Faculty Workshops


Faculty workshops are engaging experiences for faculty to define, plan, and achieve their learning outcomes in their unit and for the University. All workshops are customized to meet your unit’s outcomes and student needs, utilizing talents and resources with in it.  Here are some general descriptors of workshops, which can also be modified: 

Learning and the Brain

  • Deep Learning: What does this look like in class?
    Participants will be introduced to a variety of pedagogical strategies that are designed to engage students in “deep” rather than surface learning
  • Inviting Your Students’ Brains to Class
    Faculty will learn how to improve classroom practices by taking a look at some of the latest research in neuroscience.

Classroom Assessment

  • Creating a Rubric: Making Public What you Want Students to Learn
    Faculty will be engaged in a rubric building process that can be applied to a course assignment or some other type of student assessment.  
  • Learning Outcomes: What are these things and how do I write them?
    Participants will learn the rationale for and the basic principles associated with writing learning outcomes.  
  • Assessing Learning Outcomes: How on earth do I assess this?
    Faculty will explore a variety of assessment strategies that will help them identify how students are meeting course learning outcomes.  
  • Classroom Assessment Techniques
    Faculty will be introduced to a variety of in-class assessment techniques designed to gain quick access and feedback on student learning.  
  • Case Studies: Connecting Course Material to Real-World Settings
    Faculty will explore ways to construct and evaluate case studies connected to course learning outcomes.

Collaborative and Engaging Learning

  • Collaborative Learning Strategies: Doing and Assessing Group Work
    Insights into a variety of collaborative learning options that may improve student engagement in course material will be provided to faculty.    
  • Peer Review of Teaching
    Faculty will be provided with an organizational framework to help guide and focus the peer review of teaching and learning.  
  • Taxonomies for Learning-Centered Teaching
    Faculty will be able to examine and reflect upon how their stated beliefs and implied assumptions about learning are reflected in their course materials