Creating Rubrics: A Strategy for Enhancing Student Learning and Improving Grading Efficiency
Facilitator: Dr. Jim Eison

Monday, January 29, 2:00 - 4:30 p.m. Location: SVC 2080

Here is an opportunity to discover insights that may enrich communication and instruction in the classroom or lab. This series of workshops began in the spring of 1999 and continues with a distinguished panel of Latino students who will share their perspectives on their experiences and what helps them learn at USF. For this interactive session, come prepared for a lively question and answer exchange with colleagues and students. Note the companion session scheduled for February 26 or March 1 on reflecting the Latino experience in the curriculum. Look for the next workshop on students' views in the fall of 2001.

Monday, February 12, 2:00 - 4:30 p.m. Location: SVC 2080

Effective class discussions help students learn to listen, ask and answer questions, think critically and creatively, as well as synthesize and evaluate information. This interactive session will (a) examine the instructional strengths and limitations of class discussions, (b) introduce strategies for stimulating productive discussions, (c) examine the use of questions within class discussions, and (d) address problems commonly experienced by discussion leaders.

Many faculty require students to read primary source documents in preparation for class discussion, yet results are often frustrating. This session introduces a general approach to enhancing student understanding of any primary document using a one-page worksheet (based on Richard Paul’s model for critical thinking) to guide student reading and promote subsequent class discussion. The workshop also offers a practical method for encouraging students to complete such assignments.NOTE:To maximize the personal benefits of this workshop, please bring to the session a relatively short primary source reading that you assign to your students.

This workshop continues our theme begun in fall of 1997 on reflecting the diversity of our students’ experience in the curriculum. Have you ever wondered what contributions have been made in your field by members of groups represented in our diverse USF student body? This session will offer instructors skills and resources for uncovering the contributions of Latinos in order to create inclusive and enriching courses for all students. Note the companion workshop scheduled for January 29or February 1 on Latino students’ views of teaching and learning at USF. Look for the next workshop on reflecting diversity in the curriculum in the fall of 2001.

Two frequent uses of student ratings of instructors are to evaluate teaching performance and to provide instructors with feedback that can be used to improve classroom instruction. Research has suggested, however, that giving such data to an instructor is often not enough to improve teaching. Rather, teaching improvement is more likely to occur when an instructor receives assistance in interpreting his or her student feedback and in identifying appropriate instructional improvement strategies. This session will identify ways instructors can address these challenges.

Are you searching for ways to motivate your students to learn a deeper level of problem-solving, critical thinking, and decision making while making a difference in the community? Service Learning is a teaching approach that enriches classroom learning by allowing students the opportunity to experience community service as part of their academic coursework. Not only do students experience service to the community, but they also participate academically, building in reflective time throughout their community experience, applying classroom concepts by researching, writing, and evaluating their community learning as part of their coursework. Faculty who have incorporated Service Learning into their courses will be present to share their experiences. Community partners will also be present to share their perspectives on Service Learning in USF courses.