Syllabi as Tools for Student Engagement
Wednesday, February 20 | 12–1 p.m. in UC 402/403
A syllabus is not just a plan of action or a course map, but an opportunity to interact with our students in a meaningful way. Join us for a teaching cafe dedicated to exploring this seminal pedagogical document. Susan Roberta Katz (Professor, International and Multicultural Education, Human Rights Education) will present tips for designing a well-constructed syllabus. Coffee and light snacks will be served.
Do Alouds: Methods for Teaching Reading and Research Literacies
Tuesday, March 5 | 11:45–12:45 p.m. in Malloy 230
Wednesday, March 6 | 12–1 p.m. in Malloy 230
Knowing how to read and interpret the literature in a particular field is something that experts in the field usually take for granted and novices are often left to figure out on their own. Mathew Mitchell (Learning and Instruction) and Eugene Kim (Law) will present and demonstrate alouds methods for helping students achieve specific literacies that are required for their disciplines. A facilitated Q&A will follow. Coffee and light snacks will be served.
About the Cafes
Our Teaching Cafe series give faculty focused, short presentations, each about a targeted topic. Conversational in format, you'll learn just enough about a pedagogical method or innovation to spark conversation around your table and seed a Q & A with the presenters.
We provide an accessible and engaging kickstart to your efforts to consider a new method or approach, or refine something you're already doing, highlighted by a spirited, experienced-based conversation with colleagues through which new inspiration and connections flow.
How do they work?
Over the course of no more than an hour, we'll have coffee and a light snack, a 15 to 20 minute presentation, and a lightly-facilitated Q & A and crosstalk exchange, all in a "cafe-like" setting - down to the red-and-white checked table cloths and a candle at each table.
When are they offered?
We usually offer one or two different Teaching Cafes each semester, depending on our programming (for example we may offer a mini-workshop in place of a cafe). An example of this is our series Learning to Look I:Class Observations and Learning to Look II: How Do I know What My Students Are Learning?, which took place in spring of 2017. Each topical cafe is offered on two consecutive days to provide more than one opportunity for you to join the conversation.
Teaching Controversial Issues: Framing Issues and Choosing Pedagogical Approaches
Oct. 30 | 11:45 a.m.–12:45 p.m. in Malloy 230
Oct. 31 | 12–1 p.m. in UC 402/403
Conflicts in the U.S. and abroad are making educators pay increasing attention to how we teach controversial issues in ways that cultivate inquiry, critical thinking, and political consciousness. This teaching cafe grows out of last year’s Faculty Learning Community on the same topic. The cafe will focus on how to frame controversies we want to explore with students, and how to choose pedagogical approaches to teach them. It will address questions such as the following: Is a particular issue open or is it settled? Is it empirical or normative? What kinds of questions will frame the issue so that students examine multiple perspectives on it? The cafe will also address how to choose pedagogical methods to use in class, for example, structured academic controversy, case study, role play, and more. On Oct. 30, the cafe will be led by Judy Pace (Teacher Education) and Karen Bouwer (Modern and Classical Languages). On Oct. 31, it will be led by Judy Pace and Michelle LaVigne (Rhetoric & Language). We hope faculty from various disciplines and departments will join us!
Small changes can make a big difference. In his book Small Teaching, James Lang shares practical, research-based teaching strategies involving minimal preparation and grading. Small teaching might mean a 5-minute activity repeated several times in the semester, a one-time event, or a subtle modification in how we communicate to students. In this one-hour workshop, Sarah Capitelli (Teacher Education) and Helen Maniates (Teacher Education) will share some of Lang’s small strategies for motivation and mastery. Bring your own “small teaching” examples to share! There will be coffee and some light snacks.
April 3 | 3:00 – 4:00 in UC 402
April 4 | 3:30 – 4:30 in UC 402
Universal Design for Learning (UDL)
Join Dr. Emily A. Nusbaum (Learning & Instruction) and Dr. Nicole Gonzales Howell (Rhetoric & Language) for a CTE Teaching Cafe all about using the principles of Universal Design for Learning (UDL) in your classroom. In this cafe, we will cover best practices for providing universal access for all students to support equitable learning opportunities. You can find resources about Universal Design for Learning on the CTE Teaching Blog. A discussion will follow a brief presentation. Coffee and light snacks will be served. Please RSVP for this event as space can be limited.
February 12 | 3:00 – 4:00 pm in UC 402
February 13 | 3:30 – 4:30 pm in UC 504
Know Your Audience
This teaching cafe will provide a general profile of the today's college students including a look at the student population here at USF, with time for discussion. What are the particular needs of this generation of learners? What do changing quotas of accommodations mean for the learning experience? Charlene Lobo Soriano (CASA) will present with Barbara Thomas (CAPS) and Dominique Broussard (CAPS).
September 12 | 3:00 – 4:00 pm in UC 402
September 13 | 3:30 – 4:30 pm in UC 503
October 10 | 3:00 – 4:00 in UC 503
October 11 | 3:30 – 4:30 in UC 504
How can we define, measure, assess, and increase student engagement in the classroom in order to enhance learning? This teaching cafe will feature the discoveries of seven faculty members from across the university who spent a year investigating why, how, and what to measure in terms of student engagement in the classroom. Join us for presentations and a discussion over coffee!
- Wednesday, September 22 | 3:00-4:00 in UC 402/403
- Thursday, September 22 | 3:00-4:00 in UC 504
Moving Toward Antiracist Teaching and Grading
Dr. Nicole Gonzales Howell (Rhetoric & Language) facilitated a workshop examining the race-based values that are often latent in teaching and grading practices. The workshop began with a brief presentation on research that emphasizes the relationship between race, writing, and evaluation. Participants were guided in a discussion on the values we hold as instructors when it comes to student learning and production. Participants also learned how to align grading and evaluation with learning objectives and values, and how to help ensure assessment practices are race-conscious. With values and new strategies mapped out, participants considered a variety of grading mechanisms that work to promote intellectual curiosity and advancement rather than measure students’ perceived intellectual abilities.
- Tuesday, November 15 | 3:00-4:00 in UC 402/403
- Wednesday, November 16 | 3:00-4:00 in UC 402/403
Teaching & Learning Through Inquiry-Based Practices
This workshop featured Xornam Apedoe (Learning and Instruction), Lois Lorentzen (Theology and Religious Studies) and Larry Margerum (Chemistry) and how they use inquiry practices in their courses as tools for student engagement.
- Tuesday, February 9 | 3:00-4:00 in UC 402/403
- Wednesday, February 10 | 3:00-4:00 in UC 503
Understanding Your Audience: A Profile of Today's Students
This workshop featured Charlene Lobo Soriano (Center for Academic and Student Achievement) and Barbara Thomas (Counseling and Psychological Services). We considered our students through national and local, USF student profiles and discussed how teaching can best support today's students in light of their experiences.
- Tuesday, March 8 | 3:00-4:00 in UC 402/403
- Wednesday, March 9 | 3:00-4:00 in UC 503
This cafe featured Steve Morris (Business Analytics and Information Systems), John Higgins (Media Studies), Susan Prion (Nursing and Health Professions), Greg DeBourgh (Nursing and Health Professions) and Leslie King (Biology). Each of these presenters explained the hows and whys of what they do best in Canvas. This was a great opportunity to learn more about how to pedagogically supercharge how we use Canvas.
- Tuesday, November 10 | 3:00-4:00 in Malloy 405
- Wednesday, November 11 | 3:00-4:00 in Cowell 212