Learning rarely occurs in isolation; therefore, you are invited to join with your colleagues in one or more Formative Learning Communities. The relationship between education and formation is rooted in our Jesuit pedagogical paradigm. Ignatian Pedagogical Paradigm consists of: Context, Experience, Reflection, Action, and Evaluation.
CFE invites faculty and professional staff who teach, as a part of their ongoing formation experiences, to actively engage with a community of scholars in teaching excellence which shares their interests by finding the topic or sessions(s) that best matches your interest and availability. Fall programming facilitated by CFE faculty associates. Learn more about each associate.
For inquiries about faculty development programming, email Mary Emmer, Center for Faculty Excellence.
Approaches to Effectively Facilitate Team-Based Learning
Using a Writing Tablet for Online Videos and Classroom Teaching
Microlearning
Part I: Cant It Replace Didactic Lecture?
Part 2: Hands-on Activity with Articulate 360
Teach Students How to Learn: Book Study (3 sessions)
Dates & Times:
Mon., Mar. 20; 11:00 a.m.-12:00 p.m. MST/1:00-2:00 p.m. CDT
Mon., Apr. 3; 11:00 a.m.-12:00 p.m. MST/1:00-2:00 p.m. CDT
Mon., Apr. 17; 11:00 a.m.-12:00 p.m. MST/1:00-2:00 p.m. CDT
Deliverable: Virtual; via Zoom (not Teams)
Facilitators: Jessica Seaman, EdD, Faculty Development, School of Medicine, CFE Faculty Associate, Audel Salazar, MA, Molly Hines, MS, Liz Davie, MEd, eLearning, Center for Faculty Excellence
As faculty, we must consider students holistically as intellectual, social, and emotional beings. Learners’ level of development in these areas influences their learning and material competence. Faculty of any course will explore the benefits and science behind improving student metacognition, study skills, and motivation.
During the book club, faculty will explore and learn how to:
Exam 101
This program was offered by Lou Jensen, OTD, OTR/L, School of Pharmacy and Health Professions, Program recording and PowerPoint slides. This recording covers the Exam 101 program content that Bobbi Greiner was to facilitate. Therefore, Bobbi decided to keep the focus on exams, but shift a bit to grading rubrics.
Fair and Square: Developing Rubrics for Consistent and Efficient Grading
Date & Time: Wed., Mar. 22; 2:00-3:00 p.m. CDT/12:00-1:00 p.m. MST
Deliverable: Virtual; via Zoom (not Teams)
Facilitator: Bobbi Greiner, OTD, OTR/L, BCP, Occupational Therapy, School of Pharmacy and Health Professions, CFE Faculty Associate
There are a variety of ways to assess student learning such as the use of mid-point surveys for formative assessment and exams for summative assessment. Grading a multiple-choice exam is swift and, with exam software, often automatic. However, multiple choice or short answer exams are less effective at assessing synthesis of knowledge and the ability to create and generate ideas using course principles. Constructed-response assignments such as essays, online discussions, or treatment plans provide a way to assess higher-level cognitive skills and allow room for student creativity and presentation of diverse ideas. Grading constructed-response assignments takes a considerable amount of time, especially when providing quality, individualized feedback to maximize student learning. Additionally, there is a level of subjectivity during the grading process, and the shift of many programs to co-teaching or team-teaching models, further complicates the issue of fairness and consistency between graders. A well thought out grading rubric can increase consistency and fairness during the grading process and lessen the burden of time when providing quality feedback and assessment of student work.
This session will describe types of grading rubrics including the pros and cons of each type and best practices on when and how to develop a rubric. The speaker will also share strategies on how to promote grading consistency and inter-rater reliability for a team of graders. Finally, attendees will be able to explore resources for developing grading rubrics and for grading the effectiveness and quality of their current rubrics
Learning Objectives:&nb
Inspiring Instruction by Connecting with Charisms
Date & Time: Tues., Apr. 11; 2:00-3:30 p.m. CDT/12:00-1:30 p.m. MST
Deliverable: Virtual; via Zoom (not Teams)
Facilitator: Ronald D. Fussell, EdD, Education, College of Arts & Sciences, CFE Faculty Associate
What sets instruction at Creighton apart from instruction at other institutions? How is your instruction aligned with mission? At the heart of the answers to these questions is out commitment to charisms – the spiritual gifts that we seek to instill in our students. Charism-inspired instruction leads students to a deeper understanding of content so that they may bring Creighton’s mission to the world around them in how they apply content that the learn in your class. Specifically, at the end of this session, participants will:
Competency-based/Mastery Learning: A Report from the Trenches
Date & Time: Thur., Apr. 13; 2:00-3:15 p.m. CDT/12:00-1:15 p.m. MST
Deliverable: Virtual; via Zoom (not Teams)
Facilitators: Brian Kokensparger, MCS, MFA, PhD, Computer Science, Design, & Journalism and
Gintaras K. Duda, PhD, Physics, College of Arts & Sciences, CFE Faculty Associates
This program will introduce the participants to competency-based or mastery learning. After a deep dive into the theory and practice of competency-based learning and a guide to the literature on the subject, the session leaders will report out on the use of competency-based learning in two of their own courses this spring semester. Successes, failures, regrets, and achievements will be presented with tips and tricks on how to make competency-based learning work in your own classroom.
Learning Outcomes:
Facilitation in Problem Based Learning: Techniques, Tools & Tweaks
Date & Time: Wed., Apr. 19; 1:00-2:00 p.m. CDT/11:00 a.m.-12:00 p.m. MST
Deliverable: Virtual; via Zoom (not Teams)
Facilitator: Archana Palakkal Meethil BDS, MDS, MDSc, Periodontics, School of Dentistry, CFE Faculty Associate
The effectiveness of problem based learning (PBL) is largely dependent on the role of the facilitator. The role of the teacher in a PBL is to create a climate for student centered learning while engaging the students in reflective and critical thinking all the while being able to respond to individual student needs within a group. The facilitation may be further enabled by the application of several web-based learning systems. There is a continuous need for the development and calibration of the facilitator in ensuring success of a PBL based classroom. This lecture will throw light on the role of the facilitator with focus on the role differentiation between a lecturer / instructor and that of a facilitator, the various web based tools that can be integrated into the PBL classroom , and the methods of continuous faculty development and calibration for a successful PBL learning environment.
Learning objectives:
