Conversation on Teaching, we’ll discuss these challenges and also share strategies faculty can use to take greater ownership of how their teaching is evaluated. We’ll discuss how faculty can more intentionally respond to end-of-semester course feedback as well as approaches for gathering formative feedback throughout the semester.
Engaging Jesuit Values in the Classroom
Thursday, October 10, 12:00-1:00, CTE Innovation Lab (O'Neill 250)
Faculty come to Boston College with widely varying degrees of familiarity with the Jesuit tradition and the values that undergird it. And the ways faculty express that tradition in the classroom are equally varied. In this Junior Faculty Conversation on Teaching, we’ll provide a brief overview of some key tenets of the Jesuit tradition and then shift to an open discussion of how session participants engage Jesuit ideals in their classrooms, if at all. Associate Professor of French Régine Jean-Charles will be joining us for this conversation.
Academic Integrity: Modeling the Ideal, Addressing the Problems
Wednesday, November 6, 12:00-1:00, CTE Innovation Lab (O'Neill 250)
Over the past year, the University Council on Teaching has been talking with faculty and others across campus about their experiences with academic dishonesty in the classroom. Those discussions revealed concerns about cheating, plagiarism, and the proliferation of online paper mills. In this session, we’ll discuss how participants have sought to limit students’ opportunities to cheat and plagiarize, as well as approaches meant to target the underlying drivers of academic dishonesty (such as lack of confidence, lack of motivation, and performance anxiety).