Fall 2022-Faculty Development Opportunities

Fall 2022-Faculty Development Opportunities

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. 

Register for CFE Programs.

For inquiries about faculty development programming, contact Deb Ford at DebraFord@creighton.edu, Center for Faculty Excellence at 402.280.2551.


Student Response Systems: Active Learning in Large Lecture

Date, Time: Thurs., Sept. 1, 2022, 12:00-1:00 p.m. CDT/ 10:00-11:00 a.m. MST
Deliverable: Virtual (zoom link provided day of program)
Facilitator: Paul McGreal, JD, LLM, Professor, School of Law

Paul McGreal will describe how he uses the Mentimeter student response system in a required 80-person law school introductory course. A law school course like this is traditionally taught in a modified Socratic dialogue between the instructor and one or a small number of students. Last spring, based on research on student learning, Professor McGreal incorporated active learning exercises into his large section introductory course. To help manage active learning exercises in a large class, and maximize student engagement, he used the Mentimeter student response system for some of the exercises. His presentation will explain the main features of Mentimeter, as well as why and how he used it in his class.

Identity and its Impacts on Teaching and Learning

Date, time: Thurs., Sept. 8, 2022, 10:00-11:00 a.m. CDT/ 8:00-9:00 a.m. MST
Deliverable: Virtual (zoom link provided day of program)
Facilitator: Erika Dakin Kirby, PhD, Communication Studies Department, College of Arts & Sciences

A necessary first step related to equity, diversity, inclusion, and belonging “work” is to unpack one’s own identity. In this program, we will explore questions such as: How does who I am shape how I teach? How does what I can see/know about the identity(s) of my students impact teaching and learning? Do any of my pedagogical practices adversely impact students with certain identities? And resources will also be provided for interested faculty to engage their students in reflecting on their own identity(s).

CFE Book Club: Un-Grading: Why Rating Students Undermines Learning (and What to Do Instead)

Date, time:

  • Friday, Sept. 16; 10:00-11:00 a.m. CDT/8:00-9:00 a.m. MST
  • Friday, Oct. 21; 10:00-11:00 a.m. CDT/8:00-9:00 a.m. MST
  • Friday, Nov. 11; 10:00-11:00 a.m. CDT/8:00-9:00 a.m. MST

Deliverable: Hybrid (In-person held in CFE Training Room (L33-L34) Max 12 including Zoom)
Faith Kurtyka, PhD, Department of English, College of Arts & Sciences & Sarah Lux, PhD, Department of Medical Humanities, School of Medicine

Join us in learning about the process of “un-grading”--how to improve students' curiosity and intrinsic motivation and make learning more meaningful across disciplines and at all levels. We’ll read through Un-Grading, discuss the detrimental effects of traditional grading standards for ourselves and our students, and discuss practical strategies such as qualitative feedback, peer review, and self-assessment. The aim of this series is to create a community of teaching practitioners interested in thinking creatively about assessment methods.

  • Participants will identify one or more concrete ways of implementing “un-grading” in their classrooms and articulate the usefulness of these methods
  • Participants will collaborate and share their ideas for implementing “un-grading.”

Student Preparation and Outcomes in Team-Based Learning

Date, time: Thurs., Sept. 22, 2022, 3:00-4:00 p.m. CDT/ 1:00-2:00 p.m. MST
Deliverable: Hybrid (In-person held in CFE Training Room (L33-L34) Max 16 or Zoom-Unlimited)
Facilitator: Kenneth Kramer, PhD, Chair of Medical Education, M1 Component Director, CFE Faculty Associate

Team-Based Learning (TBL) is a structured, small-group, active-learning activity that motivates students to prepare for class, teaches team skills, and focuses classroom time on higher order skills such as clinical decision making.

This interactive session aims to:

  • Define elements of each TBL
  • Describe common and evolving practices that make TBLs effective
  • Discuss the benefits of using TBLs in different classroom settings

Assessment Using the Analytical Tools You Already Have

Date, time: Tues., Sept. 27, 2022, 3:00-4:00 p.m. CDT/ 1:00-2:00 p.m. MST
Deliverable: Virtual (zoom link provided day of program)
Facilitator: Brian Kokensparger, MCS, MFA, PhD, Department of Computer Science, Design, & Journalism, College of Arts & Sciences

This program will introduce participants to assessing student learning using the analytical tools that they already have in BlueLine. The session will include how to use additional analytical tools they may also have in other educational technologies, such as class polling, recorded lectures, and online problem sets. All of these technologies have databases, and therefore all are constantly collecting student usage data, as well as logging student behaviors and outcomes. Come see how you can use this information that is already being collected to get a better idea of student learning in your courses.


Microlearning: Can It Replace Didactic Lecture?

Date, time: Fri., Oct. 7, 2022, 8:30-9:30 a.m. MST/ 10:30-11:30 a.m. CDT
Virtual (zoom link provided day of program)
Manuel Cevallos, MD, Medical Education-Phoenix Campus, School of Medicine

In the New Era of Education, motivation, engagement, and student-centered education are keys to the learning process. This Program will explore a relatively new educational tool to reach those goals.

  • First, it will briefly explore the Evolution of the didactic lecture, from the “traditional lecture” to the “modified traditional lecture.” Microlearning will be introduced as an educational tool.
  • It will discuss the characteristics, advantages, disadvantages, and how microlearning can be used. In the end, it will perform a tour of multiple microlearning applications.

Problem Based Learning – A Student Centered Pedagogy

Date, time: Wed., Oct. 19, 2022, 1:30-2:30 p.m. CDT/11:30-12:30 MST
Virtual (zoom link provided day of program)
Archana Palakkal Meethil BDS, MDS, MDSc, Department of Periodontics, School of Dentistry

Problem based learning (PBL), is a student centered, active approach that is being widely employed in health science education., wherein -in students are given opportunities to problem solve in a collaborative setting and form self-directed learning habits through practice and reflection. This lecture will reveal insights on the various pedagogy styles, and how they differ from Problem Based Learning, the steps involved in designing and implementation of a PBL based module, the skills needed for the tutor engaged in PBL, the pros and cons of this pedagogy style and the different methods of students’ assessment.

Learning Objectives:

  • Understand the practical differences between problem based and traditional lecture dominant learning
  • Learn how to create effective PBL scenarios and integrate in the curriculum
  • Apply digital educational technologies for a better student experience in the PBL classroom
  • Explore different assessment techniques to evaluate students’ performance engaged in PBL

Syllabus Re(design) with Equity, Diversity, and Inclusion in Mind

Date, time: Tues., Oct. 25, 2022, 10:00-11:00 a.m. CDT/8:00-9:00 a.m. MST
Deliverable: Hybrid (In-person held in CFE Training Room (L33-L34) Max 16 or Zoom-Unlimited)
Facilitator: Bobbi Greiner, OTD, OTR/L, BCP, Department of Occupational Therapy, School of Pharmacy and Health Professions

A syllabus sets the tone for a course and is a reflection of the course instructor(s). As such, the syllabus should also be an invitation to join an inclusive environment where students can engage in learning as their “fully authentic self” (Creighton University, 2022). Creighton University is committed to creating a learning environment that is welcoming and inclusive, and we have a responsibility as faculty to examine our teaching strategies and materials as they relate to equity, diversity, and inclusion.

This faculty development session will introduce principles for creating an inclusive syllabus such as writing supportive course policies, using learner-focused language, and applying Universal Design for Learning (UDL). Additionally, self-assessment tools and resources for faculty will be shared to facilitate reflection, analysis, and (re)design of our syllabi.

Learning Objectives:

  1. Participants will discuss principles for creating an inclusive syllabus.
  2. Participants will engage in self-assessment and analysis of their syllabi in relation to inclusion and equity.
  3. Participants will explore tools for syllabus (re)design with equity, diversity, and inclusion in mind. 


A Practical Guide to Ignatian Pedagogy

Date, time: Tues., Nov. 1, 2022, 2:00-3:15 p.m. CDT/ 12:00-1:15 MST
Deliverable: Virtual (zoom link provided day of program)
Facilitator(s): Ronald D. Fussell, EdD, Department of Education, College of Arts & Sciences and Gintaras K. Duda, PhD, Department of Physics, College of Arts & Sciences

Ignatian education strives to develop men and women of competence, conscience, and compassion (Korth, 1993). This reality calls instructors into relationship and encounter with students, extending beyond the mere transmission of knowledge, and instead focusing on the formation of students into people for and with others. In this interactive session, Drs. Duda and Fussell will facilitate discussion about essential dimensions of Ignatian pedagogy in traditional and online settings. Participants will brainstorm, share ideas, and leave with inspired instructional strategies to promote this overarching aim of Ignatian education.

Six Strategies to Support Stressed Students

Date, time: Nov. 3, 2022, 12:00-1:00 MST/2:00-3:00 CST
Deliverable: Virtual (zoom link provided day of program)
Facilitator: Jessica Seaman, EdD, Phoenix, Faculty Development, School of Medicine & Academic Success Consultant, Arizona Health Education Alliance

Stress can be a positive motivator. But when learner stress goes unmanaged, it can easily lead to anxiety, depression, risk of dropping out, harmful physical effects, substance abuse, and even suicide. Faculty can help students manage their stress as they learn these six support strategies. Join us as we discuss:

  • stress vs. anxiety
  • student stress tolerance
  • signs and symptoms of stress
  • stress as a manageable motivator