Symposium Breakout Sessions

Working with Teaching Assistants (TAs): A roundtable discussion on strategies for success

In this roundtable discussion, faculty are invited to participate in a dialogue about successful practices in working with teaching assistants (TAs). Together, we will discuss and use scenarios to explore 1) the roles and responsibilities we assign to TAs; 2) strategies for training, mentoring, and communicating with TAs; and 3) approaches for optimizing the TA experience. Faculty who are currently working with TAs, who have worked with TAs in the past, and who intend to work with TAs in the future are invited to attend.

Leveraging Technology to Increase Learning Through Student-Feedback Tools

Instructor feedback, through varied and frequent assessments of learning, can enable a diverse group of learners to know how well they are doing and, at the same time, understand where they need to improve. Recognizing that the integration of continuous feedback mechanisms suggest more work for an already very busy faculty member, the facilitators of this interactive workshop will provide a framework for using technology tools for formative, summative, and authentic assessments designed to meet learning objectives.

Cognition and memory: Why students struggle with building knowledge, and what to do about it

How do students organize, store, and recall knowledge? Why do they remember seemingly useless facts, but forget the main concepts from prerequisite courses? In this breakout session, we will discuss how the brain works when it comes to learning and memory. We will also explore the misunderstood concept of “learning styles” and identify strategies instructors can use to help students learn and study more effectively.

Starting with the End in Mind – Designing Project-Based Learning Experiences

This interactive session will lead participants through a multi-step process to advance project work in their courses. First, we will identify the skills and abilities we want our students to gain through project-based learning – what do we want them to be able to do? Second, we will determine what evidence we seek – how will we know? Third, we will envision assignments and activities designed to produce that evidence – what work will move students in the desired directions? Finally, we will consider what obstacles we might face in implementing those learning experiences, as well as what support mechanisms can help them succeed – particularly when working with students in team settings (limited to 25 participants).

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