Upcoming Faculty Advancement Series:Using Active Learning Strategiesto Enhance Student Learning

Please join the CTLE for the following upcoming Faculty Advancement Series event:

Using Active Learning Strategies
to Enhance Student Learning

Tuesday, 17 Nov 2009   ·   11:30 a.m. – 1:00 p.m.   ·   STT 590

Dr. André Oberlé (CTLE)

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Tradition has it that Confucius said:

Tell me, and I will forget.
Show me, and I may remember.
Let me do it, and I will understand.

Modern educational research has proven what we always knew instinctively: Active students are better learners. This workshop examines how instructors can nurture student learning by incorporating active learning techniques into their lectures and seminars. They will see that even small modifications to the way material is treated in class can make a huge difference in the quality of student learning. A light lunch will be served.

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Upcoming Faculty Advancement Series:The Effectiveness of Peer Tutoring on Student Achievement at the University Level

Please join the CTLE for the following upcoming Faculty Advancement Series event:

The Effectiveness of Peer Tutoring on Student Achievement at the University Level

Friday, 13 Nov 2009   ·   1:30 p.m. – 3:00 p.m.   ·   STT 590

Vincent G. Munley, Ph.D (Lehigh Univ., Dept. of Economics)

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Peer tutoring is a commonly employed strategy at universities in economic education as well as other disciplines where developing problem solving skills is a key element in mastering the subject matter. While there appears to be a general consensus that peer tutoring is a successful learning technique, and its practice is supported by multiple professional organizations, little direct evidence has been gathered about the quantitative magnitude of its effectiveness.

In this presentation, Dr. Munley will examine the evidence at Lehigh University. The results suggest that the peer tutoring program has a positive and significant impact, though in order for the program to improve the expected letter grade, a student need participate in the program on average for about one hour per week over a fourteen-week semester.

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Improving Teaching Effectiveness and Student Learning Through Low-Stakes and Informal Writing Activities

Please join the CTLE for the following upcoming Faculty Advancement Series event:

Improving Teaching Effectiveness and Student Learning Through Low-Stakes and Informal Writing Activities

Tuesday, 20 Oct 2009   ·   11:30 a.m. – 1:00 p.m.   ·   STT 590

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Active learning is self-reflexive, process-oriented, and personal, and should provide students the opportunity to assess their own learning. Such learning also creates the chance for teachers to become learners themselves: about the material, about students, and about teaching & learning. How can we create such self-reflexive learning experiences?

One simple and adaptable method is by using low-stakes, informal writing. This interactive workshop will serve as a primer to the benefits of using informal writing as a tool to enhance student learning and to the many options for designing such assignments. Such informal (often non-graded or evaluated) writing assignments can improve student learning across all levels and abilities, in a variety of courses (seminar, large lecture, lab/studio), and in any discipline.

A light lunch will be served.

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Upcoming Faculty Advancement Series: Teaching with the Case Method and Problem-Based Learning

Please join the CTLE for a workshop presented by Dr. Linda Nilson (Clemson University) on

Wednesday, 16 Sept 2009
2:30 p.m. – 4:30 p.m.
STT 590

Both the case method and problem-based learning (PBL) are proven powerful methods for engaging students in the subject matter, getting them to analyze situations, and giving them practice in applying the course material to solve real-world problems.

These methods are well suited to disciplines that have a context for application or use. These include business, law, medicine, nursing, public health, all engineering specialties, education, philosophy (e.g., ethics), economics (e.g., macro, legal aspects), political science (e.g., policy analysis, public administration, constitutional law) sociology (e.g., social problems, criminal justice, organizations), psychology (e.g., clinical, abnormal, organizational behavior), biology (e.g., resource management, ecology, DNA testing, genetics), physics, chemistry, and research methods in general (e.g., hypothesis formulation, research study design). These methods have even been used in music history and art history.

Refreshments will be served.

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