NOV 2018 | Ethics and Adaptive Decision-Making for STEM Students
Featuring Vignesh Subbian, CUES Distinguished Fellow and Assistant Professor of Biomedical Engineering & Systems and Industrial Engineering, this interactive seminar and panel brought participants inside a CUES funded project, and unpacked its relevance for catalyzing the practice of innovative teaching and learning at the University of Arizona.
OCT 2018 | Better Retention through Simple, Asset-Based Teaching
Featuring Paul Blowers, CUES Distinguished Fellow and Professor of Chemical & Environmental Engineering and Public Health, this interactive seminar and panel highlighted a CUES funded project, and unpacked its relevance for catalyzing the practice of innovative teaching and learning at the University of Arizona.
APR 2018 | Design for Learning
Featuring keynote speaker, Dr. Tom Angelo, founding Executive Director of the Center for Innovative Pharmacy Education & Research (CIPhER), and Clinical Professor of Educational Innovation and Research at the UNC Eshelman School of Pharmacy in the University of North Carolina at Chapel Hill.
Engaging students in productive group work is critical to deep, lasting learning – but also difficult to do well. Groupwork too often breaks down due to inappropriate tasks, incompatible student goals, unequal effort, or lack of collaborative skills. Likewise, formative assessment can contribute greatly to learning by providing feedback to guide deliberate practice. Most of us also know from experience, however, just how time-consuming, difficult, and frustrating the feedback process can be – particularly when students fail to make use of (or even read) our comments. This interactive session presented useful, sometimes counter-intuitive research findings on effective collaboration, formative assessment, and feedback, along with simple, practical, time-saving strategies for improving the odds that our well-made teaching and learning plans don’t go awry.