Contact the CTL firstname.lastname@example.org
New Location: Bush Memorial Library Rooms 204 & 205 Center for Teaching and Learning (CTL)MS-C19351536 Hewitt AvenueSt. Paul, MN 55104
Thank you for participating in the Faculty Development Day on January 20th, 2012! We enjoyed having so many of you join in the event and partake in the breakout sessions.
For those of you who were NOT able to attend, we have posted recordings and resources from the event below. Please feel free to contact us at email@example.com with any follow up questions.
Keynote: "The Hamline Plan - Getting Back to the Lunch Room"
Garvin Davenport returned to Hamline to reaffirm our shared mission and reignite our joy in teaching, followed by a short Q & A.
A Professor Emeritus of English, Garvin Davenport worked at Hamline for 40 years, beginning in 1966. Most of his teaching was in 19th and early 20th century American literature and his scholarship focused on Southern literature. In 1993, as chair of the English department, Garvin was asked to take on a part-time position in the dean's office. He became Dean of the CLA in 2000 and retired as Dean and Vice President for Academic Affairs in 2006.
Video - "The Hamline Plan - Getting Back to the Lunch Room"
Jenny Keil led a table talk session related to the keynote.
Listen to what Hamline students have to say about meaningful learning experiences they have on our campus and in your classrooms.
Video - "Student Success Stories"
Hamline Faculty: Marcela Kostihova, Jeanne Kosideraski, Kim Koeppen, and Mark Olson share a well of inspiration, joy in teaching, teaching tips, and student success stories.
Jeanne's Presentation: Lead May 24
Kim's Presentation: Speaking Intensive May 24
Video - "Success Stories"
Lunch and Discussion
Leondra Hanson discusses "How to Create Meaningful Learning Experiences" during our lunch session.
Video - "How to Create Meaningful Learning Experiences"
Writing Across the Curriculum - Jules Thompson presents: Designing Writing Assignments for Writing-Intensive Courses In this session, participants will share and discuss strategies for designing writing-intensive assignments that clearly define the writing task, intended audience, and learning outcomes. Participants are encouraged to share sample writing assignments that require students to grapple with often-unfamiliar disciplinary conventions as they "learn to write" and "write to learn" in the disciplines.
Video - "Jules Thompson - Designing Writing Assignments for Writing-Intensive Courses"
Speaking Across the Curriculum - Pat Palmerton presents: So you are teaching a course with an "O"? What exactly does that mean, and how does it fit with Learning Outcomes?In this session we will discuss the expectations for an oral intensive ("speaking intensive") course, and the relationship of course design to Learning Outcomes. Particular attention will be given to designing rubrics.
Link to Patricia R. Palmerton's Website
LEAD / Civic Engagement and Service Learning - Jane Turk presents: Hamline's "Crucible Moment": Why civic engagement matters in liberal education
At a time when we are all mulling over the future of the Hamline Plan and strategic priorities for the next five years, colleges and universities across the nation are in spirited conversation about a civic renewal in higher education. Come to discuss the intersection between civic engagement and high-impact liberal learning, and explore how this might fit with your courses, advising and/or research agenda. Feel free to bring syllabi or ideas for new courses that incorporate community-based research, civic learning or academic service-learning components.
Video - "Hamline's Crucible Moment: Civic Engagement Matters in Liberal Education"
FYSEM - Mike Reynolds and Matt Morgan present: Teaching to Transition: FYSem and first-year courses
Learning how to learn, and how to define and refine the rigorous habits of mind crucial for success in the liberal arts, is often assumed to be a matter of attitude or of pre-college preparation: students have it, or they don't. This session builds on a counter-argument that we must, instead, engage all of our incoming students--whatever their standardized test scores or GPAs in developing fundamental academic skills and values. Using tactics from our respective disciplines (English and Chemistry), we will test-drive models, methods, and lessons that will help name, test, develop, and refine critical academic habits. The session will be a workshop: bring a specific or general lesson/assignment you could evaluate and reframe.
Video - "Teaching to Transition: FYSem and first-year courses"
Matt's Presentation: FYSEM May 24
Writing Across the Curriculum - Alice Moorhead presents: Faculty Responding to and Assessing Student WritingThis hands-on session will engage faculty in using two kinds of writing rubrics to efficiently and effectively supply intermediate feedback to students' writing-in-process based on specific learning outcomes. Such intervention provides students with clear, focused directions for their revisions and allows faculty the means to assess the students progress in meeting outcomes for writing in a discipline.
Video - "Faculty Responding to and Assessing Student Writing"
Closing Remarks and Lottery
© 2014 Hamline University
1536 Hewitt Avenue - Saint Paul, MN 55104-1284