The Center for Teaching Excellence and Innovation’s (CTEI) Learn@Lunch series is an opportunity for University of Hartford faculty to lead and engage in discussions about teaching and learning. The sessions (typically 3-4 each semester) are designed to encourage faculty to share and explore new teaching methods and are intended to foster collegiality, community, and peer support around teaching. Each semester the topics vary and are selected based on feedback from faculty and with the guidance of the CTEI Faculty Advisory Committee.
In this session Drs. Lisa Zawilinski (Education, ENHP) and Bill Major (English, Hillyer) will provide a brief overview of how to develop effective writing assignments. Topics include the relationship between effective writing and discipline-specific competence; the importance of mixing writing assignments; the need to think of writing as a process; and a few “don’ts.”
You are making choices every day. Your students are, too. In this workshop, Rebecca Townsend (Communication, Hillyer) will share a type of significant learning-oriented experience you can offer to your students: deliberative pedagogy. This strategy of teaching engages students in meaningful dialogue and deliberation with fellow classmates, people on campus, or in the community. It can be scaled to fit a part of a class period or a whole semester. By the end of the workshop, you will have ideas and resources to help.
When asked to assess the importance of candidate skills/qualities, employers rated oral communication as the most important, according to National Association of Colleges and Employers’ Job Outlook 2016 report. In a similar survey by CareerBuilder (2017) employers identified oral communication, along with teamwork, problem-solving and people skills as the top four skills they found lacking in recent college graduates. In this session, Lynne Kelly and Robert Duran (Communication, A&S) will share their strategies for supporting students in developing their public speaking skills. This session will be particularly helpful to faculty thinking about how to teach and assess oral communication, one of the University’s four essential learning outcomes.