The Teaching and Learning Center works in collaboration with faculty and students to host events that explore the learning process. Recent events include the role of technology in the classroom, active learning, processes of foreign language learning, addressing “stereotype threat” in the classroom, developing Digital Humanities projects with students, and more.
Several TLC Lunches this semester were replaced by seminars/workshops (see “Mellon Pedagogical Workshops” and “Workshops by external facilitators” for more information).
The multimedia classroom promises new paths to student engagement and access. But sometimes the clip won't play, the sound is off, the route to pedagogical innovation gets blocked by finicky software or badly-configured accessories. This TLC will look at the nuts and bolts of getting your media to work in AUP classrooms.
As a busy advisor with little time and much to cover in your advising sessions, how do you raise questions about your students’ aspirations for their futures? How do you steer such conversations? What resources can you refer your advisees to that can support them in their career exploration and planning, particularly when students’ interests do not coincide with your own areas of expertise? How do you take into account with sensitivity the cultural factors, family pressures and other issues that may play a role in your advisees’ decision-making processes? What about internships and their role in your advisees’ education? Faculty have a unique role to play in helping students reflect on their academic and non-academic interests, identify the skills they have developed inside and outside of the classroom, and guide them in meaningful conversations about their futures. This session will be an open discussion about how you currently have such conversations, and making the most out of these exchanges or initiating them if you are not currently doing so.
Sharon Weill has just returned from a first research trip to the Special Jurisdiction for Peace in Colombia, where she met and interviewed many different actors and organizations involved in the transitional justice process (including judges, politicians, NGOs, academics, journalists…). In this seminar for faculty and students, Sharon will present her recent trip, research agenda and methodology. Next year, the project will offer students the possibility to engage in this research and to be familiarized with empirical methods through this innovating, yet complex, transitional justice case study.
In this participative workshop, Martin Dege and Irene Strasser (Psychology), will encourage us to think about the role technology plays in our students’ (and our own) academic writing. Irene and Martin will encourage us to think beyond Microsoft Word and Powerpoint and introduce and discuss concepts such as ‘markdown’, ‘plaintext’ and the potential implications for writing, research and expression.
No internal workshops took place this semester; see “TLC Lunches” and “Workshops by external facilitators” for information about other events.
In this session, we’ll be considering definitions of both active and experiential learning methods, as well as thinking about some practical case study examples of both. We’ll also encourage participants to reflect on the learning opportunities for, and practical challenges associated with, active and experiential learning at our institution.
In this Mellon session I’ll be talking about using video in the classroom – any classroom! - and some simple tools for engaging it in formal ways. I’ll then go into depth in how I used the Shoah archive in my Provocative Witness: Cinema and Genocide, and share with you some strategies for creating a collaborative research community in the classroom and how to set up pedagogical structures that deeply engage the student in challenging material while dispersing some of what could be otherwise overwhelming material.
Over the past few semesters, AUP professors have been engaged in a wide range of interactive mapping projects with their students. This session, building on the seminars given by Digital Humanities expert David Wrisley at AUP in March this year, seeks to showcase such projects, discuss best practice and consider practical hints and tips for launching, engaging and rewarding mapping projects in and around the classroom. The aim is to move towards articulating some key principles for AUP mapping projects as the Digital Humanities plays an increasingly noteworthy role in research and pedagogy.
You might remember that in 2016 Ken Bain, author of What the Best Teachers Do (2004), conducted a series of virtual workshops for AUP, which raised a number of questions and sparked debate. In June this year, Elena, Linda, Rebekah and Russell attended a Summer Institute for teachers organized by Ken and Marsha Bain to reflect on some of these issues in more detail.
In this Mellon Seminar, we will briefly revisit Bain’s model, extrapolate from it and move beyond it by sharing our reflections on aspects of the model we imagine can be adapted to the context of AUP in 2017. We illustrate some of these thoughts with simple and helpful teaching tips and ideas recommended by other seasoned teaching and learning specialists at the Institute.
Atelier pédagogique sur l'analyse des différentes techniques de classe en cours de langue, retour sur le cours filmé enseigné par Olivier Crépellière.
During our first meeting, Elena will summarize some of the published research on this topic, and she will invite faculty to share their ideas, experiences, and concerns about co-teaching in all its forms. What approaches have worked best? What are the common pitfalls, and how can we avoid them? What are the administrative hurdles (cross-listing, teaching loads, etc.), and are they surmountable? Is FirstBridge the best forum for co-teaching at AUP, or are there ways of promoting co-teaching beyond FirstBridge as well? One goal of the first session will be to identify potential partnerships that participants would like to develop further, either within AUP or across institutions. During the second session in March, we’ll meet again to discuss drafts of proposals and outline realistic long-term goals for team teaching at AUP.
For several years, the Department of Comparative Literature and English has experimented with a portfolio process to investigate learning. With contributions from AUP student Michelle Lynch, members of the department will share their experiences, and they look forward to discussion with other departments who have used portfolios or are considering doing so. Wine and cheese will be served.
Part I is an introduction and initial discussion; Part II is a follow-up with reports and demonstrations from the classroom. Russell shares with us an anecdote from his class last week: “I’ve taken a strict, ‘no compromise’ approach to students and smartphones so far this semester; so much as a glimpse at the time on your phone, and you’ll find your phone on my desk until the end of class (I’ve been tempted to put a couple on eBay). This week, though, something got me rethinking my radical (Luddite?) approach. The students were workshopping the new MLA citation formats and building a bibliography by looking at a range of physical sources: books, journals and magazines. Class time was running out, so I - exceptionally - said they could photograph the relevant sections from the sources to finish at 北京福彩网. A minor pedagogical revelation ensued - the students set to work, not only taking snaps on their phones, but setting up a WhatsApp group to share the photos around the group. Is this the start of a new phase of collaboration among my students? On verra....” Follow-up to this and more in these seminars.
This workshop, organized by the George and Irina Schaeffer Center for the Study of Genocide, Human Rights and Conflict Prevention, will provide an introduction to USC Shoah Foundation Visual History Archive. The two guest speakers, Emilie Garrigou-Kempton, Academic Relations and Outreach officer at the Center for Advanced Genocide Research at USC Shoah Foundation and Colin Keaveney, Associate Professor of French and co-director of the Francophone Research and Resource Center at USC, will particularly focus on how to use testimonies in the university classroom and how to encourage students to conduct their own research projects using the Visual History Archive.
This all-day workshop was conducted by Suzanna Klaf, Associate Director of Faculty Programs and 北京福彩网 at the Columbia University Center for Teaching and Learning (CTL), New York City and Ph.D. in Geography from The Ohio State University. The workshop was open to faculty members interested in preparing a new course, refreshing an old one, or simply reflecting on and collecting ideas for new teaching strategies, assignment possibilities and ways to know if students are learning what we want them to learn.
David Wrisley, American University of Beirut (March 16-17, 2017 - all campus events) – Lecture Digital Project-Based Scholarship and Pedagogy in the Liberal Arts Institution; workshop Toolkit or Toychest?: the Digital in the Classroom, in addition to individual consultation and theme-based small group meetings (Culture/ Human Rights/ Human Behavior; Big Data; Visual Domain) and meetings with relevant offices.
Shona Whyte, University of Nice, France, Teacher trainer and Professor of English and French (April 12, 2017) - Interactive language teaching with technology.
Atelier animé par Shona Whyte, professeur d'anglais, de l'acquisition et de l'apprentissage des langues étrangères à l'Université de Nice et formatrice de futurs professeurs. L'atelier porte plus particulièrement sur l'utilisation des nouvelles technologies dans l'apprentissage d'une langue étrangère.
Nick Ellis, University of Michigan, Professor of Psychology and Language (May 17, 2017) - Form, Meaning, and Frequency in Usage-Based Language Acquisition.
Usage-based approaches to language learning hold that we learn constructions (form-function mappings, conventionalized in a speech community) from language usage by means of general cognitive mechanisms (exemplar-based, rational, associative learning).
Taken together, results suggest that language acquisition follows the leads of usage.
This symposium “Pushing for precision on initial input processing in SLA: Are we speaking the same language?” addressed input processing at the initial stages of foreign language acquisition and the interface with foreign language teaching.
Students and faculty came together to consider fundamental issues related to our place as citizens in the world today: human rights, education, freedom of speech, social justice, democracy, and civic engagement.
What happens when you lift the lid off AUP and look inside? You find a treasure chest of creativity, knowledge, skills and more. You find people with passions and expertise you never imagined. And what happens when you ask these people to share their knowledge and passions with the AUP community? You get an amazing program of wonders. In only one day, you get professor Claudio Piani handing us the tools we need to decipher the COP21 Agreement on climate change adopted in Paris, Pauline Bonnet of the Registrar’s Office feeding us 北京福彩网made organic energy bites, a visit to a four-dimension light show with professors Ruth Corran, Elena Berg and Claudio Piani, and a lecture on Palestine and the International Court of Justice organized by professors Ziad Majed and Susan Perry. Do we close the lid now? Not yet! We have a whole week of treasures awaiting us, including student film night, walks in Paris led by AUP faculty, yoga, music, and lectures and round tables on literature, media, the environment and marketing messages. See individual event listings on the AUP website for dates, times, locations and descriptions. Hope to see you there!