In the fog of the current semester, we all can use some small teaching interventions to refresh our work with students. Join Lars Larson and Jeffrey White at this TLC brown bag event on Wednesday, February 12, 11:30-12:15 p.m., in the Murphy Room as they present ten suggestions for intentional teaching drawn from a variety of practitioners and researchers in teaching and learning.
When students come to the Learning Commons for content tutoring, they often could use more work on how to study in general as well as the content area. How one approaches studying in one discipline varies from other disciplines, and how one approaches studying often impacts the grade earned by a student. The Learning Commons is launching a new pilot program to support students’ metacognitive approaches to studying. You can learn more about the program at this link.
Do you assign presentations and group projects in your classes? Do you often find that your students could use help in improving their presenting of material and working effectively in groups?
The Learning Commons in collaboration with the Department of Communication Studies offers peer consulting in our Speech and Presentation Lab and Groupwork Lab. These peer tutors are accomplished in the areas of presenting and working with groups, and they are trained by the Learning Commons in tutoring approaches. Students can make appointments by emailing a request with two or three good days and times to meet to email@example.com and firstname.lastname@example.org.
For more information, a PowerPoint slide, or an assignment blurb about the Speech and Presentation Lab and Groupwork Lab, email Jeffrey White, Learning Commons administrator, at email@example.com.
Just in time to start thinking about your spring course planning, Jeffrey White, Learning Commons, offers 7 minutes of advice answering the question“What Course Design Principles Enhance Student Learning?” in this IGNITE-funded video.
During our compressed summer sessions, students can work with tutors for courses in math, biology, chemistry, French, German, Spanish, and Nursing. The Writing Center is also open to help facilitate stronger academic writing.
All tutoring is done by appointment only. For full details, see our poster, which you can also post on your Moodle pages or office door.
You can also promote use of the Learning Commons to your students by including our program specific PowerPoint slides in your own course slides.
All tutors and writing assistants in the Learning Commons are thoroughly trained, and all content tutors are either certified or working toward certification based on Level 1 of the College Reading and Learning Association’s International Tutor Training Program Certification.
For more information on how the Learning Commons can support your students during the summer or academic calendar year, contact Jeffrey White at firstname.lastname@example.org or x7141.
The German studies program of the Department of International Languages and Cultures is pleased to announce three recipients of the German Academic Exchange Service’s (DAAD) summer language and culture course stipends. Caitlyn Hott ’21 and Elizabeth Reich ’21 are heading to Düsseldorf, Germany in June for four weeks of intensive German language and culture instruction. Maddy Smith ‘20 will participate in a four-week course in Augsburg, Germany.
During their participation in these intensive German courses, Caitlyn, Elizabeth, and Maddy will learn alongside students from all over the world and will take part in cultural learning activities. The University’s German studies program has been increasingly successful in promoting the DAAD’s summer stipends to students and supporting them in the application process. Over the last five years, nearly 80 percent of UP students who applied for the grants were awarded the summer stipends that pay for the course and much of the travel costs. Since 2015, twelve of the University’s German studies students have received these competitive grants.
For questions about the DAAD summer course grants, contact Jeffrey White, German studies, at email@example.com.
As part of its ongoing effort to improve peer tutoring and student performance, the University’s Learning Commons has been developing and improving tutor training, according to Learning Commons director Jeffrey White. The national College Reading and Learning Association (CRLA) recently approved the Learning Commons’ application for Stage Two of the International Tutor Training Program Certification (ITTPC) – Level 1. This approval represents the next step in certifying the Learning Commons’ tutor training program and follows an initial one-year certification. To receive approval for certification, the Learning Commons’ application was peer-reviewed by professionals in the field who are selected and trained by the CRLA.
Research indicates that students benefit more from programs with strong tutor training compared to students who utilize programs with untrained or minimally trained tutors. “Our work with tutors helps to develop them as facilitators of active and self-regulated learning,” said White. All tutors in the Learning Commons receive at least 11 hours of training that is standards-based, outcomes-oriented, and assessment-driven. “The rationale for training is strong. Programs that don’t train, observe, and assess their tutors tend to devolve into homework help that tends to encourage the illusion of learning among students,” added White.
The ITTPC Stage Two certification will last for three years, during which Learning Commons staff will continuously assess and improve the training in preparation for Stage Three and added levels of training.
For more information on the Learning Commons, tutor training, and how the Learning Commons can support students in your program, contact White at firstname.lastname@example.org or visit the Learning Commons website. The Learning Commons is a program of the Shepard Academic Resource Center.
How might a tutoring structure help us to support students? In this week’s Teaching & Learning submission, Jeffrey White from the Learning Commons considers the tutoring cycle as a tool for facilitating active learning during interactions with students and the learning material during office hours visits.
For more information contact White at x7141 or email@example.com.
The Teaching & Learning Collaborative will host one more peer-led workshop from noon to 1 p.m. on Wednesday, April 3, in the Murphy Room of Franz Hall. Come hear Carolyn James, mathematics; Jeffrey White, Learning Commons; Rebecca Smith, education; and Lorretta Krautscheid, nursing, offer tips and pitfalls of the newly popular approach to teaching content-heavy courses, dubbed “untethered lecture capture.” Bring your lunch and find out why this strategy has captured so many teachers’ attention and what users wish they had known before they started with ULC.
For more information contact Karen Eifler, Garaventa Center, at firstname.lastname@example.org.
The athletics department would like to acknowledge this year’s winners of the Difference Award. Each year, student-athletes nominate professors on campus who made a difference in their life. The definition is left intentionally vague, allowing students to reflect on the many ways a Professor may have made a difference to them. This year’s professors are:
- Todd Easton, economics
- Shannon Mayer, physics
- Jeffrey White, international languages & cultures
This year’s winners will be honored at the men’s basketball game versus ____ on Thursday, February 7, at 8 p.m., at the Chiles Center. Please come out and enjoy the game and congratulate our winners for their support of all of our students on campus, including our student-athletes.
For more information contact Matt Welch, athletics, at x4836 or email@example.com.