UNIVERSITY OF NEBRASKA-LINCOLN
Love Library. Rm 221
|
|
|
Towards a More Focused Outreach |
|
Active—Constructive—Interactive—Framework |
|
Canvas Integration the Present and the Future |
|
From Irritant to Muse: Reframing Problems of Practice |
|
Learning Spaces:Understanding Student's Needs and Preferences |
The planning is competed for the 2019 Teaching Summit . if you have ideas for future summit or teaching professional development sessions, please share them below!
COLLABORATIVE NOTES
During the sessions, we have provided the opportunity for us to collaborate on our note taking by using a common notes page. Feel free to write your notes, thoughts or questions on the page anytime during or after the session.
What Did You Think About That Session?
After each session, use our Session Reflection Form to let us know what you think, and help us plan other teaching professional development sessions.
What Did You Think About The Summit This Year?
After the summit is finished, we would like you to complete our Reflection Form. This will help us know if the summit was helpful and also guide us in future planning.
Thank you!
|
Lorna Dawes. Associate Professor. (Co-chair) University of Nebraska-Lincoln 426 Love Library South 402-472-4408 |
Katie Bishop. Director- Instruction and Research Services (Co-chair) 402-554-2992 |
Lindsay Brownfield
|
Danielle Drummond Education and Research Services Associate.
|
Richard Graham. Associate Professor 225E Love Library South 402-472-5410 |
Matthew Novak Nebraska College of Law 402-472-8302 |
Catherine Fraser Riehle. Associate Professor University of Nebraska-Lincoln 225B Love Library South 402-472-3947 |
"It is a good reminder to focus on being intentional rather than intuitive in planning my instruction. I will definitely attempt to approach teaching w/ the concept of teaching goals/student outcomes directing what I do. Will look more closely at the ACRL framework sandbox."
"Loved the verb pyramid- I know I should be more intentional and being "forced" to do so is helpful."
"I liked the concepts of mixing up the different learning activities."
"I will see if I can become embedded into a few courses.
Seems to be very impactful, and will help with my many consultations."
"The last session on turning our practice into research was very helpful and think I can now plan some research from . my practice."
"I love the idea of using a rubric with the observations I'm
already doing. I never thought to do something like that."
"There was number of good suggestions from the panel members
that I can apply to my own outreach activities. Persistence is key!"
"Came up with a great idea for a short
article for our law librarian magazine."
"Designing the class from the end to the beginning. This is how we used to do trial preparation (use the jury instructions to guide our opening statements/evidence introduced/testimony). It was an aha moment to do the same in class design.