Jennifer Hall, PhD

Associate Director, Center for Instructional Effectiveness

Workshops Offered 2015

Friday, January 9th from 9:00-12:00. Spring Training for Consultant. Jennifer Hall. ADH 424. 

This training session is designed to prepare CTW and WAC consultants who did not attend the fall workshop to work with student writing.

Wednesday, January 21st at 10:00. Certificate of Excellence in College Teaching. Jennifer Hall. * 1 Park Place, Room 1020.

This session is designed to prepare Graduate Teaching Assistants [GTAs] for earning their Certificate of Excellence in College Teaching. The Certificate of Excellence in College Teaching provides a common framework through which GTAs might move beyond basic competence and document their excellent work in teaching and promoting student learning. The Certificate of Excellence is noted on their official University transcript and would illustrate a high-level of teaching preparation to prospective employers.

Thursday, January 22nd at 10:00. Creating Instructor Immediacy. Jennifer Hall 10 Park Place, Suite 540

Instructor Immediacy allows teachers to establish a safe learning environment for learning. In this session, we will discuss how immediacy is created and maintained and the benefits of developing immediacy, including reduced student resistance, increased engagement, and improved student work.

Thursday, February 5th at 10: 00. Developing a Teaching Philosophy. Jennifer Hall.* 10 Park Place, Suite 540.

A teaching philosophy is an opportunity for an instructor to present out his or her theory of teaching and learning. It provides a chance for the instructor to reflect on what has worked with students and to articulate vision. Most academic job applications require them and most applicants have never had formal instruction on creating them. In this workshop, we will discuss the teaching philosophy. Attendees will be offered the opportunity to work as a peer group to create and edit philosophies with the end goal of creating a philosophy that can be used for the job market and for a teaching certificate at GSU.

Thursday, February 12th at 11:00. Internet Ethics: Preparing Your Students to Successfully Navigate, Reference, and Contribute to the Internet. Jennifer Hall. 1 Park Place, Room 1020.

Many of us want our students to engage with the Internet, but we know that it is fraught with perils for novices in our disciplines. In this workshop, we will discuss ways to prepare students to navigate the Internet successfully and use the information they gather ethically.

Thursday, February 26th at 10:00. Commenting on Student Writing. Jennifer Hall. 10 Park Place, Suite 540.

Teaching doesn’t have to end when we leave the classroom. Comments on student papers can encourage thinking, and students can benefit from concrete analysis of their own work. In this presentation, we will discuss best practices for responding to student work.

Monday, March 9th at 11:00. Establishing Rapport Students across the Digital Divide. Jennifer Hall.

As more teachers begin to offer online and hybrid classes and online assignments, they struggle to build and maintain a rapport with students. This workshop will cover research concerning the relationship between students and teachers in digital space and will offer some suggestions on how to create a strong learning dynamic.

Monday, April 13th at 10:00. Plagiarism: what it is, when it happens, and how NOT to encourage it. Jennifer Hall. 1 Park Place, Room 1020.

Plagiarism is on everyone’s mind at the end of the semester. In this session, we will discuss the definitions of plagiarism and the ways that instructors unintentionally encourage it. Of course, we will also discuss how to detect it and what to do when it’s found.

Monday, April 20th at 10:00. Semester Wrap up. Jennifer Hall.

In this session, we will discuss tips for ending the semester on a positive note for both the instructor and the students. We will consider how we can evaluate our own successes and failures and learn from them as well as how we can teach the students to put what they have learned into a larger context. Finally, we will discuss what you should save from your teaching to add to your portfolio and how you can best present the work that you’ve done.

Tuesday, June 16th at 10:00. Creating Instructor Immediacy,  Jennifer Hall. 10 Park Place, Suite 540.

Instructor Immediacy is one of the easiest and most successful ways to overcome student resistance and encourage student engagement because it often stops resistance before it begins. Believe it or not, your presentation style can increase student retention of information, perception of learning, and perseverance in both the course and in college as a whole. This presentation will focus on the research associated with instructor immediacy and cover how to develop it.

Wednesday, July 15th at 10:00. Commenting on Student Writing Jennifer Hall. 10 Park Place, Suite 540.

Teaching doesn’t have to end when we leave the classroom. Comments on student papers can encourage thinking, and students can benefit from concrete analysis of their own work. In this presentation, we will discuss best practices for responding to student work.

Monday, July 20th at 1:00. Active-Learning Strategies. Jennifer Hall. 10 Park Place, Suite 540.

A classroom focused on active learning encourages students to take part in their own education. Students often engage in “hands-on” activities and focus on developing the skills of the discipline. This session will present a variety of active-learning-based assignments and discuss the goals for incorporating such activities.

Monday, August 10th at noon. Preparing for the First Day of Class. Jennifer Hall. 10 Park Place, Suite 540.

This session is for new or relatively new teachers. We will discuss syllabus design, assignment construction, and setting the stage for a successful semester. Sample materials will be available for consideration, and participants are encouraged to bring their own work for peer editing.

Friday, August 13th from 8:30-4:00. New Faculty Pedagogy Orientation. “Active Learning & Student Engagement” Jennifer Hall, Brennan Collins and Will Kerr. 

This group held three workshops for new faculty over the course of the day. Groups were arranged according to experience level so each session was tailored to address the ideas of Active Learning and Student Engagement across a wide range of audience familiarity and comfort.

Friday, September 4th at 11:00. Active-Learning Strategies. Jennifer Hall. 10 Park Place, Suite 540.

A classroom focused on active learning encourages students to take part in their own education. Students often engage in “hands-on” activities and focus on developing the skills of the discipline. This session will present a variety of active-learning-based assignments and discuss the goals for incorporating such activities.

Thursday, September 10th at 1:00. Internet Ethics: Preparing Your Students to Successfully Navigate, Reference, and Contribute to the Internet. Jennifer Hall. 1 Park Place, Room 1020.

Many of us want our students to engage with the Internet, but we know that it is fraught with perils for novices in our disciplines. In this workshop, we will discuss ways to prepare students to navigate the Internet successfully and use the information they gather ethically.

Tuesday, September 22nd at 1:00. Overcoming Student Resistance. Jennifer Hall. 1 Park Place, Room 1020. 

Every semester, we strive to teach our student to think critically, to ask questions, and to challenge authority…unless it’s ours.  In this session, we’ll discuss productive and non-productive student resistance and ways of encouraging the one without allowing the other to drive us crazy.

Tuesday, October 13th at 2:00. Managing Group Work. Jennifer Hall. 1 Park Place, Jennifer Hall. UL 330. 

Group work is fraught with so man hazards that many people avoid having students to it altogether.  In this session, we will discuss the pros and cons of group work and how to create effective group projects.

Friday, October 16th from 9:00-2:00. General Pedagogy Training for Future College Teachers Part 1. Jennifer Hall. UL 330. 

This session is part one of a two-part workshop aimed at providing general pedagogy training to graduate students who do not have access to departmental pedagogy training.  Students who teach, but who have not had pedagogy training must participate in CIE General Pedagogy Training before they can be eligible to apply for the Certificate of Excellence in College Teaching.

Monday, October 19th at 10:00. Commenting on Student Writing. Jennifer Hall. UL 330. 

Teaching doesn’t have to end when we leave the classroom. Comments on student papers can encourage thinking, and students can benefit from concrete analysis of their own work. In this presentation, we will discuss best practices for responding to student work.

Tuesday, November 3rd at 1:00. Conferencing with Students. Jennifer Hall. UL 330. 

Conferencing with students can be one of the most effective ways of helping students progress, but it can also be one of the most inefficient.  In this session, we’ll discuss best conferencing practices, including when to do it, why to do it, and how to do it well.

Tuesday, November 17th at 1:00. Commenting on Student Writing. Jennifer Hall.  UL 330. 

Teaching doesn’t have to end when we leave the classroom. Comments on student papers can encourage thinking, and students can benefit from concrete analysis of their own work. In this presentation, we will discuss best practices for responding to student work.

Thursday, November 19th at 1:00. Creating an Online Teaching Portfolio. Jennifer Hall. UL 330. 

An online teaching portfolio is a wonderful tool for self promotion.  Students preparing to go on the job market need to have a digital foot print, and in this session, we’ll discuss how to get one, from very simple online Vita sites to fully formed websites.

Monday, November 30th at 11:00. Designing Final Examinations. Jennifer Hall. UL 330. 

In this session, we will discuss the pros and cons of giving a final exam. We’ll look at examples of more and less successful questions and at how the final exam can become a powerful tool for assessment, rather than just a grade justification tool.

 

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