Carnegie Mellon University

Eberly Center

Teaching Excellence & Educational Innovation

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Sign up today to take advantage of our Spring 2019 faculty programs on innovative and evidence-based approaches to teaching, technology-enhanced learning, and assessment of student outcomes.

Seminar: Teaching in Tumultuous Times

This 90-minute seminar will be offered two times. Faculty may register for:
Tuesday, March 19, noon-1:30 PM, or
Wednesday, April 10, 9:30-11:00 AM
1308 Tepper Quad (light refreshments provided)

Instruction can be difficult for both teachers and students following a major incident or tragedy. These events may take an emotional and cognitive toll on students, disrupt their lives, and interfere with learning for extended periods of time. Students’ proximity to such an event does not always determine their response. For example, students may be seriously affected by incidents that involve total strangers. Additionally, students’ surface responses may not be indicative of the actual effect. As an instructor, it’s important to consider the impacts such events have on students as human beings and learners. In this seminar, we will discuss considerations for determining whether or not to address an event in the classroom and develop multiple strategies for addressing distressing events during your classes. 

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Special Interest Group: Teaching Critical Reading Skills in Your Discipline

This 3-part series will be offered twice. Faculty may register for:
Thursdays, March 21, March 28 & April 4, noon-1:20 PM, or  
Fridays, March 22, March 29 & April 5, 1:30-3:00 PM
1308 Tepper Quad (light refreshments provided)

How can we best teach our students to develop disciplinary, critical reading skills? Join us as we dig into the educational research on how students progress from novice to expert proficiency, specifically regarding reading skills. We will also explore the challenges of bridging the gap between experts and novices, unpacking any “expert blind spots” we may have as faculty. Together we will uncover the expert reading techniques that we use (often unconsciously) and consider how best to give our students practice using those techniques in our courses.

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The 4th Annual CMU Teaching as Research (TAR) Institute:

Which Active Learning Strategies Work Best in Lecture-, Lab, and Discussion-Based Courses?

4-part Institute: Monday-Thursday, June 3-6, 9:00 AM-1:30 PM
1308 Tepper Quad (lunch provided)

A large body of research suggests that active learning improves student outcomes, yet questions still remain. Which active learning strategies best support student engagement during discussions, lectures, or labs? Do certain approaches better achieve particular learning objectives in these different course contexts? Can active learning positively impact students’ sense of inclusion and belonging or decrease achievement gaps for particular student groups? Rather than leaving these questions exclusively to laboratory research, this institute will prepare you to investigate the impact of different active learning approaches in the context of your own course – discovering what works best for learning and enhancing CMU education. Participation from all disciplines is encouraged, regardless of your prior experience with active learning or education research. The Eberly Center will support you in conducting this work, including study design, measurement, data analysis, and dissemination. Sign up today if you would like to join an interdisciplinary community of instructors conducting classroom research!

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