Current & Upcoming Workshops

Challenge and Engage: Research-based Principles for Fostering Deep Learning

Presenter: Peter Felten, Assistant Provost for Teaching and Learning; Director, Center for Engaged Learning: and Professor of History, Elon University

February 25, 2016; 10:00 am 11:30 am

What can we as faculty do to help students get beyond the superficial and really dig deeply into our disciplines? Research on how people learn and studies of effective teaching do not offer a simple prescription, but rather suggest some general principles that faculty can adapt to make their courses both more challenging and more engaging. This interactive session will use those principles to help you design and teach classes that lead to significant student learning — and that don’t consume all of your time.

Peter Felten is the Assistant Provost for Teaching and Learning, Director of the Center for Engaged Learning, and Professor of History at Elon University. His publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education  (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (Jossey-Bass, 2014). He also is co-editor of the International Journal for Academic Development and president-elect of the International Society for the Scholarship of Teaching and Learning.

Available Spaces: 37

Student-Faculty Partnerships in University Teaching and Learning: A collaborative workshop

Presenter: Peter Felten, Assistant Provost for Teaching and Learning; Director, Center for Engaged Learning: and Professor of History, Elon University

February 25, 2016; 2:30 pm 4:00 pm

Typically faculty teach to students. What happens if faculty approach the task differently, aiming to teach with students? Emerging research suggests that engaging students as partners in teaching and learning has the potential to enhance, and perhaps even transform, student learning – and also faculty teaching. This workshop for faculty and students will explore practical strategies from diverse disciplines for creating and sustaining student-faculty partnerships in teaching and learning.

Peter Felten is the Assistant Provost for Teaching and Learning, Director of the Center for Engaged Learning, and Professor of History at Elon University. His publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education  (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (Jossey-Bass, 2014). He also is co-editor of the International Journal for Academic Development and president-elect of the International Society for the Scholarship of Teaching and Learning.

Available Spaces: 41

Mindful Classroom Assessment: What results from contemplative pedagogies?

Presenter: Peter Felten, Assistant Provost for Teaching and Learning; Director, Center for Engaged Learning: and Professor of History, Elon University

February 26, 2016; 9:30 am 11:00 am

A growing number of college faculty use contemplative pedagogies to support their students’ learning. While research has demonstrated the positive outcomes of many contemplative practices, little is known about the results of contemplative pedagogies in university settings. And some may reasonably wonder whether assessment and grading might undermine the purposes of contemplative pedagogies. In this interactive session, we will explore how our pedagogical intentions and disciplinary methods can inform the ways we assess our students, our courses, and our programs. We also will consider whether assessment practices truly can be mindfully aligned with course goals and classroom cultures.

Peter Felten is the Assistant Provost for Teaching and Learning, Director of the Center for Engaged Learning, and Professor of History at Elon University. His publications include the co-authored books Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins University Press, 2014) and Engaging Students as Partners in Learning and Teaching: A Guide for Faculty (Jossey-Bass, 2014). He also is co-editor of the International Journal for Academic Development and president-elect of the International Society for the Scholarship of Teaching and Learning.

Available Spaces: 45