Center for Faculty Development AU-014 (303) Mark Potter, Director

 Over the next 45 minutes, faculty will  Experience some approaches to teaching that will help them move away from an emphasis on lecture only.  Discover the faculty development resources available to them.  Relate faculty development to their own desires and needs.

 Be sure you have a clear understanding of what they are.  “Regular syllabus” learning objectives  Learning objectives that you yourself have defined for your students  Communicate them to your students  On your syllabus  For each unit, or each class session  Defining learning objectives is not easy!

Auraria Library Building 014

 Activity: On any piece of paper, write down your operational definition of “faculty development.”

 Then, discuss with the person sitting next to you your respective ideas.

 Activity: On any piece of paper, write down your operational definition of “faculty development.”  Then, discuss with the person sitting next to you your respective ideas.  What we’ve just done is often referred to as “write—pair—share.”

 Some key terms that I come back to in thinking about faculty development are:  Self-awareness  Intentionality  Culture of evidence  Change  E.g. in teaching, we should all be asking ourselves: What are our students learning and how do we know?

 Establish an RSS Reader, such as Google Reader.  If you have questions about RSS feeds and readers, see and search for “RSS”. m

 Feeds to subscribe to:  MetroFacDev blog

 Feeds to subscribe to:  MetroFacDev blog  CFD Library

 Feeds to subscribe to:  MetroFacDev blog  CFD Library  CFD “Delicious.com” Tag Cloud

 On a separate piece of paper that you can turn in, take two minutes to respond to the following questions:  What is the most important thing you learned during this session?  What question remains unanswered?

 On a separate piece of paper that you can turn in, take two minutes to respond to the following questions:  What is the most important thing you learned during this session?  What question remains unanswered?  This is frequently referred to as a “minute paper” and is an example of a classroom assessment technique.