Cool Tools for Teaching workshops introduce faculty to a variety topics and strategies to complement or enhance current teaching methods. These include high-tech, low-tech, and no-tech tools workshops, which are open to everyone—including part-time faculty, full-time faculty, master's instructors, and graduate teaching instructors.
We will also offer Cool Tools at the very beginning of the Fall and Spring semesters in a week-long intensive format. Descriptions and calendars can be found below.
To register for these sessions, please click the Register for Workshops icon at the bottom of the page. Once you have logged in, select the year and change "Group" to Cool Tools to view all the upcoming sessions.
Cool tools workshops offered:
|Aug. 28||9:30 a.m.||What's New with Elearning!|
|Aug. 28||1:00 p.m.||Introduction to Elearning|
|Aug. 29||9:30 a.m.||Introduction to Elearning|
|Aug. 29||1:00 p.m.||What's new with Elearning|
|Sept. 22||9:30 a.m.||Working with Students with Disabilities in the Classroom|
|Oct. 4||10 a.m.||Classroom Observation Workshop|
|Oct. 13||9:30 a.m.||Responding to Inappropriate, Disruptive, or Dangerous Behavior from Students|
|Oct. 20||10 a.m.||Writing Effective Exam Questions|
|Oct. 25||10 a.m.||Working with Toxic People|
|Nov. 17||10:00 a.m.||Rubrics! Rubrics! Rubrics!|
Are you interested in presenting high-tech, low-tech, and no-tech tools to colleagues to help them enhance their teaching methods? Contact the Office of Faculty Development.
Cool Tools Workshops introduce faculty to a variety of highly successful ideas and strategies to compliment classroom instruction. These popular workshops are open to all, including but not limited to full-time and part-time faculty and graduate teaching assistants.
comments from participants
The following comments have been retrieved from the Cool Tools for Teaching feedback forms that are filled out anonymously by participants at the end of the workshops. Participants answered the following question: What doyou plan to do differently in your professional life based on what you learned today?
Introduction to ELearning
- Use E-learning for more than just syllabus and grades.
Working with Students with Disabilities in the Classroom
- Use universal design in teaching.
- Use caption.
Classroom Observation Workshop
- Follow the process for observations and share this information with others in my unit so that we have a consistent way to provide support to our part-time faculty.
- Be more mindful of teaching observation objective.
- Try an observation form OFD.
- I’ll be sure to communicate well with my observer and be transparent.
- Feel more comfortable with the process – meet with faculty in a pre and post conference.
- Encourage of new faculty.
- Have peer classroom observation as frequent as possible.
- To be observed in teaching, so that I can improve the teaching.
- Implement a structured observation model and share model with colleagues.
Responding to Inappropriate, Disruptive, or Dangerous Behavior from Students
- I will try to avoid instinctively matching voices.
- I will change my attitude toward confronting “disruptive” students.
- How I help my leaders deal with disruptive students.
Writing Effective Exam Questions
- Review my exam questions and revise them.
- Use the stats to look at test questions that likely need to be rewritten.
- I will try in the future to experiment with multiple-choice tests.
- To better define when item is measuring comprehension or application.
Working with Toxic People
- Self-care and rewire my brain.
- More mindful about how to stay healthy (mind, work, relationships).
- Analyze when to fight, flight, and compromise and implement accordingly.
- Practice self-care.
- Look from third eye. Remove myself from toxic situations. I can control my reactions! Don’t assume you don’t know the history of events. Don’t judge!
- Self-care. Be more aware to identify.
- Protect myself better.
- Stay healthy and step up to help deal w/toxic office situation.
- Home a third eye to check myself. Home to start a meeting with team groups, with rules of citizenship.
- Work towards being more strategic when toxic interactions occur.
- Keep my negativity to myself.
- I need to process the information.
Rubrics! Rubrics! Rubrics!
- Will develop rubrics for all my assignments.
- Add scoring info to my rubric.
- Create strong learning outcomes that can be measured by a thorough and concise rubric in order to facilitate student learning and engagement.
- Have students evaluate each other group performance using the rubric.