teach & tell

2016-2017 Teach & Tell Presentations

Moving Toward Integration and Possibility (Courtney World)
Our final teach & tell of the semester with Courtney World (Dance): Moving Toward Integration and Possibility

Last summer, Courtney received a CFT Innovative Teaching grant to attend the Bill Evans Teachers’ Institute, a 10-day intensive workshop for dance teachers in higher education, K-12, and the private sector. This session will highlight the ways in which she transformed her experiences at the workshop into strategies that connect a variety of pedagogical philosophies in support of overarching goals for her courses.

While parts of the session will focus on practical movement applications, the bulk of the conversation will be framed around two questions that may be of interest to anyone, regardless of field of study: “How do we move from differentiation toward integration?” and “What else is possible?”

Teaching to the Non-Major (Bethel Seballos) || Teaching to the Non-Major (Cesar Leal) 
Both Cesar (Music) and Bethel (Chemistry) were awarded Innovative Teaching grants from the CFT to develop new methods for reaching non-majors in their disciplines. Whatever you teach, chances are you’ll need to attract and maintain the interest of students who have NO interest in what you love. How can we do this?

Blogging for research, writing, and discussion (Melody Crowder-Meyer)
Our first teach & tell of the semester will be with Melody Crowder-Meyer (Asst. Prof. of Politics) entitled: Blogging for research, writing, and discussion.

Melody received a CFT Innovative Teaching grant last year to develop a class blog and set of blogging assignments that students used to gather research on a congressional campaign and election over the course of the fall 2016 semester, write rough drafts of analyses of the content/data they gathered, and interact with each other (ideally) about course content and the research they were doing.

Students then wrote a final paper from the information they'd gathered in their blogs during the semester.

Melody will talk about what worked and what didn't with this approach and the challenges of instituting this kind of assignment without completely overloading yourself with work. 

The Upper-Level Seminar (Elise Kikis)
Prof. Elise Kikis was offered a CFT Innovative Teaching grant last year to revise an existing upper-level course to incorporate the CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) method of teaching biology that was pioneered by Sally Hoskins of City University of New York and Kristy Kenyon of Hobart and William Smith Colleges.

The result is a “speaking intensive” course on the Biology of Aging that allows students to explore in detail the unique approaches taken by five different research groups to address the questions underlying aging. Teaching and learning tools include formal presentations by the professor to model the ways that we talk about science, informal presentations by students on small parts of scientific papers, and formal oral presentations.

By the end of the semester, the students were so engaged with the material that they were able to take ownership of the classroom, assuming much of the responsibility for teaching and learning.