Faculty Development led by CFE Faculty Associates

Faculty Development Opportunities by CFE Faculty Associates

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.

Register for CFE Programs.

Recorded programs: Spring 2023

Approaches to Effectively Facilitate Team-Based Learning

Using a Writing Tablet for Online Videos and Classroom Teaching

   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
: 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:

  • Enhance autonomy among your students
  • Enhance student competence in your area of teaching and learning
  • Enhance belonging and relatedness within your class

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

  1. Describe different types grading rubrics including pros and cons for utilization. 
  2. Discuss the key elements, steps for development, and factors to consider when creating or modifying a rubric. 
  3. Discuss strategies for creating rubrics that have good inter-rater reliability for utilization in a team of graders.


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:

  • Understand the instructional implications of Creighton’s Ignatian charisms
  • Identify opportunities for integrating charisms in instructional design
  • Identify opportunities for integrating charisms in their interactions with students

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:

  • Participants will be able to explain the basics of competency-based/mastery learning
  • Participants will be able to
  • Participants will leave the session with a few ideas on how to implement some CBL/mastery learning techniques in their own courses

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:

  • Differentiate the role of the facilitator in problem based vs conventional learning.
  • Describe the cardinal features of a successful facilitator.
  • Identify tools such as Learning Management Software Systems that can be incorporated into the PBL setting for efficient facilitation.
  • Understand the need for facilitator calibration