TILT Events - List Format

Overview:

The following is a list of scheduled events sponsored by TILT. You can use the options on the right side of this page to filter events so that only selected types of events are displayed.

You can also view and enroll in events that require registration. (If you are not already logged in, you will be asked to do so. Anyone with an eID can log in to the TILT site.) To view the details for each event, click on the event title.

 

Event Title

Description

Date

1

Calibrating Expectations and Realities: Using Scenario-Based Teaching to Engage CSU Graduate with Current Students

Have you been wondering how you might engage department alumni with current students? In this workshop, learn about a video project where the presenter invited early career professionals to record themselves talking through one specific expectation they had for their career and how it did/did not play out in the work force, affording students the opportunity to problem solve how they would approach a similar situation. The presenter will share design materials as well as video clips for helping you to create your own scenario-based approach to teaching through engagement between alumni and students.

Feb 19, 2019

2

Mentoring and Evaluating Teaching Effectiveness

This session aims to share a framework for constructive mentoring of effective teaching and thoughts/tools on how best to provide and utilize constructive feedback.
Goals and Objectives:
1. Discuss how "Teaching Effectiveness" has been framed.
2. Share models of how to combine evaluation and mentoring with an aim of excellence in the teaching-learning environment.

Mar 12, 2019

3

Student Course Surveys - The Good, the Bad, and the Ugly

This session aims to discuss the data on the use and misuse of student course surveys. An update of the status, progress, and aims of the CSU course survey redesigtn will also be discussed.
Goals and Objectives:
1. Discuss what student course feedback can (and cannot) tell us about the teaching-learning environment.
2. Share an update on the CSU course survey redesign efforts, including the challenges of use and misuse of the data.

Apr 16, 2019

4

Writing Good Learning Outcomes for Effective Teaching and Deeper Student Learning

Writing good learning outcomes drives effective teaching and naturally leads to the writing of good exam questions. In this presentation, we will discuss the nuts and bolts of writing good learning outcomes that are both actionable and measurable. You will gain practice writing your own learning outcomes and exam questions with feedback from me and your peers.

Feb 26, 2019

5

Notice and Respond Workshop

Given the dramatic increase in Mental Health Issues on college campuses, Janelle Patrias of the CSU Health Network will lead a workshop on Notice and Respond: Assisting Students in Distress. The Notice and Respond: Assisting Students in Distress workshops were developed as part of a broad public health approach to help our campus community understand the potential role they play in maintaining campus mental health. The faculty version models an effective interaction between a faculty member and a distressed student. Participants explore common concerns that may present barriers to taking action, and learn why a proactive response is vitally important. A combination of learning modalities is used, including a realistic filmed scenario, participant discussion and a review of response options and campus resources.

Feb 22, 2019

6

Creating a Teaching Philosophy: Part II

As post-secondary teachers, it is becoming increasingly more important to articulate an individual teaching philosophy and that it be available for review when applying for a college or university faculty positions. This two-part workshop will give you the opportunity to learn about best practices in creating a teaching philosophy and/or give you time to develop/workshop your own teaching philosophy with TILT Professional Development staff available for guidance.
Please bring along your laptop or any teaching philosophy materials you'd like to work on.

Registering for this part of the event gives you access to part II which will include the following:
Time to develop a new teaching philosophy or workshop an existing teaching philosophy
An opportunity to ask questions/seek guidance from TILT Professional Development staff

If you want more information on the basics of writing a teaching philosophy before you begin workshopping yours, please register for Part I as well.
If you stay for Parts I and II, lunch will be served as we transition into Part II.

Mar 8, 2019

7

Creating a Teaching Philosophy: Part I

As post-secondary teachers, it is becoming increasingly more important to articulate an individual teaching philosophy and that it be available for review when applying for a college or university faculty positions. This two-part workshop will give you the opportunity to learn about best practices in creating a teaching philosophy and/or give you time to develop/workshop your own teaching philosophy with TILT Professional Development staff available for guidance.
This workshop may be counted toward the 12 workshops required for the Graduate Teaching Certificate.

Registering for this part of the event gives you access to part I which will include the following:
An overview of the research on what potential employers are looking for in a Teaching Philosophy
An overview of the basic structure and central information that should be included
Ideas for strategies from CSU faculty and what they look for in a Teaching Philosophy.

If you also want to spend time developing and/or workshopping your own Teaching Philosophy, please register for Part II as well.
If you stay for Parts I and II, lunch will be served as we transition into Part II.

Mar 8, 2019

8

Crafting a Teaching Persona

he Latin word “persona” most directly translates to “mask.” What kind of mask should we wear while teaching? Should we wear a mask while teaching? How much of our teaching persona should be our authentic personality and how much of it should be a mask? How do we develop a teaching style that works for us as instructors and is also conducive to student learning? These questions are particularly salient for Graduate Teaching Assistants who may not be much older than their students and/or may not perceive themselves as having much more experience than their students. Together, we will explore what it means to put on a mask and to embrace a persona that strikes the right balance between your authentic self and the masked authority figure needed to effectively manage a classroom.
This workshop counts toward the Graduate Teaching Certificate.

Mar 25, 2019