Beginning this semester, the CTL will be bringing documentaries and movies to UGA that have key relevance to the instructional mission of the institution. This semester’s documentary is First Generation (Trailer at http://www.firstgenerationfilm.com/trailer.php). This film follows the progress of four students who attempt to be the first in their families to attend college. Shot over the course of three years and featuring some of our nation’s top educational experts (Richard Kahlenberg, The Century Foundation; J.B. Schramm, College Summit; Dr. Bill Tierney, University of Southern California), this 95-minute documentary explores the problem of college access faced by first generation and low-income students. With increased access to college for first generation students facilitated by the HOPE Scholarship in Georgia, this movie will help the university community better understand the challenges faced by these students. Immediately following the viewing of First Generation, a panel discussion will take place consisting of UGA “first generation” students. Those engaged in teaching first year students, the FYOS program, or Complete College Georgia may find this film and panel discussion of particular interest.

Admission is free to anyone with a UGA identification card.

As new technologies and technological trends proliferate, the possibilities presented to educators to engage students in pedagogically relevant and engaging online learning activities are endless. However, as educators, it is also important to critically evaluate the potential of these technologies based on what we know about facilitating effective learning experiences for our students. MOOCs, mobile devices, Google glasses, augmented reality, and educational games are all innovations that have the potential to impact the educational arena on a variety of fronts. Developing a framework through which to evaluate the potential affordances of such technologies and innovations while remaining mindful of good educational practice is paramount as we look to the next generation of emerging technologies. This session will present several emerging trends and technologies and will engage participants in conversations related to the evaluation of their use in educational settings.

This workshop, designed for those who teach a seminar as part of the FYO program, will focus on creating successful and appropriate writing assignments for one-hour FYO seminars. Examples of successful writing assignments used in previous FYO seminars will be shared and discussions will center on the development of writing assignments to be used in participants’ courses. Faculty will leave this session with a better understanding of the appropriate amount of writing for a FYO seminar, ideas for assignments they can integrate into their own FYO courses, and resources they can reference throughout the delivery of their seminar.

Gary Green, a 2012 Richard B. Russell Award for Excellence in Undergraduate Teaching winner, was recognized for his classroom success due in part to his pedagogy in his Natural Resources high-enrollment introductory course. In this session, Dr. Green will share his award-winning strategies for instructional success when teaching large classes. He describes this sessions this way: “Faculty are often faced by many challenges when teaching a large class (i.e., 100+ students). Some of these challenges concern logistics (e.g., how to move around in a large class, avoid being stuck at a podium or computer, being heard), engagement (i.e., how to generate discussion, keep student’s interest), assessment (i.e., use of exams, papers, quizzes, bonus points), and management (i.e., communicating with 100+ students, grading, time management issues). However, despite these many challenges, meaningful and engaging learning can take place in large classes. This workshop will discuss some of the ways in which faculty can create an engaging and productive learning environment in a large class.”

At its most basic level, the Scholarship of Teaching and Learning (SoTL) can be thought of as the systematic study of teaching and learning; it involves asking a question, gathering evidence, drawing conclusions based on that evidence, and making those findings public for the benefit of others. In this session, we will discuss what SoTL means, look at examples of SoTL research, consider ethical issues in SoTL research, and talk about how to get started in SoTL.

Since its launch in 2006, the social media and connection website, Twitter, has transformed the lives of millions of individuals. From citizens’ uprisings in the Arab Spring to the sheer deliberative potential that this concise referencing web tool has for democratic self-governing populations across the globe, Twitter has revolutionized the way humansconsume and share information.

Several scholars have explored the enhancements that Twitter can offer the college classroom and its learning environment. As with social activists, art or music fans, or politics junkies, Twitter’s ability to link—in a unique, but almost limit-less fashion—like-minded individuals offers university students and teachers an incredible platform to expand learning and connection opportunities. This capability could easily have a profound impact on engaging students in the 100+ classroom.

This workshop will offer a brief survey of scholarly findings about Twitter in higher education. Much of the session will proceed as a tutorial on the uses of Twitter for faculty who have not explored this social media tool. The session will highlight: 1. How to set up a Twitter account, and will assist faculty members in doing so; 2. How to manage the account, follow other users, and compose tweets; 3. How to manage hashtags, the twitter app on their smartphones or tablets, and other features unique to the Twitter-sphere that might intimidate non-users. Finally, a Q&A and discussion session will examine how Twitter-based interactive curricula has been/might be developed and embedded into class assignments and operations.

Technology provides new ways for students to receive first contact with material and also better ways to ensure that students are prepared for class. We will begin by searching for new sources of online content and exploring the benefits of podcasts and online exams. We will play games and practice creating active learning assignments that use free internet content, laptops, tablets or phones in or out of the classroom. Technology can also be used to lower the stakes and raise standards with micro tests, improve reading and writing, and even create opportunities to study source documents. All of these offer opportunities to sparks the sort of critical thinking or change of mental models we seek. If technology can give us more classroom time, how can we design experiences that will maximize change in our students? Dee Fink provides an excellent model for designing courses, but technology creates many more opportunities to rethink the sequence of activities. We will examine how first contact, learning activities and assessment can all be reworked using new technologies.

Register for this session

This workshop, designed for those who teach a seminar as part of the FYO program, will focus on strategies to engage first year students in meaningful classroom discussions. Key challenges associated with engaging new college students will be discussed and successful strategies and approaches for fostering and facilitating discussion will be detailed. Additionally, available technologies that support discussion, as well as assignments and activities that have been fruitful in past FYO seminars in regards to discussion will be shared. Faculty will leave this session with new tools, strategies, and assignments to facilitate discussion in FYO seminars.