New Faculty Retreat
New Faculty Retreat
2024 New Faculty Retreat
Recordings & Resources
Crafting Your Teaching Philosophy: Foundations and Practical Tips
Dr. Shannon Johnson, Assistant Professor, Social Work, College of Public Service
A well-articulated teaching philosophy is critical in higher education, for the educator and student alike. A formal teaching philosophy can serve as a guiding framework for the educator, inspiring their instructional practices while advancing their self-awareness and intentionality. For students, the teaching philosophy ultimately communicates the essence of an educator's approach, thus providing transparency and clarity and helping to build trust and engagement. Through a blend of discussion and individual and small-group activities, participants will: a. Explore the core elements of an effective teaching philosophy; b. Begin to draft and/or refine their own teaching philosophy statements. Whether new to teaching or bringing years of experience to the table, participants will leave this session with a greater sense of self-awareness as an educator and with practical strategies for crafting a clear and effective teaching statement.
The Art of Connection: Transformative Teaching Practices for New Faculty
Dr. Laurel Bidwell, Associate Professor, Department of Social Work, College of Public Service
In academia, the initial drive to master content and curricula can sometimes overshadow our primary educational mission—the cultivation of human connections. This workshop, tailored for new faculty, critically examines the traditional "sage on the stage" model, advocating instead for a relational teaching approach that embraces Anti-Racism, Diversity, Equity, and Inclusion (ADEI). We will delve into effective strategies that not only acknowledge but deeply engage with the human dynamics in our classrooms. Participants will learn practical techniques to build meaningful relationships, boost student engagement, and enhance learning outcomes. Through a blend of interactive discussions and activities, this session equips new professors to approach their teaching roles with confidence, joy, and an invigorated focus on the individuals they educate. By its conclusion, attendees will be ready to create a classroom environment where engagement and connection are not just encouraged but are fundamental to achieving educational excellence.
Trauma-informed Teaching and Learning: Defining, Preventing, and Mitigating Harm in the Classroom
Dr. Stephanie Gangemi, Associate Professor, Department of Social Work, College of Public Service
Trauma-informed teaching and learning is an educational approach that is responsive to the prevalence and impact of trauma on students' ability to engage, learn, and succeed in the classroom. This approach integrates a conceptualization of the effects of trauma into all aspects of teaching and learning, to build supportive environments that promote healing and resilience. This presentation briefly explores the definitions of trauma and the effects of traumatic experiences on cognitive, emotional, and interpersonal development. It also examines the signs of trauma in students and discusses how trauma can influence behavior and academic performance and concludes with actionable suggestions for enhancing a trauma-informed approach to teaching and learning. The session will delve into the core principles of trauma-informed teaching and learning which include, safety, trustworthiness, support, collaboration, empowerment, and cultural sensitivity (Carello, 2020). Attendees will learn practical strategies for creating a trauma-informed and trauma-responsive classroom while maximizing opportunities for repair and restoration in educational communities. Through a combination of theory and real-world examples, attendees will gain insights into adapting their teaching methods to support trauma-affected students effectively. By fostering an inclusive and compassionate learning environment, educators can help cultivate resilience, enhance their well-being, and achieve academic success despite the challenges posed by traumatic experiences.
Activating Faculty Wellbeing for Student Achievement
Paige Whitney, Assistant Dean of Interprofessional Education and Director of the Center for Active Living, Health Sciences in the Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences
Juggling multiple responsibilities and prioritizing your own health and wellbeing can be a challenge when starting as a new faculty member. Attendees of this 45-minute session learn about the important link between faculty wellbeing and student achievement, while gaining practical tips, tricks, and resources to activate health and wellbeing for all in and outside the classroom. UCCS Trails Single & UCCS Trails.
Developing Significant Learning Experiences & Time Management
Dr. Cerian Gibbes, Associate Professor/Graduate Director, Department of Geography and Environmental Studies, College of Letters, Arts, and Sciences
The material shared, and used as a launching point for the discussion, was a description of high impact practices (HIPs). The session touches on issues of designing effective learning opportunities, issues of belonging, and active pedagogy. Additionally, we will explore time management strategies and explore ways to help participants balance the multiple responsibilities of academic life.
Centering Your Students: Engage with Inclusive Assessment and Grading Practices
Chris Creighton, Ph.D., FRC Instructional Designer
Inclusive teaching practices are essential as it recognizes each student with diverse backgrounds as welcome in our classrooms. Critically, inclusive and student-centered assessment and feedback designs and the corresponding grading systems can lead to better student engagement and more equitable student outcomes. In this session, you will learn to incorporate universal design for learning principles along with equitable grading strategies to enhance your teaching and assessing practices.
Curtis Turner, UCCSTeach, College of Education
In this 60-minute session Students learn better when they are actively engaged in the learning process. While lectures and note-taking dominate higher education and can be necessary at times, they are not always the most effective methods. In this session, we will present and share active learning strategies that create a more engaging classroom environment—one that students will look forward to attending. The ultimate benefit will be improved learning outcomes.
Last updated September 17, 2024
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