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Greetings, everyone! We hope you had a restful Fall Break. We’re excited to co-host a campus visit (October 25-27) by Michael Reder, Director of the Joy Shechtman Mankoff Center for Teaching & Learning at Connecticut College, an expert in using writing and active teaching to support student learning. Michael’s visit will allow faculty and instructional staff to reflect on the upcoming launch of the new General Education curriculum in Fall 2024. If you’ve been part of the FYS program for the past few years, you likely already know Michael as a longstanding collaborator and partner with the University of Richmond. If you haven’t yet met Michael, we hope you will make the most of his time on campus by attending an event or scheduling a one-on-one consultation with him. We'd especially like to call your attention to Michael's keynote on October 26 from 3 to 4:30 p.m., entitled Reinventing Your Courses — and Reanimating Your Teaching — in Richmond's New GE Program, a talk intended to bring us all together to consider the importance of this moment. Many of the events surrounding Michael's visit will count for the required professional development under the new General Education curriculum. Read on to learn more! |
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As we head into the second half of the semester, we're resharing this tipsheet with strategies for approaching class when incidents occur on campus or elsewhere that might affect students’ sense of safety, inclusion, and belongingness. Thanks to Dr. Morgan Russell-Stokes for this advice!
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Reinventing Your Courses—and Reanimating Your Teaching—in Richmond's New GE Program with Michael Reder
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A new general education program can be both exciting and daunting. In this interactive talk, you will have the opportunity to reflect upon your work teaching within your discipline and your contributions to Richmond's general education. Why do you teach? What do you enjoy most in your work? What would you like to spend more time doing? What do you dread? Please join Michael Reder and colleagues on Thursday, October 26, from 3 to 4:30 p.m., as we reflect upon how we will move forward in our common work.
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AI Detectors Don’t Work (and Other Thoughts from Ethan Mollick)
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Mollick, an Associate Professor of Management at the Wharton School, shares what people ask him most about generative AI. Also, some answers.
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Revisiting and Revising Your FYS Syllabus: A Workshop
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Your FYS syllabus represents your approach to teaching and learning, as well as your seminar's overall design and “experience.” Reading other syllabi can help us be more intentional about course design and teaching. During this hands-on workshop, participants will review how Richmond's revised FYS differs from previous iterations, as well as principles for effective course and syllabus design. We will then break into small groups and read each other’s draft FYS syllabi using a list of questions as a guide. Participants are asked to bring four copies of a draft of their FYS syllabus. This workshop will be led by Michael Reder and will take place in the Faculty Hub on Thursday, October 26, from 9 to 11 a.m. Participation in this event will count as the required professional development for FYS under the new Gen Ed Curriculum.
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While Perusing Blogs, Have a Look at One of Our Own
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Andrew Bell, Technology Consultant at the Faculty Hub, is kicking off a new monthly series around digital tools with ten things worth sharing this month!
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Looking Back, Looking Forward: Lessons Learned from 10+ Years of First-Year Seminars
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What have we learned over the past decade from teaching first-year seminars? What has worked, and what can be improved? As we move forward with our modified, fall-semester-only First-Year Seminars, this interactive workshop will ask participants to reflect upon their best—and worst—experiences teaching their first-year seminars. Join Michael Reder and FYS colleagues on Wednesday, October 25, from 3:30 to 5 p.m. as they reflect upon their experiences teaching in our nationally recognized FYS program. Participation in this event will count as the required professional development for FYS under the new Gen Ed Curriculum.
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Faculty Resources from
Disability Services
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Here you can find the Professor Portal to locate DANs, schedule exams in the testing center, find answers to FAQs, and find a time to have a CONVERSATION WITH CORT!
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Morning Blend is a weekly discussion on a topic that affects teaching and/or scholarship. It is held in person in the Faculty Hub on Thursday mornings and repeated on Zoom on Friday mornings from 10:30 to 11 a.m. both days.
- Academic Skills Mentors, October 20 only - in person
- StoryMap: A tool for high-impact interdisciplinary learning, October 26 and 27
- Collaborating with Zotero Groups, November 2 and 3
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Exciting Hub Talks in Your Future
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On Friday, November 3, the Faculty Fellows of 2022-2023 (Jennifer Bowie, Angie Hilliker, and Laura Knouse), will speak on their respective areas of interest: the Supreme Court of the UK, tiny molecular machines, and ecological momentary assessment. Then, learn about The 40 ACRES Archive with Sandy Williams IV on Wednesday, November 15. Both at noon with lunch!
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Approaches to Scaffolding Your Students' Written Work: Writing as an Iterative Learning Process
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How can you effectively and efficiently meet Richmond's new General Education requirement for "Written Communication"? What does it mean to scaffold writing assignments? After briefly reviewing key concepts in the teaching of writing, this interactive workshop will help you adapt an assignment that helps your students produce work that has undergone "an iterative process" and contributes to the learning goals of your class. We will also briefly discuss strategies for commenting on writing at its various stages, and participants will share their approaches to designing assignments and teaching writing. This interactive workshop, facilitated by Michael Reder, will take place on Friday, October 27 from 10 a.m. to noon. Lunch will be provided to those who register by Wednesday, October 25.
Participants are asked to bring a current writing assignment that they would like to adapt or improve for the new writing-intensive Written Communication designation. Participation in this workshop will count as the required professional development training for Written Communication in the new Gen Ed curriculum.
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Our tipsheet provides three methods to get student feedback during a course so changes or modifications can be made to enhance student learning.
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We are always looking for new and exciting projects and collaborations. Feel free to contact us.
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