Faculty Cohort Panel Discussions (8:45 - 10:00)
Faculty who participated in the CTE’s Faculty Cohorts on Teaching will discuss results of their year-long inquiry into new teaching approaches.
Engaging Students in the “Flipped” Classroom
Nanci Haze (CSON), Annie Homza (LSOE), Ellen Winner (Psychology), and George Wyner (CSOM)
A panel of faculty from the CTE’s “Flipping the Classroom” cohort will discuss their experiments with shifting content delivery outside the classroom to free up more time for meaningful student interaction in class. Cohort members taught classes as small as 16 and as large as 70. The challenges they addressed included developing new content, ensuring students had support and were held accountable, and managing workload.
Annie Homza presentation slides
Reimagining Course Content and Teaching Using MediaKron
Stephanie Leone & Nancy Netzer (Fine Arts), Bonnie Rudner (English), David Scanlon (LSOE), and Eric Weiskott (English)
A panel of faculty from the CTE’s MediaKron Cohort will discuss how they have used this BC-developed software to engage students with course materials in more creative and critical ways. Projects have varied from teaching visual analysis with curated sets of images to guiding students as they built a virtual textbook.
Workshops and Panel Discussions (1:30 - 2:45)
Concurrent breakout sessions in the afternoon allow for smaller group conversations about a variety of teaching questions.
Advocating a Space for Learning Diversity
Matthew Kim and Michael Riendeau (Eagle Hill School)
In this interactive workshop, faculty from the Eagle Hill School in Hardwick will present a model for inclusive pedagogy centered around the idea of “learning diversity” rather than “learning disability.” Participants will be introduced to alternative theories of disability and concrete classroom practices meant to create more inclusive learning spaces for all students.
Learning Diversity presentation slides
Dr. Michael Riendeau Paper
Affordable Course Materials
Sergio Alvarez (Computer Science), Lynne Anderson (English), Howard Straubing (Computer Science), and Pieter VanderWerf (CSOM)
The high cost of textbooks is a well-publicized problem for students in higher education. Actual costs for course materials may be over $1000 per semester, double the maximum allotment from financial aid. In this session we will hear from Boston College faculty members from a range of departments who are exploring ways to provide alternative, affordable course materials to their students. They will describe what the process has involved, and the differences they have observed as they lower costs and tailor content more responsively to course needs. Library and CTE staff will be on hand to share information about the support they can provide.
Brian Robinette (Theology), David Storey (Philosophy), and John Rakestraw (CTE)
This workshop will explore how instructors might integrate different sorts of mindfulness or contemplative practices into their teaching. More and more college and university instructors teaching in a wide range of disciplines have incorporated such practices into their teaching. At Boston College, we often speak about educating the whole person; contemplative pedagogy may be an effective strategy for pursuing that goal. Participants will learn about particular pedagogical practices, have the opportunity to share their own experiments in contemplative pedagogy, and explore how they might judge the effectiveness of these practices.
Reflection Paper #1
Two Kinds of Intelligence
Fostering Student Resilience in the Classroom
Tom McGuinness (Provost’s Office) and Stacy Grooters (CTE)
The question of whether today’s students lack “resilience” has taken on a particular urgency in recent years both at BC and nationwide. In this workshop, we will discuss the most common ways we see students struggle with resilience in the classroom and review simple strategies that faculty can implement to help foster greater resilience within their students.
Increasing Student Participation with In-Class Polling Software
Nathaniel Brown (LSOE), Judy McMorrow (BCLS), and Colleen Simonelli (CSON)
Fostering student engagement in the classroom can be challenging, especially in a course with large numbers or sensitive content. Personal Response Systems such as clickers allow students to answer questions anonymously, giving the instructor a way to assess comprehension, open difficult dialogues, or invite students to learn from each other. This panel offers an opportunity to hear from faculty members who have been working with i>clicker and other alternatives that allow students to use their own devices.
Poll Everywhere Presentation Slides
Instructional Practices for Increasing Student Motivation
David Miele (LSOE)
In this session, David Miele (Buehler Sesquicentennial Assistant Professor in the Department of Counseling, Developmental, and Educational Psychology) will discuss two types of instructional practices for increasing student motivation. The first type involves fostering students' "growth mindsets"; that is, helping them to think about intelligence and ability as something that can be improved over time with effort. The second type aims to enhance the perceived utility or relevance of course content. The session will begin with a presentation that briefly reviews the theoretical basis for these instructional practices, as well as empirical research examining their efficacy in different learning contexts and for diverse groups of students. The presentation will be followed by an extensive group discussion.
Teaching About Whiteness and Privilege
Rhonda Frederick (English), Yonder Gillihan (Theology), Anjali Vats (Communication), and Catherine Wong (LSOE)
This interdisciplinary panel of faculty will delve into the question of how best to engage students in conversation about race, whiteness, and other areas of privilege. Relevant for faculty teaching courses explicitly about race and ethnicity, as well as for those who want to be better prepared when unexpected conversations arise, participants will leave with a better understanding of the challenges of engaging students in conversations about race as well as strategies for making those conversations more productive.
Teaching Scientific Thinking
Ken Galli (EES), Jim Lubben (SSW), Kate McNeill (LSOE), Clare O’Connor (Biology), and Neil Wolfman (Chemistry)
Whether their students will someday be conducting social work research, teaching in elementary schools, interpreting geologic data or pursuing medical training, instructors in the sciences share a common challenge. This panel of faculty from a variety of fields will talk about their efforts to teach their students to “think like scientists,” in courses ranging from first-year introductions to graduate seminars.
Scientific Thinking: PDF document
Scientific Thinking Presentation slides
Scientific Thinking video
Teaching the Core: What We’ve Learned
Julian Bourg (History), Brian Braman (Philosophy), Tara Pisani Gareau (EES), Paula Mathieu (English), Michael Naughton (Physics), and Meghan Sweeney (Theology)
Teaching in the Core can present a unique combination of challenges and opportunities as we seek to engage students from across the university in the fundamental questions that define a BC education. This panel discussion features faculty who take very different approaches to teaching in the Core. Participants can expect to learn more about common challenges across Core classes as well as a variety of creative strategies for meeting them.
Teaching with Simulations and Creating Immersive Material
Warren Dent and James Kerwin (Program on Negotiation, Harvard Law School)
Teaching with simulations is an exciting and immersive experience for both instructors and participants. We will explore the benefits of teaching with simulations in an active learning environment by running some short exercises with workshop attendees. We will also discuss the choices facing faculty and staff who want to write and produce their own immersive teaching material. Warren Dent manages the Teaching Negotiation Resource Center at the Program on Negotiation, Harvard Law School. James Kerwin is Assistant Director of the Program on Negotiation, Harvard Law School.