In this workshop faculty will discuss academic standards, what that means to faculty and students, and how to ensure that each stakeholder is aware of the standards of the course or program.

This is the start of the semester workshop series designed specifically to meet the needs of UCF adjunct faculty. The first in the series is Start of the Semester Trials and Tribulations and will deal with issues that come up at the beginning of the new semester. The series occurs the first Monday of each month.

This workshop will focus on lessons learned about the role of family, use of technology, balancing time and most importantly creating and sticking to a clear agenda with the multiple demands of higher education.

How can we educate students for personal and social responsibility? How can we promote the value of liberal and liberating education? What is a citizen in a diverse democracy? Please come to dialogue on these questions and bring your suggestions for engaging (re-engaging) the campus with these themes.

Please come to participate in a discussion about our institutional culture and how we can help our students and ourselves feel and be more engaged, more a member of a community, more valued, and more clear about who we are and what kind of community we want to be.

This workshop will discuss, in a general way, the "do’s and don’ts" of promotion and tenure portfolios. We will discuss the "more work/less work" rule, as well as the value of finding a tenure mentor.

All too often, faculty do not realize that those persons who are reviewing their teaching award portfolios are not in their discipline. Faculty also do not realize that so many of their teaching related activities make them great teachers. In this workshop, we will talk about ways to make your best presentation in order to develop a competitive teaching award portfolio.

The General Counsel of the University, Scott Cole and Assistant Vice President, Campus Life, Patricia Mackown answer your questions about what specifically are faculty rights with regard to academic freedom, classroom management, FERPA and student grade grievances among other issues.

This will be a roundtable discussion of grade inflation across the university. Come to learn how it has affected us, what can be done about it, and other related issues.

Participants will develop an Abstract, Goals, Background - current status of area, preliminary data statement and Objectives for their grant.

This workshop will cover exercises from the Linklater Technique. Kristin Linklater is one of the leading Vocal Experts in the world. Tips from her technique will help you develop volume and endurance, without damaging your voice. Please come dressed in warm-up clothes and have something committed to memory ready to speak.

We will explore how meditation and mindfulness can be useful in teaching and learning.

In this session we will discuss the ways in which faculty and administrators can mentor each other and how best to find effective mentors in and outside of your department.

Do you have great ideas but get stuck turning those ideas into publications? Do you find it hard to move past rejection letters? This workshop will provide you with ideas and strategies for converting your ideas into academic publications. The workshop will also provide you with ideas for handling rejection.

This workshop will review a variety of communication and conflict resolution techniques that will help you prevent and address difficult faculty-student interactions. We will examine our attitudes about faculty-student relationships and explore the ways in which enhancing our interactions with students can transform our work in the classroom.

Fevzi Okumus’s workshop on writing for academic journals will be an interactive workshop on key success factors for writing academically. The session will contain some helpful hints to getting your work published and will have an interactive question and answer session on writing. Best practices will be shared.

Tenured or tenure-earning faculty need to write publishable material to be professionally successful. But the pressures of teaching, service and life in general often relegate one’s own writing to the back burner. Come to get strategies on how to jump start your own writing and to incorporate academic writing into your hectic teaching/research schedule.

This half-day event will focus on electronic resources available at UCF, campus offices, and policies.

A tool box of assessment techniques will be opened and participants will discuss aligment of course goals and objectives with different types of assessment.

Evaluating the appropriateness of assessment tools for various content, skills and values; a brief encounter with validity.

From goals and objective to assessment and improvement, this discussion will focus on an integrated assessment system that addresses individual student performance and teaching effectiveness. (An introduction to rubrics is included.)

Selecting the most effective assessment strategies for courses, programs and your SoTL projects.

What assessment techniques improve student engagement, monitor student learning, and lead to improved results on summative evaluations? Share your ideas and learn of others in this workshop.

Michael Hampton will work with individuals or groups to help design assessment plans, plan for data collection, help in data interpretation, and help in the utilization of results to design new plans and course/program improvements.

Discuss options for assessing student performance throughout the learning process. Bring your syllabus and examples of assessment instruments you currently use.

A tool box of assessment techniques will be opened and participants will discuss alignment of course goals and objectives with different types of assessment.

Join in the discussion of various assessment tools and the best ways to implement them to assess student learning.

How do you know your students are learning? What can you do to provide remediation when needed and not hold up the rest of the class? How can you use classroom assessments for program assessments?

Helpful classroom assessment strategies that can even be used for program evaluation and classroom management. Oral and written questioning strategies and classroom exercises that encourage active learning.

We will walk through a grade book template and customize it to your syllabus. Please bring your syllabus with a breakdown of your scoring policy.

This workshop focuses on the latest version of the Program Assessment (IE) website and process changes instituted for 2007-2008. We will also provide assistance with individual plans as needed.

What is the best way to evaluate your students’ performance? We will explore the many strategies that could be used for assignments and will determine their strengths and challenges.

This workshop will provide ideas for collecting and making sense of program assessment results and for what next steps follow from the results.

Discussion of the most efficient means to collect and analyze results of program measures and how to implement changes for effective improvements.

Assessment is generally considered a very controlled (validity and reliability of testing), left-brained, sequential and rational process. If students must develop creativity to be successful in their careers, should we not provide assessment experiences that foster that creativity? Share your ideas and discover new ones.

Participants should bring a copy of their syllabus and we will examine how objectives are assessed. We will talk also about suggestions for using "creative assessments" and explore best practices on assessment techniques that others have used in the past.

This session addresses two purposes: 1) getting students focused on course goals and objectives and 2) collecting data about student learning. We will look at using content questionnaires, confidence surveys, learning styles inventories, and attitude surveys that build a foundation for subsequent formative and summative assessment of student learning outcomes.

In this workshop participants will discuss 5 basic criteria for making grading easier, more efficient and more useful to the student. The workshop is modeled on Barbara Walvoord’s book Effective Grading and a workshop that she gave at the recent American Association of Higher Education meeting on assessment methods.

In this workshop you will develop a rubric for assessment of a class assignment. Bring your assignment objectives and leave with a completed rubric.

In this workshop participants will discuss criteria for making grading easier, more efficient, and more useful to the student.

Does it seem like all your time is taken up creating and grading tests? Is your corrective feedback unheeded? Join us to discuss how you deal with grading, how to provide continuous feedback that makes a difference, how to write focused test questions, how to create and use rubrics, and more.

Participants will learn to set up a new grade sheet in MS Excel, to automate all desired calculations, to graph class performance data, and to format for usability.

What are the key factors in developing test questions and putting them together so that your test is valid and at the appropriate level of rigor? Share your ideas and take away new ones you can use immediately.

Participants will discuss how we measure student achievement with respect to class, course and program requirements and how they are interrelated. Brief encounters with rubrics, classroom assessment techniques and authentic assessment will be included as well as a systemized approach to program and accreditation agency demands.

The focus of this session is design-based research conducted with a college class. Lessons learned through the course of the project will be highlighted and the potential impact on practice will be shared. Participants will engage in discussion related to reducing barriers in conducting university-specific design-based research.

This pagelet in myUCF will automatically synchronize with your official class rosters and allow you to manually input grades, import from Microsoft Excel, or report grades uploaded directly from Test Scoring Services (without the intermediate step of burning results to a disc). Learn how to use this electronic grade posting tool and do away with posting grades outside classrooms and offices!

This joint session will introduce learning theories and how they might be employed in the classroom, and the large subject of student assessment, in its many forms.

Join the discussion of how to deal with the current Student Perception of Instruction process and look ahead to the proposed new process.

Whether your student evaluations are great or not so great, join in the discussion of how to help student understand the items on the form and how to collect feedback on class experiences at times other than the formal survey. Also, bring your ideas for items to be included on the next version of the form.

Why wait until the midterm exam to find out that your students are not getting the material? Come to discuss strategies for finding out where your students are and meeting them there.

Viewing assessment as everything educators do, participants will begin developing ways to identify and address excellent practices and those needing to be improved whether in the classroom or in whole programs.

Aligning assessment tools with teaching strategies and cognitive levels.

Participants will learn how to develop good student learning outcomes at the program level. Strategies for measuring these outcomes will be offered. This session will include matching targeted outcomes to discipline specific certification needs.

Review your program’s Institutional Effectiveness Plan and discuss ways to make it more useful. The entire assessment process from developing Student Learning Outcomes, matching outcomes with measures, collecting and analyzing results to using the results to make program improvements will be the focus. Teams of program faculty are encouraged to participate.

This workshop focuses on the latest version of the Program Assessment (IE) website and process changes instituted for 2007-2008. We will also provide assistance with individual plans as needed.

Create a rubric to set expectations for and to gauge your students’ performance. Bring the description of an assignment and we will assist you through the process.

Rubrics are useful for multiple purposes in the learning process including the establishment of criteria and expected levels of performance. They provide us with intra-rater reliability to ensure we evaluate the top and bottom of the stack with the same standards. They provide us with inter-rater reliability when the same assignment is used by multiple instructors.

This program will feature the development and writing of rubrics to meet assessment criteria. Techniques will be highlighted to assist you in developing objectives and activities to meet the goals of your courses. A Sample assessment and rubric will be shared with attendees.

After a brief discussion of the process and review of examples, we will customize the remainder of the session to identify strategies appropriate for your course objectives.

Discussion of practices that have been found to promote positive responses with the current instrument and what you would like to see on future versions of the University’s Student Perception of Instruction form.

What should we be asking "them" and "when" should it be asked? Discuss what you would like to see on future versions of UCF’s Student Perception of Instruction form. What can you do now to collect feedback from your students when it would be most useful?

Participants will learn how to develop good student learning outcomes at the program level. Strategies for measuring these outcomes will be offered. This session will include matching targeted outcomes to discipline specific certification needs.

Why do you test your students? How do you test your students? Is there a way to improve your tests? Join with us to discuss the answers to these questions and others that will provide tools to construct effective assessments of student learning.

An overview of how to plan and implement useful strategies that assess student learning for multiple purposes: evaluating student progress in your class, part of course and program evaluation (for QEP and ALC objectives and accreditation needs) and for your SoTL projects.

This workshop will discuss benefits of using mid-term evaluations and how to collect feedback from students.

This workshop will provide an overview of Academic Learning Compacts: What are they? How are they related to Institutional Effectiveness? Who is responsible for their development? How do they impact individual courses? and anything else you want to know about them.

Discussion of the most effective ways to state Student Learning Outcomes and Measures. We will provide suggestions for improving your individual program plans to provide the most informative results.

How do we maintain our standards for excellent teaching and effective learning when teaching large or even very large classes? Come to this workshop to share your ideas and learn new perspectives.

Participants will discuss a cumulative impact of cognitive levels on structuring learning objectives, teaching strategies and evaluation methods.

We will discuss several ways to thematize any course with case studies and activities related to the environment and global warming.

At the Daytona Beach campus, Bldg 150 (room 115), Diana Weidman from Campus Life will give an introduction to accommodating students with disabilities.

As our disciplines are increasingly affected by globalization, instructors may desire to add a global scope to their courses. Come brainstorm teaching strategies to accomplish your goals.

Interactive techniques in the classroom may improve student engagement and retention. Learn also about course management software and other instructional technologies that might augment your course delivery.

Excellent teaching is, as you have probably heard before, more than just a "recipe" or single method of instruction; it is a repertoire of well-developed methods with which one organizes effective and meaningful learning experiences. This interactive session will help you choose from several proven teaching models and to combine those into your curriculum.

Develop your course and/or program cognitive learning outcomes, teaching/learning strategies, and assessment strategies based on Bloom’s Taxonomy. A correlated system improves course organization and strengthens learning, especially with respect to the critical thinking levels.

This session will examine the advances of neuro-science and cognitive science and the implications for instructional delivery given what we know about brain based research. Concrete practical applications will be provided.

Together we will walk through a grade book template and customize it to your syllabus. Please bring your syllabus with a breakdown of your scoring policy.

This workshop will guide participants through the process of using PowerPoint to poll or quiz students using CPS (the classroom "clickers").

This session will explore the issues related to awareness, prevention, detection, and consequences of plagiarism. Learn also about UCF services to detect plagiarism.

Looking for new ways to engage your students? Increase student accountability in large classes? Innovate your delivery methods? Capture evidence of student learning? This session will offer you an overview of UCF’s newly-standardized classroom response system, a demonstration, and information about ordering it.

This workshop will illustrate how collaborative learning can be enhanced in a classroom environment. The workshop will use social network analysis to assess the students’ performance in collaboration during the term using the class as an organizational setting. The instructor collects course related and friendship network data at the beginning of the each term and toward the end of the term. Then, these two sets of network data compared to see the change in collaboration and networking among students over the term. We will discover implications and suggestions for implementing these activities in other courses and settings.

Come by to learn about using collaborative testing, having students complete examinations as a group as well as individually. Research on the outcomes of this testing approach will be included.

In this workshop the different ways in which one can demonstrate effective teaching and learning will be discussed. This is useful for those interested in alternative ways to assess teaching excellence that include, but are not focused on, student evaluations only.

In this workshop you will learn techniques that enhance the motivation of students to learn from and to teach each other.

The traditional lecture approach is no longer sufficient; only a fraction of the students are able to endure a two-hour plus lecture and retain the critical ideas and concepts. Pedagogical research suggests that students are more apt to retain information when engaging in collaborative learning as compared to the traditional lecture approach. Constructive Engagement (CE) is a collaborative learning technique that requires students to research, synthesize knowledge, and communicate this knowledge to other students. Furthermore, students learn the important art of persuasion. This session will describe the CE process, provide the tools for faculty to implement CE in their own classes, and provide a demonstration of CE in action.

Learn all about clickers in the classroom. CPS offers numerous benefits, including improved student engagement, enhanced formative feedback, easy quizzing tools, even a means to take attendance. Instructors can employ CPS to gather individual responses from students or to gather anonymous feedback. Reports are exported to Excel for upload to the instructor’s grade book.

An overview of the process of creating rubrics to set expectations and assess learning. Bring an assignment and leave with a rubric to assess it.

We will share some interactive strategies that encourage student involvement in class and facilitate active learning.

Explore the role of philosophical understanding of critical thinking in student approaches to Internet research in ethics, science and technology. We will review student perceptions of the need for clarity in research contexts, including direct and indirect assessments.

To what extent do cultural perceptions, shaped by stereotypes and social power, influence the occurrences of student classroom incivility? This workshop will provide strategies for reducing the level of classroom incivility to the point where classroom incivility can be a constructive force.

Learn some best practices as well as the UCF requirements for syllabus construction.

You may have heard about UCF’s Information Fluency initiative, which encourages students to use technology more effectively, better understand quantitative concepts and relationships, and improve their research, speaking, writing, and visual communication skills. In this workshop, you will get ideas for including the written communication components of the information fluency initiative into your existing courses. Both minimally assessed assignments ("writing to learn") and more formal graded assignments ("writing to perform") will be discussed.

Presenting to students or colleagues is a tough task that requires not only a calming of the nerves, but an audience-centric approach. This session will help you identify the stages of anxiety as well as how to use technologies, such as PowerPoint, more effectively.

Within the larger movement of experience-based learning, expeditionary learning asserts the primacy of self-discovery and creativity. The students explore their personal, social, and environmental worlds. They work toward responsibility, empathy, success, and service. They reflect in solitude and share their reflections with others. Learn how to innovate portions or your entire curriculum around this process.

Give students a lasting first impression that will serve you both well throughout the semester. Proven effective strategies for establishing a good rapport, as well as high expectations for performance wiil be discussed.

This session addresses two purposes: getting our students focused on learning goals and collecting quantitative data about student learning. We will look at using learning styles inventories, attitude surveys, and knowledge surveys toward building a foundation for better assessment of student learning and for student engagement.

This session will provide an introduction to the Office of Research & Commercialization and the programs and services available to support technology transfer, entrepreneurship and commercialization.

This session will focus on teaching strategies for improving the ability of students to participate in collaborative learning. Techniques will be demonstrated for enhancing the motivation of students to learn and to teach each other in small and large discussion groups.

In this workshop the participants will experience interactive classroom techniques that might be used in any size class. By being actively involved, faculty will be able to determine the value of the methods from the student and faculty perspective.

This workshop highlights one instructor’s movement from chalk and talk to the electronic classroom. Presenter will demonstrate how to adapt a course to use developing technologies in the classroom. A sample course will be examined.

This workshop will discuss how faculty can handle difficult students in and outside the classroom. It will provide some practical and legal recommendations on what to do and what not to do.

This seminar will review the pros and cons of teaching using case studies or problem based learning. You will come away with various types of case studies and some key ways to make your teaching more effective by using case studies.

Today’s students are quite different from those of previous generations - they crave interaction, not one-way communication. Innovative techniques for enhanced interactive teaching and learning are critical to grabbing and maintaining their attention. Storytelling Role-Play (SRP) accomplishes this by creating a unique learning experience. This workshop will provide an overview of how you can use SRP in your classes and will demonstrate several examples currently in use.

In this workshop, we will discuss the basic components of Information Literacy and examine several examples of practical standards-based activities for pedagogical application.

Learn about classroom response systems (clickers), the online grade reporting system myUCF Grades, and Excel grade books.

It’s easy for engineers to fall into traditional lecture-based teaching roles, but sometimes that leaves students lost or disengaged. Come and learn how to liven up your classroom dynamic and to reach a greater number of your students.

Engaging students in their own learning is one of the challenges that we face each time we teach. In this workshop the participants will share different teaching ideas, determination of standards and how to best communicate expectations to the students.

Participants will experience creative classroom techniques that might be used in any size class. By being actively involved, faculty will be able to determine the value of the methods from the student and faculty perspective.

To assist international graduate teaching assistants, this workshop will provide teaching methods for effective communication, tips on teaching to student diversity, and useful phrases for classroom communication.

This pagelet in myUCF will automatically synchronize with your official class rosters and allow you to manually input grades, import from Microsoft Excel, or report grades uploaded directly from Test Scoring Services (without the intermediate step of burning results to a disc). Learn how to use this electronic grade posting tool and do away with posting grades outside classrooms and offices!

Just in time teaching is a new methodology designed to engage students by using feedback from pre-class web assignments to adjust classroom lessons, so that students receive rapid response to specific questions and problems rather than generic lectures. Many teachers have found that this process also encourages students to take more control of the learning process and become active and interested learners.

Learn techniques to help reach all of your students. By understanding your learning style and teaching style you will better understand how you approach teaching. Opportunities for expanding teaching methods to facilitate learning for all students will be reviewed.

Our beliefs and assumptions about teaching and learning always inform our teaching practice, and our practice always reflects what we believe and assume. Whether or not this relationship is effective is another matter. Good teaching is the result of an ongoing dialogue between theory and practice, and good teachers can explain their practices in terms of justifiable beliefs and assumptions. In this session we will discuss some common learning theories and their implications for your teaching practices.

Come explore several content presentation methods for changing teaching delivery to enhance learning, and leave with new ideas for your classes.

As part of documentation of effective teaching, it is important to have colleagues review your course materials and classroom environment. The goal of the workshop is to provide you with information, methodology and documents that will help you be effective in the peer review process and in providing material for others to review.

Come sign up for a Turnitin account, learn how and when to use it, and engage in a discussion about its effectiveness in preventing plagiarism and promoting academic integrity.

Participants will learn attributes of complex problems that require teamwork and will design several for their own classroom use.

Participants will learn attributes of complex problems that require teamwork and will design several for their own classroom use.

All too often, faculty do not realize that those persons who are reviewing their teaching award portfolios are not in their discipline. Faculty also do not realize that so many of their teaching related activities make them great teachers. In this workshop, we will talk about ways to make your best presentation in order to develop a competitive teaching award portfolio.

Rubrics set expectations and allow us to provide efficient, specific feedback on student performance. We will analyze several rubrics currently used at other universities. In addition we will review your current rubrics or assist you with creating a new one.

The persistent online world of Second Life offers 3-D virtual interaction through avatars. Come for a roundtable discussion and brainstorming session of how this tool, rapidly gaining in popularity, could be used to augment your classes, whether you are teaching in WebCT or face-to-face.

Bring a hardcopy of your favorite lesson plan, assignment, or learning activity and be ready to describe it and to share it with other faculty members. Snacks will be served, fun shall be had. We will make enough copies to share with everyone.

Some students struggle seeing the relevance of classroom discussions; they don’t usually think of discussion as a valuable outcome or as evidence of their thinking. In this workshop we will develop specific objectives, procedures, and evaluation criteria for discussion-based learning. If you have current or past assignments, please bring them in.

How can we help students understand the current tool? What would you like to see in the new version being developed? Join in the discussion!

Writing Student Learning Outcomes that are clear, concise, and yet also include everything needed for assessing student performance.

There are small but important things you can do to help your class run more smoothly and to reduce student anxiety. You will be provided with suggestions and hints about how to provide important information to your students about what you want them to do, your expectations about their performance, and how they can succeed. Bring your best examples, anecdotes, and questions to share with other faculty.

Educators who speak English as a second language face unique linguistic and cultural challenges. We will discuss strategies to ease the transition to working in a non-native language.

Participants will experience creative classroom techniques that might be used in any size class. By being actively involved, faculty will be able to determine the value of the methods from the student and faculty perspective.

In this session, we will explore strategies for hooking student interest at the start of class, as well as strategically (re)engaging students throughout a class period.

Are you ready to try a new teaching strategy? Are there best strategies for teaching particular content? Join us to share your favorite strategies and to engage in several you may never have used previously. Use them this semester or plan for next.

How do you structure an online test, and why do it that way? Come for a roundtable discussion of various assessment practices, permutations, and possibilities when you teach online.

Let’s explore your classes, get new ideas, and create new activities to bring a breath of fresh air to your classroom delivery in order to enhance learning.

When is group work most effective? How do we organize the groups and the activity to make the most of the group interaction? What do you do when students do not want to work in teams? How do we grade a group assignment? Share your ideas and experiences and take away new ones you can use immediately.

When is team work most effective? How do we organize the teams and the activity to make the most of the team? What do you do when students do not want to work in teams? Share your ideas and experiences and take away new ones you can use immediately.

Learn about WebCT, library databases, student clickers, software in the classroom console computers, rosters, eCommunity, faculty training in HTML or Photoshop, RSS, blogs, wikis, making downloadable videos out of your PowerPoint lectures, myUCF Grades, turnitin.com, podcasting, MS-Excel gradebooks and more. Participants will be shown how to learn more about each of these topics, and representatives from multiple offices on campus will answer your questions.

In this 2 hour workshop participants will discuss the book 10 Best Teaching Practices by Donna Walker Tileston, based on how brain research, learning styles and standards define teaching competencies. The participants will discuss these practices and develop teaching strategies for their own discipline and student body. The main topics include using a variety of teaching strategies that address different learning styles, teaching for long-term memory, integrating higher level thinking skills, and bridging the gap between all learners.

We will examine several strategies for overcoming some disconnections that contribute to low student motivation, including re-embodying learning, re-linking culture and environment, and re-valuing student performance.

As teachers embrace the growing need to document their scholarship, to more objectively measure student learning, and to align their practices with standards, it is important not to forget that the passion for learning, the desire for growth, and the eros of the learning environment are intangible and ineffable energies. This session will be about making small enhancements to the curriculum that will encourage students to find, express, and channel their desire for learning creatively.

Learn best practices for grading student writing so that you can assign writing in EVERY discipline, regardless of class size. We’ll discuss over 50 practical suggestions to make your life easier when you grade. Co-hosted by the Faculty Center and the Director of Writing Programs at UCF.

Find out about rosters, grade books, syllabi, course websites, and using any software or campus resources that make your life easier as a UCF instructor.

Humor is a tool for engaging students but can also alienate them. This workshop will focus on positive and negative aspects of the use of humor in the classroom.

This workshop will provide examples of how the use of visual media can promote student awareness, appreciation and understanding of gender, linguistic, and cultural diversity across disciplines.

Come find out why Inspiration is the number one best selling visual mapping product used in academia today. This workshop will show you how to use Inspiration as a visual tool for class and project planning, storyboarding time-based media, student project collaboration and critical thinking, and curricular process management.

Identify the "micro-culture" in your class and make it work for you.

We’ll provide an introduction and overview of emerging technologies that offer new ways to communicate and interact electronically with your students. Learn what blogs, wikis, podcasts, and RSS feeds are, and learn how to use them for your classes. We’ll also explore ways to use YouTube, Facebook, digg, del.icio.us, Google Alerts, AuthorPoint, Camtasia, and a myriad of other online tools.

How do we effectively help students participate in collaborative learning? Learn some teaching strategies to improve our use of large and small group "learning partnerships" in the classroom.

As you begin to plan your spring semester courses, consider incorporating a couple of writing assignments. In this workshop, you will differentiate between writing to learn and writing to perform, see examples of effective writing assignments and assessment techniques from a variety of disciplines, and explore ways to overcome challenges or barriers to assigning writing.

The Scholarship of Teaching and Learning (SoTL) is a concept so new that there are few "standard" definitions of it. Together we will explore what SoTL is (and isn’t), and come to an understanding of what SoTL projects would look like in our various fields.

Join us in the Student Union any time from 12:00-3:00 for a keynote speech and a poster session by UCF faculty, displaying their own SoTL projects. Lunch is provided. Please register online:
http://dev.fctl.ucf.edu/ResearchAndScholarship/SoTL/ events/facultyshowcase/

The Scholarship of Teaching and Learning (SoTL) is a concept so new that there are few "standard" definitions of it. Together we will explore what SoTL is (and isn’t), and come to an understanding of what SoTL projects would look like in our various fields.

We will discuss curricular and instructional techniques that add an international dimension to your teaching and student learning.

The workshop will focus on the service learning practices at the University of Central Florida (UCF) and its capacity building among community organizations (public, private, nonprofit) in the region. The workshop will highlight service-learning pedagogy as a central strategy for bridging the instruction of civic knowledge and skills with opportunities for active service at UCF. In addition, it will explore how higher education institutions and community-based organizations form partnerships to meet the educational goals of students.

This workshop will provide practical suggestions and successful practices for developing partnerships with community agencies, including social service organizations and K-12.

Would you like to integrate Service-Learning in your class but are having trouble finding projects or partnerships? Come to this workshop to explore some options for a variety of disciplines.

Are you interested in teaching a Service-Learning class, but aren’t sure how to start? This workshop is aimed at those who have not taught a Service-Learning class yet at UCF, but are interested in exploring ways to incorporate this exciting hands-on style of learning into their classes.

The workshop will focus on the service learning practices at the University of Central Florida (UCF) and its capacity building among community organizations (public, private, nonprofit) in the region. The workshop will highlight service-learning pedagogy as a central strategy for bridging the instruction of civic knowledge and skills with opportunities for active service at UCF. In addition, it will explore how higher education institutions and community-based organizations form partnerships to meet the educational goals of students.

Come share what has worked well (and maybe not so well) in your Service-Learning classes, and benefit from others’ experiences as well.

This workshop discusses teaching service learning courses in an online environment. It will first briefly introduce the online teaching at UCF, then introduce the definition of the service learning at the university, and finally conclude with the discussion of challenges and recommendations for teaching service learning in an online environment.

Faculty from different disciplines will demonstrate their proven Service-Learning projects in the Arts and Humanities.

This workshop will provide an opportunity for faculty to discuss issues of interest in the area of service-learning. Come discuss areas of concern, special problems, new insights, service-learning abroad, or any topics you would like to explore.

In this workshop you will learn how to assess Service-Learning by using Student Structured Reflection.

Instructors have the responsibility to guide student reflection through designing reflection prompts and through providing feedback on reflection products, but that this function is enhanced when shared with student peers. Patti will share with interested faculty the theory and practice of using Student Reflection Leaders to facilitate guided reflection and assessment in SL courses.

Are you interested in incorporating Service-Learning (SL) into your visual or performing arts curriculum, but aren’t sure how to start? In this workshop, we will explore ways to incorporate SL projects into your classes, as well as go through the basic steps for SL course approval.

Come and explore how social bookmaking tool "Del.icio.us" can help you on your research, classroom, and knowledge sharing with your students. The presenters will give an overview of social bookmarking in libraries and will discuss the UCF Libraries project and its outcomes in-depth.

Beyond Beyond Chalk begins with a look at the innovative multi-media video series filmed for PBS almost 10 years ago as a change advocate for distance education. A major part of the presentation is Reach Out and Teach, the second video series, which is an introduction to designing distance education courses and written to help educators and instructors understand the fundamentals of distance education and instructional design. Workbooks are included.

Information Session on the new copyright procedures and how they affect placing items on Course Reserve. Also time for Q&A’s.

If you are in any way interested in ethics in your teaching and in your research, or if you wish to develop ideas and materials for incorporating ethics into your curriculum and projects, please attend this sharing session. If you have materials, bring them. If you have questions, bring them. If you just want to listen in, you will be welcome.

This grant writing workshop is free and open to our university faculty and staff. The workshop will be conducted by Susan Lockwood, Florida Humanities Council (FHC) Grants Director. Susan will discuss applying for grants, examples of successfully proposed projects, current Council initiatives, and accessing free programs that are available from the FHC Resource Center.

This program will show how heterosexism and homophobia is the norm in our society and how it can come up in the classroom and shut down those who might be part of a class discussion. The program will focus on becoming aware of heterosexism & homophobia in society, self and other, and will discuss how best to handle difficult situations and create space for productive discussion.

This presentation will review several ideas from David A. Sousa’s book of the same title which integrates recent findings about the learning brain with better teaching practices.

The workshop will highlight the themes of globalization and women’s perspectives in the canon of Women’s Studies. Featuring cross-societal and interdisciplinary perspectives, it will encompass the inclusion of women’s voices around the world. Some special features of the workshop will be the integration of global themes, cross-cultural representations and effective pedagogical strategies to enhance the women’s studies curriculum.

Did you miss this great discussion last year? We will look into Dan Pink’s six senses and how to employ them in your classes.

The presentation will start with an overview of the Fulbright-Hayes Travel Abroad program conducted by UCF during the Summer 2004. This will be followed by the presentation outlining the U.S.-Armenia Teacher Exchange which took place right after the India program. It will close with a question and answer session clarifying the scope and purpose of the U.S.-Armenia Teacher Exchange.

This semester we will be talking about Richard Light’s book Making the Most of College: Student’s Speak Their Minds. This is an opportunity to come together to brainstorm teaching ideas and mentor each other as we implement the ideas in our classrooms.

Starting Spring 2008, faculty can record end-of-term final grades online through myUCF, in the form of an "online bubble form" (an Excel file upload capability will be available in future semesters). This workshop provides step by step guidance in the process. Those cannot make our workshop may wish to consult our online tutorial about the process:
http://www.fctl.ucf.edu/TeachingAndLearningResources/

Why should we use PowerPoint in our classes? What is the added student learning? What can you incorporate into your PowerPoint presentations to reach all student learning types? In this workshop these and other questions will be discussed and the types of media that can be incorporated into a PowerPoint presentation will be demonstrated.

The Counseling Center, E.H.& S. and the Police Department have joined together to offer you a workshop which has been designed to empower you to cope more effectively in the event of a hurricane or other disaster. Various tools to aid your empowerment will be presented. The focus will be positive and practical.

Participants will discuss the themes in Ron Rash’s novel, Saints by the River. Join us and share your insights.

The better the relationship with a community partner, the better chance for a successful learning experience for students in a Service-Learning class. Come to hear advice on how to initiate, develop and sustain a good partnership where instructor, student and community partner all benefit.

This workshop will focus on the effect that social networking tools and open source publishing are having on scholarly communication. Scholars no longer need to rely on academic publishers to reach an audience and share their ideas - blogs, wikis, RSS aggregators, and other social networking tools now make it possible for scholars to exchange ideas in an environment that promotes openness, collaboration and sharing in a way that occurs more quickly than in more traditional venues such as academic journals and conferences. Of particular interest to our discussion will be the impact these trends will have on traditional academic publishing, the peer review process, and issues related to promotion and tenure. Will scholars be forced to conform to the old standards or will publishers and university administrations need to find new ways of evaluating scholarship? While these issues are still emerging, there is no doubt that the future of scholarly communication will be quite different than it is today. During this workshop, we hope to open the discussion and make some initial assessments about where we are and what we should look for as these changes continue to unfold.

Learn about University policies and how they impact your class, and examine why diversity matters in your students.

Learn how the UCF Arboretum can be used as a classroom for your course, engaging students both literally and figuratively in the natural and constructed landscape. From physics to psychology, from journalisim to math, the Arboretum is a learning laboratory.

This workshop will explore the increasing role of the teaching artist in world culture and global politics. In particular, the workshop will look at the ways in which various artists have embraced the notion of theatre for social change in order to subvert dominant political ideology, cultural chauvinism, and gender politics.

This workshop is intended to provide you with your rights and responsibilities along with options and referral resources for students, who disclose personal crime, violence or abuse to you.