Current & Upcoming Events

 


February 23, 2017 Campus Writing Coordinator Workshop:  Preparing to Teach a “W” Course


 

February 27, 2017 Workshop:
Enhancing Metacognition, Grit, and Growth Mindset for Student Success 


March 1, 2017 Teaching Colloquium & Luncheon:                                                               Improving Student Learning: Outcomes Assessment for 21st Century Students


 

May 4, 2017 24th Annual Celebration of Teaching


Preparing to Teach a “W” Course

Thursday, February 23, 2017
12:00-1:30 p.m.
Humanities Gateway 1010

Sponsored by the Office of the Campus Writing Coordinator, this workshop is ideal for those PREPARING to teach an upper-division writing course, for those THINKING about teaching an upper-division writing course, and for those considering PROPOSING an upper-division writing course. Topics will include low-stakes writing, writing that best supports your content, peer-review strategies, and writing portfolio design and assessment.

R.S.V.P. at http://tinyurl.com/cwc21617 by February 16, 2017. Lunch will be served.

Teaching Workshop: Enhancing Metacognition, Grit, and Growth Mindset for Student Success 

Peter_ Arthur1

Peter Arthur, Ph.D.
Founding Director
Centre for Teaching and Learning
University of British Columbia, Okanagan

Monday, February 27, 2017
Time: 3:00-4:30pm
AIRB 1030

Light Refreshments Served
R.S.V.P.: email mailto:cei3000@uci.edu

For more information, click here.

Teaching Colloquium & Luncheon: Improving Student Learning: Outcomes Assessment for 21st Century Students

RICHARD ARUM_UCI_2017

Prof. & Dean Richard Arum
School of Education
UC Irvine

Wednesday, March 1, 2016
12:00-1:30pm
Emerald Bay A-UCI Student Center

R.S.V.P. Required for Lunch: mailto:cei3000@uci.edu

For more information, click here.


 

 24th Annual Celebration of Teaching Excellence

Thursday, May 4, 2017

4:30-7:00pm
University Student Center, Doheny Beach A&B
R.S.V.P. cei3000@uci.edu
For more information, click here.


*colloquia tend to be more presentational and workshops more interactive.


 

UCI’s Octagon Active Learning Classroom Is Now Available for Use

Students working in SE 101. Photo courtesy of Classroom Technology Support.Students working in SE 101. Photo courtesy of Classroom Technology Support.

The Office of Information Technology and the Division of Teaching and Learning celebrate this new space and the opportunities it presents to encourage active learning.  This is a very different teaching space from UCI’s other General Assignment Classrooms, and represents an important step towards identifying classroom configurations that support the adoption of evidence-based teaching practices.

Designed to support interactivity and group work, the room includes 7 student tables, each with its own display with wireless projection capabilities. Moveable whiteboards and Steelcase Node chairs provide flexibility to reconfigure the space for different types of learning activities.

We invite faculty to utilize and experience this inviting teaching space.


ATTENTION FACULTY:


Upper-Division Writing Workshops

Workshops for Instructors


The Writing Center offers faculty workshops to support upper-division writing course instructors.

WORKSHOP REQUEST FORM
Note: We require a 2-week advance notice for all requests.

Incorporating low-stakes writing exercises

Low-stakes writing, assignments that have little or no impact on grades, helps students engage more deeply with and develop a stronger understanding of a topic. Because it separates learning from a grade, it allows both students and the instructor to focus on how the class material is being understood without spending lots of time on grading. This workshop will present different types of low-stakes assignments and how they improve students’ writing process.

Participants will learn how to:

describe their class’s writing assignments as either high or low-stakes

scaffold high-stakes writing assignments with low-stakes writing

design low-stakes assignments to engage students with a topic

Preparing students for peer review

Peer review sessions can be beneficial for both you, the instructor, and for your students. They also risk being a poor use of time, an occasion for bad grammar advice to be perpetuated, or even an opportunity for stereotypes to be reinforced. This workshop will demonstrate how peer review can be reworked as a productive, informative, and transformative activity for instructors, students, and peer editors.

Participants will learn how to:

identify the types of feedback that students most benefit from in peer review

plan an effective peer review session that can be conducted in a short time frame (45 min.)

create a peer review worksheet or rubric to fit a grading/evaluation

teach students strategies for evaluating, incorporating, and rejecting peer suggestions in revision

Note: This workshop can be paired with a class visit. See below.

Teaching writing to English language learners

Students who are English Language Learners (ELLs) pose unique lesson planning and classroom management challenges for instructors. These challenges can be overcome by awareness of this population’s characteristics, scaffolding class material, and prioritizing feedback. This workshop will present considerations and strategies for creating a more inclusive classroom.

Participants will learn how to:

differentiate students’ linguistic backgrounds and needs

use strategies to make their lecture more accessible to students

differentiate assessment of students’ language vs. students’ ideas


Class Visits


In addition to workshops, we are happy to visit your class and conduct one of the following workshops for your students.

WORKSHOP REQUEST FORM
Note: We require a 2-week advance notice for all requests.

Conducting peer (student-to-student) review sessions

“Great Job!” “Awkward.” “Unclear.” If your students have been left unsatisfied by similar feedback from peer review workshops, or you are tired of giving this kind of feedback and want to know how to be a better reviewer, this workshop is a chance to learn. Peer review is a skill that can be learned, and we will practice reading for a purpose to provide specific feedback, evaluating peer input to make effective revision choices, and using a rubric as an evaluation tool in peer review. You’ll leave more confident of how to both give and receive writing feedback.

Participants will learn how to:

read their peers’ papers with a purpose / for a specific task

provide their peers w/ specific, constructive feedback

evaluate peer input and make reasoned choices to incorporate or reject suggestions

use a rubric to guide peer writing

Organizing literature reviews

Although a literature review is a standard section of almost all longer papers and scholarly articles, they can vary widely, depending upon one’s field of study. There are a few common, guiding principles, though, which we will explore in this workshop, that will help you write your literature review.

Participants will learn how to:

describe how a lit review differs from a research paper

analyze models in their field

choose an organizing principle for their lit review

Incorporating sources & discipline specific citation formats

The requirement for papers to include a certain number of outside sources is often clear to instructors, but a mystery to students. What pieces of source material are useful to our arguments, and how do we incorporate them? How should we manage our sources’ bibliographic information? What is the relationship between citation and academic honesty? This workshop will allow participants to work through their own fields’ expectations and devise more successful strategies for finding, organizing, and incorporating sources in their work. Following this we will examine the discipline-specific formats of both in-text citation and ending documentation, as well as preview a few citation software programs and manuals.

Participants will learn how to:

identify the relationship between the ideas in a source

use different strategies to integrate a source into their writing

determine the purpose for in-text citations

describe the purpose of a Works Cited/References page

navigate a citation manual effectively


If you are a faculty member interested in a classroom visit, consultation, or workshop on a subject of writing not listed above, please contact Sue Cross at secross@uci.edu.


Did you know?

ZotSpeak Toastmasters is Available to You!

– Develop Speaking Skills

– Grow as a Leader

– Gain Confidence

– Meet Great People

“Toastmasters provides an opportunity for you to develop and improve speaking, presentation and leadership skills in an encouraging, low-pressure atmosphere. Members participate through giving prepared speeches and impromptu talks, as well as evaluating other members’ presentations.”

http://sites.uci.edu/zotspeak/