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Research-Based Teaching Series (RBTS)

RBTS seeks to support the work of faculty from all disciplines, colleges, and campuses by offering faculty presentations and workshops on best practices in teaching and learning. These workshops not only provide information and resources for faculty seeking to enhance their own pedagogical practices, but also give faculty an opportunity to present their work to peers. All sessions will be live on Zoom and video-recorded for archival purposes.

2020-2021
RBTS Topics and Calendar

Date/Time

Facilitator

Topic

Location

Monday, October 5, 2020

12:00 p.m. – 1:00 p.m.

Kimberly Davidson, Sarah Williams

Service Learning Projects to Support Culturally Responsive Pedagogy in Online Courses 

Students in online or hybrid courses can sometimes feel isolated from lack of real-world interactions. Service learning projects can help students feel more connected. In this workshop, we will present elements of service learning projects, their underlying pedagogical theories, and results of research we conducted examining the effects of incorporating culturally responsive pedagogy into a senior service learning project. Additionally, we will offer suggestions and resources for successfully including service learning project assignments, coupled with culturally responsive pedagogy, in online or hybrid courses. Finally, we will consider possible challenges to implementation in virtual environments and propose strategies to address them.   

 Zoom

 

Monday, November 2, 2020 

12:00 p.m. - 1:00 p.m.

Ralph Hale,
Valerie Surrett

Collaborative Student Projects Across Classrooms and Disciplines: How to Foster Academic Skills Through Shared Experience 

Cross-disciplinary student projects are effective in transforming student attitudes, incentivizing hard work, and enhancing learning. This spring, Memory students were divided into “research teams” that designed futuristic memory replacement systems (MRS), and English students were divided into “journalism teams” that wrote editorials about the MRSs, translating science for a general audience. The project underscored the necessity of developing partnerships and communication channels across disciplines. Students demonstrated awareness of real-world implications of academic work and viewed their projects from outside their disciplines. This workshop will focus on development of academic skills and how these benefits are possible in many cross-disciplinary pairings. 

Zoom

Monday, February 1, 2021

12:00 p.m. - 1:00 p.m.

Miriam Moore

Re-imagining Asynchronous Discussions: Thinking Outside the PPR (Prompt, Post, Reply) Box 

What’s happening in the online discussions in your classes? Are students checking off participation boxes, showing off, proving that they read the text, or cheerleading perfunctory comments from classmates? Or are they having intellectual fun: grappling with, challenging, extending, refining, or applying course concepts? In this workshop, we will probe the possibilities (and some limitations) for enhancing learning through asynchronous discussions, focusing on design choices that encourage exploration, reflection, and growth in disciplinary literacy. After a brief overview of relevant research and a theoretical framework from applied linguistics, we will focus the remainder of the session on developing or revising prompts, instructions, and grading criteria for asynchronous discussion forums. 

 Zoom

Monday, March 1, 2021

12:00 p.m. - 1:00 p.m.

Lisa Diehl

Blended (Hybrid) Course Learning and Teaching in Action 

In this presentation, I explore the design, delivery, implementation, benefits, and challenges of a blended English composition course and British Literature survey course taught in the fall 2019 semester at UNG. As a Senior Lecturer at UNG, I will share my first experience of designing and teaching freshmen and upper level students in a blended course environment. I focus on the flexibility and pace, access and modeling, peer relationships and community, clear communication and feedback, and the challenges of time management and self-discipline. I share specific examples of lessons, discussions, assignments designed by me as well as student examples and responses to the blended classroom environment.

Zoom

Registration

Please register for each individual session.

Questions?

Email any questions about RBTS to Rebecca Johnston at rebecca.johnston@ung.edu.

Past Events
2019-2020

Date/Time

Facilitator

Topic

Location

Monday, October 7, 2019

12:00 p.m. – 1:00 p.m.

Renee BrickerVictoria HightowerTamara Spike

Serious Gaming, Serious Learning

“Serious gaming” in the classroom is growing in popularity. Serious games can take many forms: computer games, board games, puzzles, etc. This presentation will focus on role-playing games and simulations. Within these games, students take on roles informed by historical sources and/or current events. There is no fixed script, no predetermined outcome. Students are guided by the philosophical and intellectual beliefs of the people they have been assigned to play, and seek to achieve their goals in papers, speeches, other kinds of public presentations, or subrosa alliances and other machinations. Gamification of difficult, complex, real-world situations reinforces concepts, creates greater engagement, and provides multiple means of approaching course material as well as develops skills in speaking, writing, critical thinking, problem solving, leadership, and teamwork.

*Blue Ridge rooms are not available.

Cumming 246

Dahlonega Hansford 312

Gainesville Dunlap-Mathis 137

Oconee SRC 581

 

Monday, November 4, 2019

12:00 p.m. – 1:00 p.m.

Carl Ohrenberg

Critical Reading and the Use of Lecture Outlines in Teaching Freshmen Classes

Critical Reading is an essential skill for our students, yet we often spend little time on helping them develop it. The way one reads a particular text varies widely depending on content and audience and students often lack the skill set to read certain types of writing. To address this, lecture outlines have been developed for use with teaching General Chemistry courses to college freshmen. These outlines represent a first step in developing critical reading skills in the sciences and provide a template for students to incorporate textbook reading with in class material. They are designed to help the students organize the content, as well as, engage the textbook on their own. This presentation will introduce the concept of the lecture outlines and explore their effectiveness in teaching General Chemistry.

*Blue Ridge rooms are not available.

Cumming 246

Dahlonega Hansford 312

Gainesville Dunlap-Mathis 137

Oconee SRC 581

Monday, February 3, 2020

12:00 p.m. – 1:00 p.m.

William Black

Teaching Ethics Across Disciplines

Many of us believe teaching ethics is important, but how do we know if we are making progress? The ARBC instrument (Action Research into Business Conduct) provides a measuring tool that can be used to diagnose current levels of perceptions about ethics, or used as a pretest / posttest evaluation of whether ethics instruction is effective. ARBC is a free online tool, created at the University of North Georgia that can support action research efforts to improve ethics instruction. The scenarios it asks participants to evaluate are drawn from common everyday situations that may have ethical implications. ARBC can be useful in contexts beyond business courses, for example in confirming assurance of learning measurements of progress towards ethics awareness goals. 

This session will illustrate how to use ARBC in ethics assessment, and provide examples of ongoing research that is being conducted using ARBC. 

*Blue Ridge rooms are not available.

Cumming 246

Dahlonega Hansford 312

Gainesville Dunlap-Mathis 137

Oconee SRC 581

Monday, March 2, 2020

12:00 p.m. - 1:00 p.m.

Sheila Schulte

International Communication in the Classroom
How do we can we best assist non-native speakers of English in the classroom setting?  This session is devoted to sharing model practices to ensure a positive learning environment for a diverse student body. After a basic review of intercultural communication theory, there will be a panel discussion with UNG international students, followed by an open discussion.

*Blue Ridge rooms are not available.

Cumming 246

Dahlonega Hansford 312

Gainesville Dunlap-Mathis 137

Oconee SRC 581

2018-2019

Date/Time

Facilitator

Topic

Location

Monday, December 3, 2018

12:00 p.m. – 1:00 p.m.

Donna Gessell

Heightened Critical Thinking: Requiring a Prospectus and Annotated Bibliography in the Research Paper Process

The workshop details the prospectus and annotated bibliography assignment, which has long proven a best practice for guiding students to engage in their own learning during the research paper process. Goals for workshop participants are twofold: to understand how the assignment is valuable to enhance student learning and to try it out in their own disciplines. Participants will be provided with copies of the assignment. Then we will relate it to each of the criteria in the AAC&U Critical Thinking VALUE rubric, pairing each of the five criteria in the rubric with a question in the prospectus assignment. During the discussion we will link to the stages in the writing process, detailing how every stage of the process—including brainstorming, research, and planning, which are included in this assignment—can be taught, but that the writing stage cannot be taught, making the assignment an even more valuable tool for promoting engaged student learning. To shape the revision stage, we will discuss how the prospectus can be rearranged; and we will discuss why the editing stage should be postponed. To complete the discussion of the writing process, we will explore the rhetorical principles of audience, purpose, and occasion and how they affect the publishing stage, but must be considered early on. I will share feedback about the assignment from my students, who are at various levels of writing. In addition to discussion and question and answer, audience involvement will include brainstorming how the assignment can be used in different disciplines with and without adaption. Finally, all participants will have the opportunity to try out the prospectus assignment to start engaging in their own academic project or one that they are considering for their students. Association of American Colleges and Universities. (2009). Critical Thinking VALUE Rubric. Retrieved from: https://www.aacu.org/value/rubrics/critical-thinking

*Blue ridge rooms are not available.

Cumming 246

Dahlonega Hansford 312

Gainesville Dunlap-Mathis 5105

Oconee SRC 581

 

Wednesday, February 6, 2019

12:00 p.m. – 1:00 p.m

Lisa Diehl

Teaching Social Justice in the Writing Composition Classroom: Rising Up!

This session will address one of the major goals of a liberal arts education: to enhance the individual’s capacity for critically assessing the quality of one’s own thinking and how it may impact others. I will introduce and explain how I integrated social justice into an English writing class. This approach to composition empowers students to gain a more comprehensive understanding of poverty, privilege, race, and social status through the perspective of others and allows them to examine their own thinking as well. This lesson plan is designed to build comprehension skills through engagement with multiple forms of media, as well as develop and strengthen critical thinking skills that promote analysis and reflection to improve communication skills and enhance leadership characteristics needed to successfully engage with a global society. I asked students to write reflections about specific social justice issues based on readings and class discussions. Students also completed in-class activities, which helped them become more aware of social justice issues which affect them and other Americans. Students demonstrated awareness and verification that justice issues are relevant, important and are not easily resolved. They also noted their own self-awareness of prejudices and stereotypes, which they had never considered. A liberal arts education at university must include learning that empowers students and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world as well as in-depth study in a specific area of interest. A liberal arts education helps students develop a sense of social responsibility, as well as strong and transferable intellectual and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings.

Blue Ridge 107

Cumming 262

Dahlonega Hansford 312

Gainesville Nesbitt 5105

Oconee SRC 564

Wednesday, March 6, 2019

12:00 p.m. – 1:00 p.m

Minsu Kim

What Happens When Students Read and Write Mathematics?

Students often struggle to express their thinking processes, especially in courses focused on quantitative content. You’ll learn in this session how help students to be active learners and develop their quantitative skills through math writing.

Blue Ridge 107

Cumming 262

Dahlonega Hansford 312

Gainesville Nesbitt 5105

Oconee SRC 564

2017-2018
Date and Time Topic Location

Monday, September 11, 2017
12:00 p.m. - 1:00 p.m.

Smoothing the Transition: Helping Your Freshmen Adjust to College Work
Led by Steve Pearson, Assistant Professor of English

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564
Wednesday, October 25, 2017
12:00 p.m. - 1:00 p.m.

Digital Natives Lost in the Forest of Google
Led by Austina Jordan, Associate Professor of Library Science/Collection Management Librarian

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564

Wednesday, February 21, 2018
12:00 p.m. - 1:00 p.m.

Cooperative Discussions for Critical Thinking
Led by Danielle Hartsfield, Assistant Professor of Literacy and Elementary Education

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564
Wednesday, March 7, 2018
12:00 p.m. - 1:00 p.m.

Best Practices for Significant Learning in the Flipped Classroom
Led by Sarah Formica, Associate Professor of Physics

Blue Ridge Campus | Room 107
Cumming Campus | Room 246
Dahlonega Campus | Dunlap Hall 211B
Gainesville Campus | Nesbitt 3211
Oconee Campus | 318

Wednesday, October 3, 2018

12:00 p.m. – 1:00 p.m.

Effectively Engaging Undergraduates in the Analysis of Primary Literature

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | Hansford 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564
2016-2017
Date and Time Topic Location
Wednesday, September 7, 2016
12 p.m. - 1 p.m.

Literature is an Ally: Reading War in the Classroom and Community

Kristin Kelly, Associate Professor of English, discusses “Talking Service," a national reading and discussion program for servicemen and servicewomen coming back to civilian life from the warzone. Kelly's talk will help faculty will deepen their understanding of the veteran student experience and garner resources to create effective learning environments for veterans.

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | |Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564
Wednesday, October 5, 2016
12 p.m. - 1 p.m.

Statistics: It's Not Just for STEM Anymore!

This statistics workshop, presented by Gina Reed, Professor of Mathematics, is designed to support the research of all faculty and will provide important methods and tools for conducting quantitative research in the classroom.

Gainesville Campus | Watkins Building 182
Wednesday, January 18, 2017
12 p.m. - 1 p.m.

Everyone Can Teach Writing: Three Constructs to Engage Students in Deep Learning

Jim Shimkus and Anita Turlington will explain the three constructs as high-impact teaching practices that enhance student learning and development. These practices are helpful not only for those teachers whose specialty is writing instruction, but also teachers in any discipline who are interested in strategies that enhance student learning and engagement.

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | |Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 581

Wednesday, February 1, 2017
12 p.m. - 1 p.m.

Effectively Responding to Student Writing

Matthew Boedy, Molly Daniel, Jim Shimkus will teach on how to be a more effective and efficient giver of feedback to your students on their writing. This workshop will look at research-based practices in composition studies to aid feedback. Professors will receive a great handy worksheet and information on campus resources can assist this process.

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | |Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564
Monday, March 27, 2017
12 p.m. - 1 p.m.

Is Blended Learning a Viable Option?

Presented by Jennifer Schneider, Professor of Accounting. Motivating students to engage in the course material earlier, having accessibility to videos and other online resources, requiring completion of pre-requisite assignments, and holding students accountable for their own learning are various methods to reverse the traditional learning process. This workshop will discuss whether blended learning is a viable option in modern classrooms.

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | |Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564
Monday, April 24, 2017
12 p.m. - 1 p.m.

FYC as Part of First-Year Experience

J. Stephen Pearson, Professor of English, will present retention issues that can be addressed in the First Year Dr. Composition (FYC) classroom and will ask faculty to brainstorm solutions. Obstacles with research, not understanding expectations, retention problems, and students’ backgrounds are all obstacles that students face. Because all of these issues can be addressed, and hopefully prevented, by faculty, this presentation will ask participants to consider ways to deal with them within the FYC curriculum.

Blue Ridge Campus | Room 107
Cumming Campus | Room 262
Dahlonega Campus | |Hansford Hall 312
Gainesville Campus | Nesbitt 5105
Oconee Campus | SRC 564

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