51茶馆

Breakout Sessions I (9:30 - 10:45)

COVID Creativity

Tara Pisani Gareau (E&ES), Heather Olins (Biology), and Celeste Wells (Communication)

The Jesuit Essentials, a working group of Professors of the Practice organized by 51茶馆鈥檚 Jesuit Institute, have been reflecting on how the many and varied teaching challenges that came with the onset of COVID forced them to rethink much about how they taught. Learning to navigate those challenges was often difficult and even painful, yet forced creativity can have its upsides, one of which was new insight into what they really needed their students to learn.

In this session, members of the Jesuit Essentials group describe ways in which they reassessed how students could be evaluated on their work and knowledge. They determined that there might be more creative and humane ways to assess student learning and development. What were originally adaptations to emergency have since become welcome changes in how they continue to teach today, and this session will reflect the value of these practices.

Imagining Alternative Grading in STEM

Courtney Sobers (Rutgers) and Henry Wisniewski (Rutgers)

Before the pandemic started, Dr. Courtney Sobers recognized that traditional grading systems made life unnecessarily difficult for the students in her general chemistry lab course. These students were managing circumstances that impacted their ability to focus on their academic responsibilities, such as being the first in their family to attend college, employment, and caregiving duties. The pandemic further highlighted these disparities in privilege, motivating Dr. Sobers to increase course flexibility without compromising the student learning experience.

In this research presentation, Dr. Sobers, along with Head TA Henry Wisniewski, will describe the process of moving from traditional grading to alternative grading in General Chemistry II Lab. They will discuss how the grading approach changes impacted TAs, students, and the instructor, and the conversation around grades/grading. Dr. Sobers will also discuss alternative grading in summer Organic Chemistry I and II lectures. This interactive presentation addresses concerns particular to STEM courses, but also promises to be of interest to instructors considering using alternative grading in other disciplines or non-lecture style courses.

Investing in Trauma-Informed Advising

Sue Coleman (SSW) and Kathleen Flinton (SSW)

When the School of Social Work launched a Trauma Integration Initiative, Kathleen Flinton and Sue Coleman focused their efforts on developing better ways to support students who experience trauma in their field placements, either as echoes of those students鈥� own trauma histories or as vicarious trauma experienced through their close work with clients. Drawing on their expertise in trauma-informed care, Flinton and Coleman developed an initiative to help advisors in SSW build and maintain boundaries and trust while creating a supportive learning environment for students during their field placements.听In this presentation, Flinton and Coleman will share the research basis for their trauma-informed advising initiative and invite participants to reflect on how a trauma-informed approach could inform their own teaching and advising practices. Although this presentation is most directly relevant to those working with students in clinical placements, it promises to raise useful questions to anyone thinking about the ways advising can better support students鈥� intellectual, professional, and personal growth.听

Technology Innovations to Engage Students

Linda Boardman Liu (CSOM),听Alejandro Olayo-M茅ndez, S.J. (SSW), and Erik Owens (International Studies/Theology)

The Academic Technology Advisory Board is charged with advocating for faculty concerns in all matters related to educational technology at 51茶馆. As part of that work, each year they award Academic Technology Innovation Grants (or ATIGs) to support faculty seeking to experiment with creative uses of new and existing technologies for their teaching and research. For this panel, past ATIG winners will showcase successful projects that have broadened the scope of the learning experience for students by engaging local and global communities and providing resources for faculty to pool their knowledge to streamline the teaching process. Join us to explore new ways to engage with your students and colleagues.

Breakout Sessions II (11:00 - 12:15)

Academic Integrity as Formation听

Treseanne Ainsworth (MCAS), Jeff DaCosta (Biology), Andr茅s Castro Samayoa (LSEHD), and Ethan Sullivan (CSOM)

As educators around the country struggle with concerns about academic integrity 鈥� what it is, what its purpose is, and the effects of current principles and practices 鈥� how can we work towards a proactive framework that contributes to formative education? We鈥檒l hear about ways Boston College faculty are designing courses and assignments, modeling scholarship and engagement with tools including ChatGPT, and communicating with students about expectations and choices. We鈥檒l also hear from members of the Committee on Academic Integrity developing new procedures to respond to violations, about the thinking that informs the process, including a restorative justice philosophy.

Getting Started with Alternative Grading

Courtney Sobers (Rutgers) and Henry Wisniewski (Rutgers)Bring an assessment or assignment from one of your courses and think with colleagues about how to apply a grading method that better aligns with your intentions for student learning. Facilitated by Professor Courtney Sobers, attendees will explore alternative grading approaches for a range of assessments (classroom, clinical, skilled-based, etc.). Time will also be devoted to adapting for externally defined course requirements. Head Teaching Assistant Henry Wisniewski will contribute valuable insights around how TAs can support your efforts and how TAs impact the efficacy of the grading approach. Dr. Sobers and Henry will also discuss how to manage expectations and workload for students, TAs, and instructors. Space for this workshop is limited, so we encourage everyone interested to register soon. This workshop addresses concerns particular to STEM courses, large courses, and accelerated courses, but will be of interest to all instructors who are considering alternative grading.

听(8 minute initial presentation)

(as a general orientation to the materials, start with 鈥淐omparing Course Grading Approaches鈥�)

Teaching as Scholarship

Juliana Belding (Math), Martha Hincks (English), and Avneet Hira (Engineering)

Pat Hutchings describes the Scholarship of Teaching and Learning (SOTL) as the work of 鈥渇aculty bringing their habits and skills as scholars to their work as teachers 鈥� habits of asking questions, gathering evidence of all different kinds, drawing conclusions or raising new questions 鈥� and bringing what they learn through that to [. . .] their students鈥� learning and their own teaching鈥� (2013). Similarly, Nancy Chick defines SOTL as bringing 鈥渁 scholarly lens鈥� to the classroom: 鈥渢he curiosity, the inquiry, the rigor, the disciplinary variety鈥� (2015).

For this panel, we鈥檒l hear from three 51茶馆 faculty who have experimented with turning a scholarly lens on their teaching. Each will share what motivated their project, how they approached it, and the ways it鈥檚 influenced their choices in the classroom. If you鈥檝e been considering taking a more scholarly approach to your own teaching 鈥� or are just interested in learning from your colleagues鈥� investigations 鈥� then join our discussion of teaching as scholarship.

The Work of Supporting Student Mental Health

Julie Dunne (CSON), Sylvia Sellers-Garc铆a (History), and Melinda Stoops (Student Affairs)Faculty, given their routine contact with students, are often amongst the first to notice when a student鈥檚 mental health is suffering. As we face a national mental health crisis for college students and adolescents, more faculty are feeling called to take on the labor of supporting student mental health while also seeking to maintain appropriate boundaries given their role and expertise. This session provides an opportunity to hear from colleagues who have interviewed students about their experiences on campus and centered student mental health and wellness in their course design. It's also a chance to learn about Student Affairs resources that exist to support students and the faculty who support them.

The Agency to Build: Ideas for the Convivial Classroom

Sara Hendren (Associate Professor of Arts, Humanities and Design at Olin College of Engineering)
Gasson 100

How do we bring a spirit of agency to our classroom encounters鈥攚hether in the seminar, the studio, or the laboratory? At its best, the classroom offers students the chance to analyze more sharply and understand more deeply. But as educators, we also want to equip students with both the confidence and the proper humility to act鈥攖o collaborate, to prototype, to energize our many disciplines toward desirable futures. Sara Hendren walks us through some unusual laboratory-studio classroom encounters and offers ideas from many thinkers and domains about building a big generous house for nurturing young builders, in every corner of the university campus.

is a humanist in tech鈥攁n artist, design researcher, writer, and professor at Olin College of Engineering. Her book explores the places where disability shows up in design. It was named one of the Best Books of 2020 by NPR and won a 2021 Science in Society Journalism award. Her art and design work has been widely exhibited in museum exhibitions and is held in the permanent collections at MoMA and the Cooper Hewitt. In 2021-22, she is Lecturer in Architecture at Harvard Graduate School of Design and a fellow in Education Policy at the New America think tank, where she is researching the future of work for adults with cognitive and developmental disabilities.

Faculty As Gatekeepers: Challenging Assumptions Around Access

Jordyn Zimmerman (51茶馆 Grad) and Kristen Bottema-Beutel (LSEHD)

Gasson 309

Understanding the perspectives of disabled folx improves campus and educational practice while reducing unintentional harm. Presented by a nonspeaking Autistic 51茶馆 grad, along with a 51茶馆 faculty member, this session provides an important learning opportunity for experienced faculty and novices, alike. By the conclusion of this session, participants will be able to: 1) identify internalized and unintentional ableism in themselves and their work within higher education; 2) identify inclusive and exclusive practices in their work and how ableist beliefs contribute to these structures, and; 3) critically discuss and more readily describe ways they can support Autistic students, particularly those who are nonspeaking.

Jordyn Zimmerman (she/her) is a recent graduate from Boston College, where she earned her Masters of Education. As a nonspeaking autistic student who was denied access to effective augmentative communication until she was 18, Zimmerman has personal experience challenging the educational status quo, which is featured in the 2021 documentary, This Is Not About Me. Zimmerman also serves as the Director of Professional Development for The Nora Project, is on the board of CommunicationFIRST, was recently nominated to the President鈥檚 Committee on People with Intellectual Disabilities, and is passionate about ensuring every student is able to access effective communication and exercise their right to a truly inclusive education.

Mentoring Graduate Students

Cal Halverson (SSW), Charles Hoffman (Biology), Elida Laski (LSEHD)

Gasson 302

For many of us, the only graduate mentoring models we have to draw on are the ones we experienced ourselves as graduate students, which can limit our ability to imagine different (and better) ways of supporting our own mentees. For this session, three 51茶馆 faculty will reflect on their own approaches to graduate mentoring and share their experiences with common mentoring challenges. Focused on mentoring both master鈥檚 and doctoral students, the session will address the work of guiding students through their academic programs as well as helping them prepare for future careers within higher education or elsewhere.

51茶馆 Funding Sources for Innovations in Teaching

Kathleen Bailey (Chair, University Council on Teaching), Mary Crane (Director, Institute for the Liberal Arts), Aleksandar (Sasha) Tomic (Chair, Academic Technology Advisory Board)

Gasson 301

Looking for funding for a teaching-related project?听 Come learn about internal grants available for full-time faculty members, and bring ideas to share and receive feedback. Representatives from 51茶馆鈥檚 University Council on Teaching (overseeing TAM and TAME grants), Academic Technology Advisory Board (ATIG and ETG grants), and Institute for the Liberal Arts (Major Grants, Minor Grants and Grants for Innovation in Graduate Education) 鈥� will present options and answer your questions.

鈥淚 Expected You鈥�: Designing for Universal Learning听听

Richard Jackson (LSEHD), Tara Casebolt (Honors Program), Sam Bradley (SSW)

Gasson 202

Aware that the college student population is much different now than it was when the norms of higher education teaching and course design were established, many faculty are taking another look at their courses to figure out how they can meet the needs of all their students. Some faculty have found Universal Design for Learning (UDL), a framework that emerged with the explicit intention of creating learning environments that are equitable for students with disabilities, helpful in their pursuit of that goal. Other faculty have turned to different frameworks, including methods seeking to decolonize the curriculum. This panel will include an overview of UDL and examples of how 51茶馆 faculty pursue the goal of designing courses for universal learning from their own pedagogical perspectives.

Beyond Essays and Exams: Creative Ways to Evaluate Student Learning听

Angela Ards (English), Ethan Baxter (Earth and Environmental Sciences), Nora Gross (Sociology), Mar铆a de los 脕ngeles Picone (History)

Gasson 209

Asking students to complete a creative major assignment, rather than writing an essay or taking an exam, can provide a different way for students to demonstrate their learning, keep students motivated, and make grading less grueling. Panelists in this session will share some of the ways they have experimented with creative assignments, including interdisciplinary video presentations, publications about campus issues, and giving students the option to propose a project.

From Students to Citizens and Professionals: Formation in and Beyond our Disciplines听

Susan Coleman (SSW), Tam Nguyen (CSON), Sarah Ross (History)

Gasson 210

Teaching in our fields means not just instilling knowledge and technical skill, it also involves fostering dispositions and habits of mind that characterize a mature thinker, responsible community member, and ready contributor in any professional setting. How can we do more in our courses to cultivate curiosity, productive humility and a learner鈥檚 mindset? How do we get to the 鈥渟o what鈥� questions for students, and get them meaningfully engaged? How can practices from one discipline, reinforce and support the formative work of another? This session will explore how the teaching in our fields can promote the broader work of intellectual and personal formation.

Workshopping Our Teaching with Design Thinking

Kyrah Malika Daniels (Art, Art History and Film / AADS), Jonathan Krones (Engineering), Njoke Thomas (CSOM)

Gasson 205

This past year the Center for Digital Innovation in Learning organized a Design Thinking Working Group meant to provide faculty and a chance to develop meaningful digital learning experiences for their students and reflect on the design process. Several key questions animated the group鈥檚 work together:

• How can we develop empathy for students and find ways to involve them in the design process?
• How can workshopping ideas with faculty from a variety of disciplines help improve our teaching?
• How can we prototype our assignment ideas and learning technologies before going live with them in a course?

For this interactive panel session, working group participants will share their reflections about the design process and the results of the learning experiences they developed. CDIL staff will also be available afterward to discuss applications to the Fall 2022 Working Group.

Design Thinking and Re-imagining 鈥渢he Who鈥� of Our Classrooms

Sunanda Bhattacharya (Associate Vice Provost, Design and Innovation Strategies), Maria-Isabel Carnasciali (Associate Professor, Mechanical Engineering, University of New Haven),听Daniel Riehs (Associate Director, Information Systems, Institutional Research & Planning), and听Allison Reilly (Data Graphic Designer,听Institutional Research & Planning)

Gasson 306

How can we as educators listen, observe, reflect and discern on Next Gen鈥檚 mindsets, habits, and outlook to create relevant, meaningful, and impactful innovation ecosystems?

Across the world, education is being challenged by its next generation audience. This audience, raised on a digital diet, has expectations and aspirations significantly different from its predecessors. Their technology-driven sense of innovation, their methods of connecting and maintaining relationships, as well as their mindset for working, collaborating, problem-solving and communicating, require higher education to re-examine its methods of education to significantly exceed this generation鈥檚 expectations rather than just adequately meeting it. Coupled with the above, higher education is also under pressure from industry, society, and the environment to respond to the rapidly changing global outlook and graduate the next generation of citizens for jobs that may not even exist yet.

During this interactive design thinking session, attendees will have the opportunity to share, collaborate, listen, reflect, discern, and discuss the next gen learner鈥檚 mindsets, habits, and outlook in the context of the future of learning. Participants will have the opportunity to take away ideas to build upon, with the ultimate purpose of exceeding student, societal, and industry expectations.

Breakout Sessions I (9:00 - 10:15)

Authentic Assignments: Helping Novices Think Like Experts

Stokes S295

Carling Hay (Earth & Environmental Sciences), Drew Hession-Kunz (CSOM), and Joe Nugent (English)

Authentic learning experiences task students with 鈥榙oing鈥� the discipline by presenting them with a real-life challenge that requires them to use a range of different skills and knowledge to solve. At the heart of this strategy is the need for instructors to deconstruct their disciplinary expertise into demonstrable activities that enable novices to achieve proficiency as experts. But how can faculty identify and curate challenges that are both appropriately demanding, and manageable for students? In this session, attendees will hear from three 51茶馆 faculty members who brought authentic learning into different elements of their teaching practice.

Creative Process As A Vehicle For Critical Thinking

Stokes S461

Amey Victoria Adkins-Jones (Theology/African & African Diaspora Studies), Crystal Tiala (Theater), and Jon Wargo (LSEHD)听

Creativity can be a means of freeing and focussing our thinking, and faculty in seemingly unrelated fields are exploring it use for a range of teaching purposes. This session will highlight a number of ways instructors have had students generate or respond to creative expression as a way of deepening their engagement with their work, and will include an exercise to explore the role of creativity in learning.

Developing Brains, Developing Lives: Promoting Student Well-Being In The Classroom

Stokes S115

Jessica Black (SSW) and Elise Phillips (Health Promotion)

Stress is a growing problem on most college campuses, and we sometimes find ourselves at a loss for how to hold students to high standards while meeting them where they are and supporting them appropriately. Neuroscience and research on late adolescent brain development can shed light on these questions and suggest ways to structure student work, in and out of the classroom, that tend to promote their well-being. Professor Jessica Black will present her research on this topic, accompanied by Elise Phillips, Director of Health Promotion, who will share resources available for students at 51茶馆.

Disciplinary Approaches To Constructive Disagreement

Stokes S201

Jonathan Howard (English/African & African Diaspora Studies), David Storey (Philosophy), and Susan Tohn (SSW)听

As we look for ways to heal social and cultural divides in and out of our classrooms, our fields themselves provide a wealth of resources. In this panel discussion, faculty from across the University will share strategies from their disciplines for cultivating respectful debate, deep listening, careful analysis, and other skills that transform conflict into meaningful exchange.

Making Learning Visible In Culturally Diverse Classrooms

Stokes S209

Betty Leask (LSEHD)

Cultural diversity is the norm rather than the exception in university classes today. Teachers and learners respond to diversity in complex ways. In this interactive session, Dr. Betty Leask (Professor Emeritus in Higher Education at La Trobe University, Melbourne and the author of听Internationalizing the Curriculum) shares hers and others' research undertaken in Australian University classrooms over a period of 5 years, the result of which was a set of good practice principles for learning and teaching across cultures. Participants will explore the possibilities and potentialities of diversity in their classrooms and ways in which they can apply the good practice principles to make learning visible.

Breakout Sessions II (11:00 - 12:15)

Making Learning Visible To Students: Crafting Assignments That Center Core Curriculum Learning Goals

Stokes S209

Claire Major (University of Alabama)

The University Core Curriculum seeks to invite students to consider how and why the liberal arts matter, both for themselves and for the world. However, even when students are deeply engaged in their Core courses, they don鈥檛 always recognize those bigger questions at work. In this session with plenary speaker Claire Major, faculty will explore ways to design assignments that make learning visible not only to the instructor but also to the students, with a particular emphasis on the Core Curriculum Learning Goals. While this session is particularly relevant to faculty teaching Core courses, it could also be helpful to anyone interested in making learning more visible to their students.

Decolonizing The Mind: Disrupting Disciplinary And Classroom Assumptions And Practices

Stokes S109

Nick Gozik (International Programs), facilitating; panelists: Ana听Mart铆nez Alem谩n (LSEHD) and听Kalpana Seshadri (English)

This interactive session explores how faculty might question, disrupt, and transform the exclusive and marginalizing narratives and frameworks that dominate disciplinary scholarship and classroom practices. The session begins with an overview of the concept of "the decolonization of curricula" and continues with presentations by 51茶馆 faculty who will discuss approaches that they have employed in the past. The session concludes with an open conversation in which all participants are invited to contribute to the dialogue around decolonizing pedagogical practices in 51茶馆鈥檚 classrooms.

From Theory To Practice: Helping Students Apply What They Know

Stokes S295

Rob Fichman (CSOM), Laura Lowery (Biology), and Chandini Sankaran (Economics)听

This session will confront the gap between articulating a principle and using it to solve an appropriate problem -- or even recognizing it as the solution. This gap is familiar in many fields, and we will hear from a panel of faculty who have explored ways to give students the practice and insight to bridge it that apply across disciplines.

Geo-Spatial Mapping For Learning: Insights From The Libraries GIS Faculty Cohort

Stokes S201

Anna Kijas (51茶馆 Libraries), facilitating; panelists: Mike Barnett (LSEHD), Andr茅s听Castro Samayoa (LSEHD), and Sam Teixeira (SSW)

Mapping and data visualization can be powerful tools for learning in a range of disciplines. Over this past year听听has brought faculty together from around the University who were interested in exploring the affordances of using spatial visualization across disciplines and issues of social justice. In this panel we will hear from Cohort participants and other faculty who have brought this work into their classrooms, and the Library鈥檚 Digital Scholarship team will share information about support available to all faculty interested in pursuing similar projects.

Inside Texts, Outside Comfort Zones: Helping Students Read Differently

Stokes S115

Allison Curseen (English), Natana DeLong-Bas (Theology), and Laura Hake (Biology)

Learning content can be as much about navigating new formats and phrasing as it is about grasping the concepts themselves. Students find it difficult sometimes to get started with a text, and at other times to grasp its full meaning. This panel gathers faculty who have found ways to meet this challenge in a variety of settings, and help their students grow as successful readers in and beyond their courses.

Held at 10:15 a.m. in Stokes N203, the Teaching Innovation Poster Session featured the creative pedagogical work of faculty from across the institution:

Breakout Sessions I (9:00 - 10:15)

#MeToo In The Classroom

Fulton 425

Tiziana Dearing (SSW), Rachel DiBella (Women鈥檚 Center), R茅gine Jean-Charles (Romance Languages and Literatures), and James Keenan, S.J. (Theology/Jesuit Institute)

This roundtable discussion invites participants to consider the various ways the #MeToo conversation has entered our classrooms. The group will discuss what they鈥檝e learned from reflecting on their teaching during a period when public conversations about sexual violence and harassment were inescapable, focusing on how student experiences and responses, attentiveness to trauma, faculty experience, and an emotionally and intellectually charged public moment invite us to revisit our pedagogical practices and the role of gender in the classroom.

Space Matters: How Use Of Our Classrooms Impacts Our Teaching

Fulton 453

Jenna Tonn (History) and Stacy Grooters (CTE)

How much does space matter in the classroom? This interactive session invites faculty to consider creative ways to use pedagogical spaces on campus. First, Professor Jenna Tonn will situate 21st-century academic spaces within the long history of university architecture, from the invention of the seminar table, to the construction of scientific laboratories, to the introduction of active learning technologies into the modern classroom. Together we will then interrogate classroom spaces as a function of the built environment, as a collaborative process of engagement, and as a space increasingly mediated by digital technologies. Participants will leave with new ideas for making use of their own classroom spaces.

Teaching Empathy

Fulton 115

Amey Adkins (Theology), Karen Arnold (LSOE), Sarah Cabral (CSOM), and John Makransky (Theology)

From close reading of texts in the humanities to treatment of patients in clinical settings, many of our fields require empathy as a foundational skill. Yet finding ways to center empathy as a learning goal can be tricky. Join faculty from varied disciplines for a round-table discussion about the role empathy plays in their work and how to help students cultivate deeper empathy for others as well as greater self-understanding.

Ways To Support Low Income And First Generation College Students

Fulton 145

Heather Rowan-Kenyon (LSOE), Rossanna Contreras-Godfrey (McNair Scholars Program), and Yvonne McBarnett (Montserrat Coalition)

We know the effects of economic disparity follow our students to campus, but how do these differences manifest in the classroom? 听And just as importantly, what resources does 51茶馆 provide to assist low income and first generation students? This series of short presentations and a case study will explore how 51茶馆 works to support all of our students, regardless of inequalities in wealth and opportunity.听Participants will have the opportunity to reflect on how their own classroom practices impact low income and first generation students.

Breakout Sessions II (10:30 - 11:45)

The Future Of The Liberal Arts At Boston College

Fulton 115

David Quigley (Provost and Dean of Faculties), facilitating; panelists: Andy Boynton (John and Linda Powers Family Dean, CSOM), Mary Crane (Director, Institute for the Liberal Arts), Gregory Kalscheur, S.J. (Dean, MCAS), and Martin Summers (Director, African & African Diaspora Studies)

Boston College in particular and the Jesuit educational tradition more generally have long insisted that the liberal arts are central to their educational mission. Despite the fact that many in our society question the value of the liberal arts in today's world,听51茶馆 insists听that the liberal arts "promote integration of students' intellectual, spiritual, social, and affective lives, inspiring them to reflect on who they are and how they want to engage the world." But the world is not static, and our students will face challenges that we who teach them could scarcely have imagined only a generation ago. The University's strategic plan calls on us to re-envision liberal arts education, to consider anew how to prepare our students to live rich and fulfilling lives for others. How can the liberal arts promote our students' integration of the various aspects of their lives? How can they help students to engage a changing world? Join us for a panel discussion on the future of the liberal arts at Boston College.

Innovative Approaches To Grading

Fulton 145

Nathaniel Brown (LSOE), Sean MacEvoy (Psychology), Chris Polt (Classical Studies), and Andr茅s Castro Samayoa (LSOE)

Grades do more than simply measure student learning; they communicate to students what we value. And the values communicated by most traditional grading systems (of product over process, performance over mastery) can actually undermine our goals to help students become self-directed, personally motivated, and resilient learners. For this panel, 51茶馆 faculty will share the innovative approaches to grading they鈥檝e experimented with in response to these challenges. They will discuss why they made the change away from more traditional approaches and how that has impacted both their own teaching and their students鈥� learning. These approaches include negotiated weighting of assignments, specifications grading, mastery-based grading, and adapting scoring guides and rubrics to support self and peer assessment.

Making Learning Public: Fostering Student Engagement With Authentic Audiences

Fulton 453

Lauren Diamond-Brown (Sociology), Lori Harrison-Kahan (English), Alan Kafka (Earth & Environmental Sciences), and Chelcie Rowell (O鈥橬eill Library)

This panel, organized in collaboration with 51茶馆 Libraries Digital Scholarship group, will feature faculty who have invited students to create work for a public audience with the goal of enhancing student learning. They will reflect on both the benefits and challenges they experienced when extending the audience beyond the classroom and will offer some best practices around such topics as student privacy and copyright.

Simulations In The Classroom

Fulton 425

Sarah Ehrich (English), Tracy Regan (Economics), and Carolyn Romano (SSW)

Simulations can be the vehicle for authentic learning of concepts as well as skills, in classes of any size and seemingly on any topic. A panel drawn from this year鈥檚 Faculty Cohort on Teaching exploring Simulations in the Classroom will discuss how they鈥檝e planned and carried out these interactive exercises from student preparation to debriefing, and what they鈥檝e learned in the process.

The Teacher's Presence: Insights From Theatre

Carney 302

Patricia Riggin (Theatre)

Actors are keenly aware of maintaining audience attention during performances, and they train their focus, intentions, and voices to maximize this effect. As teachers, we can learn from these methods to enhance communication skills and motivate more engaged learning in the classroom. In this interactive workshop, Patricia Riggin will introduce participants to exercises that release tension, heighten motivation, and increase the free flow of communication that can help them bring greater mindfulness and intentionality to their work.

Held prior to the keynote conversation, the Teaching Innovation Poster Session featured the creative pedagogical work of faculty from across the institution. Find PDF versions of the faculty and staff posters, below. If you are using a screen reader, please note that you will need to download the poster files first:

During lunch in Lyons Dining Hall (11:45-12:45), representatives from several 51茶馆 offices and programs offered information meant to support faculty in supporting their students. Participants included:

• Boston College Internal Grants
• Boston College Libraries
• Disability Services Office
• Office of International Programs 听听听听听
• University Council on Learning Outcomes

Breakout Sessions I (9:00 - 10:15)

Classroom Climate: What Does The Research Tell Us?

Fulton 115

Ana Mart铆nez Alem谩n (LSOE)

What does the research on college classroom climate tell us? In this presentation, Professor Ana Mart铆nez Alem谩n explores what we know about classroom climate and its relationship to college student learning, development and engagement. We will discuss new research on the uses of technology to engage minoritized students in our classrooms.

Engaging Students In The Large Lecture Course

Fulton 145

Paul Cichello (Economics), Clare O鈥機onnor (Biology), and Sarah Ross (History)

Large classes can pose unique challenges for instructors. Faculty can find that their tried-and-true strategies for motivating student participation, checking student understanding, and even managing grading may not translate to the larger class context. However, there are creative ways faculty have found to meet these challenges. For this session, an interdisciplinary panel of 51茶馆 faculty will share their strategies for teaching and engaging students in larger classes.

Marginalized Identities And Psychological Well-Being: University Counseling Center Perspectives

Fulton 117

University Counseling Services: Julie AhnAllen, Yvonne Jenkins, Patrick Latham, Johanna Malaga, and Sarah Piontkowski听

Members of the University Counseling Services Diversity Committee have a unique window into the lives of Boston College students and, in particular, the complexities faculty encounter in their efforts to support students with multiple marginalized identities. In this session, UCS staff will lead faculty in a discussion of vignettes of student experiences that represent various issues including vulnerable identities, power, bias, and stigma. Faculty will have the opportunity to reflect upon issues of appropriate roles and boundaries, intention versus impact, and empowerment versus enabling. Our goal is for participants to learn from each other and share their experiences so they can best navigate tension points and gain strategies to engage in difficult conversations both in and outside the classroom.

Real News, Real Sources: A Civic Responsibility

Fulton 453

Marcus Breen (Communication), Margaret Cohen (51茶馆 Libraries), Leslie Homzie (51茶馆 Libraries), Julia Hughes (51茶馆 Libraries), Steve Runge (51茶馆 Libraries), and Mike Serazio (Communication)

The ease at which information is created and the speed at which information is disseminated poses new challenges for educators grappling with the implications that 鈥渇ake news鈥� and 鈥減ost-truths鈥� have for our classrooms. Organized by the 51茶馆 Libraries, this interactive roundtable discussion seeks to shed new light on the role of news, media and information literacy, and to explore ways faculty can help prepare their students to be more thoughtful digital citizens. 51茶馆 Communication faculty members will present their insights, and 51茶馆 research librarians will share concrete suggestions for developing students鈥� critical digital literacy skills.

Supporting Students With Effective Writing Assignments Across Academic Disciplines

Fulton 235

Marla De Rosa (English, Writing Fellows Program), Sean Clarke (CSON), Lisa Goodman (LSOE), Gustavo Morello (Sociology), and Rita Owens (CSOM)

Writing is a core component of a liberal arts education and faculty members in different academic disciplines use a range of writing assignments to help students more fully develop their capabilities as writers. The Writing Fellows program has the opportunity to work with faculty in these different disciplines and learn how they support student writing in their courses. In this session faculty members and members of the Writing Fellows program will share their experiences regarding successful writing assignments in different courses. The session will also focus on the challenges students face in understanding the various expectations for writing across disciplines.

Teaching Remotely

Fulton 423

Kara Godwin (Center for International Higher Education) and Aleksander (Sasha) Tomic (WCAS)

As technologies for online collaboration improve, faculty are finding new and creative ways to engage their students at a distance. Whether through a synchronous conversation held online during a snowstorm or a pre-recorded video students respond to on their own time, faculty appreciate the flexibility such approaches allow. For this session, CTE staff will provide an overview of the tools available for remote instruction, and two 51茶馆 faculty will share their own experiences with teaching remotely.

Breakout Sessions II (1:15 - 2:30)

Bridging Classroom And Community

Fulton 425

Meghan Sweeney (PULSE), Donna Cullinan (CSON), Marilynn Johnson (History), Micah Lott (Philosophy), and Prasannan Parthasarathi (History)

Community-based learning (whether service or research-based) can lead not only to greater student engagement and understanding of why our disciplines 鈥渕atter鈥� in the world, but also to deeper student learning. This roundtable conversation featuring 51茶馆 faculty who have experimented with a range of community-based pedagogies will discuss approaches for designing academically rigorous community-based assignments that are also mutually beneficial to our community partners.

Centering LGBTQ Experiences In The Classroom

Fulton 423

Mark D'Angelo (LSOE), Franco Mormando (Romance Languages and Literatures), Theresa O鈥橩eefe (STM), and Laura Tanner (English)

As scholars increasingly turn their attention to the LGBTQ community in their research -- and as LGBTQ students become more visible in our classrooms -- faculty across disciplines are seeking new ways to make space for LGBTQ perspectives and LGBTQ students in their classroom communities. In this roundtable discussion, Boston College faculty will share their experiences and ideas about how we might center LGBTQ experiences both in our curricula and also in our pedagogical approaches.

Helping International Students Succeed

Fulton 117

Adrienne Nussbaum (International Students and Scholars)

Did you know that 51茶馆's international student population has doubled in the past ten years? Along with opportunities, having more international students in the classroom may also create challenges. How do we make sure these students feel included? What cultural factors may impact academic performance? This workshop will present statistics and trends in the international community at 51茶馆, cross-cultural issues with specific advice and suggestions, as well as a panel of current international students sharing their experiences.

Ignatian Pedagogies In The 21st Century

Fulton 235

Susan Gennaro (Dean, CSON), Gregory Kalscheur, S.J. (Dean, MCAS), and Stanton Wortham (Inaugural Charles F. Donovan, S.J. Dean, LSOE)

Join three Boston College deans in a conversation about how the Jesuit tradition might inform teaching practices here at 51茶馆 in a way that respects both the richness of the tradition and the fact that we are an increasingly diverse community. Possible topics include: the challenges and opportunities of the growing diversity in the academy and in the larger community; how our teaching and learning play out in our increasingly digital world; how faculty and students are to reflect deeply in the face of the growing number of distractions that make it harder to find time and space for reflection; and the role of the liberal arts in shaping citizens in the current climate.

Reflecting With The 鈥淐reating Inclusive Classrooms鈥� Faculty Cohort

Fulton 453

Yonder Gillihan (Theology), Anne Homza (Teacher Education, Special Education, and Curriculum & Instruction), David Scanlon (Teacher Education, Special Education, and Curriculum & Instruction), Susan Tohn (SSW), and Celeste Wells (Communication)

The CTE鈥檚 鈥淐reating Inclusive Classrooms鈥� Faculty Cohort has been meeting monthly during the 2016-17 academic year to discuss strategies for creating classroom spaces that support all students in meeting their learning goals. In this session, we will invite participants in small groups to examine real-life cases regarding issues of exclusion, intentional or not, that serve to oppress, disregard or otherwise marginalize the voices and experiences of particular groups based on gender, race, sexual orientation, religion, ability, gender-conformity, etc. We will reflect on problems and solutions that these cases bring up, and to discuss how as individuals and as a faculty committed to social justice we can more deeply interrogate how our own life experiences and histories shape our ability to be inclusive. The goal will be to provide participants with ideas and strategies to use in their own classrooms.

Teaching From The Margins: Underrepresented Faculty Perspectives On The Classroom

Fulton 145

Kelli Armstrong (Vice President for Planning and Assessment), Roc铆o Calvo (SSW), Joe Liu (51茶馆LS), Margaret Lombe (SSW), and Danielle Taghian (Biology)

Data from recent surveys and focus groups show that female faculty and faculty of color at Boston College report lower levels of satisfaction in their classroom experiences and in their interactions with students. This panel discussion brings together an interdisciplinary group of female faculty and faculty of color to discuss their own experiences in 51茶馆 classrooms and the strategies they鈥檝e found effective. Kelli Armstrong, Vice President for Planning and Assessment, will kick off the panel with a brief presentation听about these recent findings on faculty satisfaction.

Held during the reception that concludes the day, the Teaching Innovation Poster Session featured the creative pedagogical work of faculty from across the institution. Featured faculty and staff included:

Faculty Cohort Panel Discussions (8:45 - 10:00)

Faculty who participated in the CTE鈥檚 Faculty Cohorts on Teaching will discuss results of their year-long inquiry into new teaching approaches.

Engaging Students In The 鈥淔lipped鈥� Classroom

Nanci Haze (CSON), Annie Homza (LSOE), Ellen Winner (Psychology), and George Wyner (CSOM)

A panel of faculty from the CTE鈥檚 鈥淔lipping the Classroom鈥� cohort will discuss their experiments with shifting content delivery outside the classroom to free up more time for meaningful student interaction in class. Cohort members taught classes as small as 16 and as large as 70. The challenges they addressed included developing new content, ensuring students had support and were held accountable, and managing workload.

Reimagining Course Content And Teaching Using MediaKron

Stephanie Leone & Nancy Netzer (Fine Arts), Bonnie Rudner (English), David Scanlon (LSOE), and Eric Weiskott (English)

A panel of faculty from the CTE鈥檚 MediaKron Cohort will discuss how they have used this 51茶馆-developed software to engage students with course materials in more creative and critical ways. Projects have varied from teaching visual analysis with curated sets of images to guiding students as they built a virtual textbook.

Workshops And Panel Discussions (1:30 - 2:45)

Concurrent breakout sessions in the afternoon allow for smaller group conversations about a variety of teaching questions.

Advocating A Space For Learning Diversity

Matthew Kim and Michael Riendeau (Eagle Hill School)

In this interactive workshop, faculty from the Eagle Hill School in Hardwick will present a model for inclusive pedagogy centered around the idea of 鈥渓earning diversity鈥� rather than 鈥渓earning disability.鈥� Participants will be introduced to alternative theories of disability and concrete classroom practices meant to create more inclusive learning spaces for all students.

Affordable Course Materials

Sergio Alvarez (Computer Science), Lynne Anderson (English), Howard Straubing (Computer Science), and Pieter VanderWerf (CSOM)

The high cost of textbooks is a well-publicized problem for students in higher education. Actual costs for course materials may be over $1000 per semester, double the maximum allotment from financial aid. In this session we will hear from Boston College faculty members from a range of departments who are exploring ways to provide alternative, affordable course materials to their students. They will describe what the process has involved, and the differences they have observed as they lower costs and tailor content more responsively to course needs. Library and CTE staff will be on hand to share information about the support they can provide.

Contemplative Pedagogy

Brian Robinette (Theology), David Storey (Philosophy), and John Rakestraw (CTE)

This workshop will explore how instructors might integrate different sorts of mindfulness or contemplative practices into their teaching. More and more college and university instructors teaching in a wide range of disciplines have incorporated such practices into their teaching. At Boston College, we often speak about educating the whole person; contemplative pedagogy may be an effective strategy for pursuing that goal. Participants will learn about particular pedagogical practices, have the opportunity to share their own experiments in contemplative pedagogy, and explore how they might judge the effectiveness of these practices.

Fostering Student Resilience In The Classroom

Tom McGuinness (Provost鈥檚 Office) and Stacy Grooters (CTE)

The question of whether today鈥檚 students lack 鈥渞esilience鈥� has taken on a particular urgency in recent years both at 51茶馆 and nationwide. In this workshop, we will discuss the most common ways we see students struggle with resilience in the classroom and review simple strategies that faculty can implement to help foster greater resilience within their students.

Increasing Student Participation With In-Class Polling Software

Nathaniel Brown (LSOE), Judy McMorrow (51茶馆LS), and Colleen Simonelli (CSON)

Fostering student engagement in the classroom can be challenging, especially in a course with large numbers or sensitive content. Personal Response Systems such as clickers allow students to answer questions anonymously, giving the instructor a way to assess comprehension, open difficult dialogues, or invite students to learn from each other. This panel offers an opportunity to hear from faculty members who have been working with i>clicker and other alternatives that allow students to use their own devices.

Instructional Practices For Increasing Student Motivation

David Miele (LSOE)听

In this session, David Miele (Buehler Sesquicentennial Assistant Professor in the Department of Counseling, Developmental, and Educational Psychology) will discuss two types of instructional practices for increasing student motivation. The first type involves fostering students' "growth mindsets"; that is, helping them to think about intelligence and ability as something that can be improved over time with effort. The second type aims to enhance the perceived utility or relevance of course content. The session will begin with a presentation that briefly reviews the theoretical basis for these instructional practices, as well as empirical research examining their efficacy in different learning contexts and for diverse groups of students. The presentation will be followed by an extensive group discussion.

Teaching About Whiteness And Privilege

Rhonda Frederick (English), Yonder Gillihan (Theology), Anjali Vats (Communication), and Catherine Wong (LSOE)

This interdisciplinary panel of faculty will delve into the question of how best to engage students in conversation about race, whiteness, and other areas of privilege. Relevant for faculty teaching courses explicitly about race and ethnicity, as well as for those who want to be better prepared when unexpected conversations arise, participants will leave with a better understanding of the challenges of engaging students in conversations about race as well as strategies for making those conversations more productive.

Teaching Scientific Thinking

Ken Galli (EES), Jim Lubben (SSW), Kate McNeill (LSOE), Clare O鈥機onnor (Biology), and Neil Wolfman (Chemistry)

Whether their students will someday be conducting social work research, teaching in elementary schools, interpreting geologic data or pursuing medical training, instructors in the sciences share a common challenge. This panel of faculty from a variety of fields will talk about their efforts to teach their students to 鈥渢hink like scientists,鈥� in courses ranging from first-year introductions to graduate seminars.

Teaching The Core: What We鈥檝e Learned

Julian Bourg (History), Brian Braman (Philosophy), Tara Pisani Gareau (EES), Paula Mathieu (English), Michael Naughton (Physics), and Meghan Sweeney (Theology)

Teaching in the Core can present a unique combination of challenges and opportunities as we seek to engage students from across the university in the fundamental questions that define a 51茶馆 education. This panel discussion features faculty who take very different approaches to teaching in the Core. Participants can expect to learn more about common challenges across Core classes as well as a variety of creative strategies for meeting them.

Teaching With Simulations And Creating Immersive Material

Warren Dent and James Kerwin (Program on Negotiation, Harvard Law School)

Teaching with simulations is an exciting and immersive experience for both instructors and participants. We will explore the benefits of teaching with simulations in an active learning environment by running some short exercises with workshop attendees. We will also discuss the choices facing faculty and staff who want to write and produce their own immersive teaching material. Warren Dent manages the Teaching Negotiation Resource Center at the Program on Negotiation, Harvard Law School. James Kerwin is Assistant Director of the Program on Negotiation, Harvard Law School.

Held during the Wine & Cheese Reception that concludes the day, the Teaching Innovation Poster Session features the creative pedagogical work of faculty from across the institution. Featured faculty will include:

• Stephanie Berzin (SSW)
• Maureen Connolly (CSON)
• Karen Daggett (Romance Languages & Literatures) and Atef Ghobrial (Slavic & Eastern Languages and Literatures)
• Ikram Easton (Slavic & Eastern Languages and Literatures)
• Silvana Falconi, Esther Gimeno Ugalde and Andrea Javel (Romance Languages & Literatures) with Cindy Bravo (Language Laboratory)
• Nick Gozik (International Programs)
• Theresa O鈥橩eefe (STM)
• Brian Quinn (51茶馆LS)
• Bonnie Rudner (English)
• Taylor Stevenson (FWS, English)

The Teaching and Learning Resource Fair is an opportunity to learn about the programs at 51茶馆 meant to support you in supporting your students. 听Participants will include:

• Academic Technology Advisory Board
• Career Center
• Center for Teaching Excellence
• Connors Family Learning Center
• Dean of Students
• Disability Services
• Internal Grants
• International Students and Scholars
• Learning Resources for Student-Athletes
• Mission & Ministry (Intersections)
• Office of Graduate Student Life
• Office of International Programs
• PULSE
• Technology Services
• Thea Bowman AHANA and Intercultural Center
• University Counseling Center
• University Libraries
• Women鈥檚 Center
• Writing Fellows Program

Mike听Wesch

Dubbed 鈥渢he prophet of an education revolution鈥� by the Kansas City Star and 鈥渢he explainer鈥� by Wired Magazine, Wesch is a recipient of the highly coveted 鈥淯S Professor of the Year鈥� Award from the Carnegie Foundation. After two years studying the implications of writing on a remote indigenous culture in the rain forest of Papua New Guinea, he turned his attention to the effects of social media and digital technology on global society and education. His videos on culture, technology, education, and information have been viewed over 20 million times, translated in over 20 languages, and are frequently featured at international film festivals and major academic conferences worldwide. Wesch has won several major awards for his work, including a Wired Magazine Rave Award, the John Culkin Award for Outstanding Praxis in Media Ecology, and he was named an Emerging Explorer by National Geographic. After years of experimenting with social media and assessing the learning potential of these tools, Wesch argues that they don鈥檛 automatically foster significant learning or establish genuine empathy or meaningful bonds between professors and students. Using social media is but one of the many possible ways to connect, but the message that Wesch鈥檚 experimentation brings is that only genuine connections may restore the sense of joy and curiosity that we hope to instill in our students.

At Excellence in Teaching Day,听Dr. Wesch discussed the question, "How does the (real but) virtual realm in which we live affect teaching and learning in higher education?

Silvia Bunge

Dr. Silvia Bunge is a Professor in the Department of Psychology and the Helen Wills Neuroscience Institute at the University of California at Berkeley. Her other affiliations at UC Berkeley include the Institute of Human Development and the Research in Cognition and Mathematics Education program. Professor Bunge directs the Building Blocks of Cognition Laboratory, which draws from the fields of cognitive neuroscience, developmental psychology, and education research. Researchers in the laboratory examine developmental changes and neural plasticity in cognitive control and reasoning skills in healthy and neurologically impaired children and adults. The laboratory seeks to better understand both negative and positive environmental influences on brain and cognitive development. Through her research and membership in the National Scientific Council on the Developing Child, Frontiers of Innovation, the Latin American School on Education, Cognitive, and Neural Sciences, the International Society for Mind, Brain, and Education, etc., Professor Bunge seeks to promote academic readiness among children at risk for school failure.

At Excellence in Teaching Day, Dr. Bunge discussed听the question, "What does the science of learning teach us about the practice of teaching university students?"

View video footable of 2015 Excellence in Teaching Day:

Teaching Upside Down: Starting With Why

Michael Wesch, Associate Professor of Cultural Anthropology, Kansas State University

When we prepare to teach a class, we often spend a great deal of time deciding what we are going to teach, and sometimes how to teach it, but we spend less time contemplating why. In this workshop, we will flip the questions and start with the big why, build new and more suitable hows, and rethink our whats. Meanwhile we will be guided by the question of Who. Who are our students? Who do we want them to become? Who are we? And how can we help them get there?

Reasoning And The Brain: Implications For Education

Silvia A. Bunge, Professor of Psychology and Director of the Building Blocks of Cognition Laboratory, University of California at Berkeley

Reasoning, or the ability to think logically and solve novel problems, is a prerequisite for scholastic achievement. Despite 鈥� or rather because of 鈥� its central role in theories of human intelligence, reasoning has in recent years fallen out of favor as a topic of research. However, it is worth revisiting this line of work with a fresh perspective. Is the capacity for reasoning set in stone by the time students get to college, or can it be strengthened through practice? In this session, I will describe a key aspect of reasoning that is essential for scholastic achievement, and present results from our laboratory showing that intensive practice of reasoning skills in college students can alter brain structure, function, and task performance. This overview will serve as a springboard for a broader discussion on how best to build reasoning skills into introductory courses so that students are prepared to tackle more complex challenges in upper-level courses.

Discussion As A Form Of Presence: Asking, Listening, Learning

Allison Pingree, Director of Professional Pedagogy, Harvard Kennedy School of Government

With the proliferation of online learning, the possibilities for faculty-student and student-student interchanges have multiplied exponentially. In the face of these changes, what remains as the value of in-class interaction? What kinds of learning, if any, are still best achieved through face- to-face conversation? And how might we as instructors make the most of these in-person discussions with our students? This workshop is designed to enhance our capacity for discussion facilitation, with particular focus on asking better questions, listening more deeply, and being fully present.

Learning To Teach Inclusively

James Keenan, S.J., Canisius Professor of Theology and Director of the Jesuit Institute
Patrick McQuillan, Associate Professor of Teacher Education

Racial inequities raise challenges to those of us teaching in a community with the explicit commitment to prepare students to live lives in service to others. How do we teach in a way that's inclusive of all students? How do we want to learn to teach in a way that's inclusive of all students? Join Fr. James Keenan, Prof. Patrick McQuillan, and other faculty colleagues for a discussion about race and teaching.

Engaging Students In The Sciences

Clare O鈥機onnor, Associate Professor, Biology
Can Erbil, Associate Professor of the Practice, Economics
Ken Galli, Lecturer, Earth and Environmental Sciences

Teaching in the sciences comes with its own set of challenges, particularly around student engagement. This panel discussion will feature Boston College science professors discussing strategies they have found successful for engaging their students in the classroom. Topics to be discussed include use of personal response systems, interactive media, project-based learning, and more.

Exploring Project-Based Learning

Tim Lindgren, Senior Instructional Designer, Center for Teaching Excellence

This workshop will consider what it means to have students learn by creating projects, particularly in light of recent teaching scholarship and emerging digital technologies. We will survey a range of strategies for assignment design, such as engaging students with real-world problems, cultivating an authentic sense of audience, using primary material for research, and incorporating relevant digital tools. We will have opportunities to share our experiences about what has worked in our classes as well as the challenges we may have encountered with project-based learning.

Professor As Designer: Best Practices For Creating Learning Materials

Drew Reynolds, Instructional Designer, Center for Teaching Excellence

Are you ready to take the next step in developing your online course sites? Come to this workshop to learn how to work with Canvas Pages to author content directly online, find and embed rich media (video, audio, images) to support learning goals, design your site according to accessibly standards, and design your site to work on mobile devices.

Read a resource flyer with information from the workshop