2007 Events Summaries



Title and Description

January 17, 2007
January 22, 2007

Introduction to the PLA Role

At this workshop, we will discuss working styles and roles, confidentiality issues, and learning styles.

January 25, 2007

FYS Lunch

Did you teach a FYS recently, and would you like to share your experiences? Are you considering teaching a first year seminar, and would you like to hear from recent FYS veterans what's involved? Please join us for a FYS lunch meeting! Attending the lunch does not obligate you in any way, but we will have information available about support for FYS development.


CETL Lunch: Our Millenial Students

Clark is a regular participant in NSSE (the National Survey of Student Engagement), in which our first and fourth year students report on the frequency of their engagement in academic and cocurricular activities. In fall 2007, for the first time, Clark also participated in BCSSE (the Beginning College Survey of Student Engagement), in which our first year students reported on their high school experiences and expectations of college. In a format similar to last year's CETL lunch in which small groups reviewed NSSE data, we reviewed our BCSSE report to help us understand who our students are, how their expectations and ours may (or may not) be consistent, and how we can use what we learn to help them achieve important academic goals.

BCSSE Website.

Descriptions of and References about Millennial Students.

BCSSE Talking Points.

The remainder of this information is password protected, because it discusses Clark's 2007 BCSSE results. Login as domain\username with your Clark password.

February 1, 2007

Exemplary Assessment of Student Learning in the Disciplines

Assessment of student learning has been a recent focus of departmental activity, both because of its inherent value in improving our students' learning and because of its value in our accreditation process. Many individual departments have devised creative ways of assessing student learning in the context of their disciplines, and this is your opportunity to "look over their shoulders" and learn from their successes! Ginger Vaughan and Meredith Neuman from English, Deb Martin from Geography, Nina Kushner from History, and Deb Robertson from Biology will share highlights of their assessment plans and processes.

This workshop included Outcomes Assessments materials from the following departments:

Download Workshop material: PDF

February 8, 2007

Presidential Scholars Day Faculty Lunch

Faculty who are presenting "active learning modules" at Presidential Scholars Day on Feb. 17 are cordially invited to a "thank you and pre-briefing" lunch on Thursday, Feb. 8 from 12 to 1:20 PM in Rosenblatt Conference Room in the University Center.

February 14, 2007

How to Facilitate Group Learning Projects

At this workshop, we will discuss how to facilitate group learning projects.

February 16, 2007

Working with Students Outside of Class

At this workshop, we will discuss holding office hours and help sessions.

February 21, 2007

Responding to Student Writing, What do I Say Back to This?

Are you unsure about how to give students constructive feedback on their writing? In this workshop, you will reflect on the types of feedback that are helpful and unhelpful at different writing stages and will practice "responding" to sample student writing. 

The session is facilitated by Anne Ellen Geller, Director of Clark's Writing Program and Writing Center.

February 21, 2007

Collaborating with Faculty in Facilitating and Leading Discussions

At this workshop, we will discuss leading discussions and collaborating with faculty in facilitating discussions.

February 23, 2007

How to Utilize and Moderate Blackboard Discussions

At this workshop, we will discuss how to utilize and moderate blackboard discussions.

February 28, 2007

Disruptive and Disengaged Students

At this workshop, we will discuss how to address disruptive and disengaged behaviors in the classroom.

March 2, 2007

Responding to Students' Writing

At this workshop, we will discuss techniques for responding effectively to students' writing.


Critical Pedagogy: Talk & Discussion with Professor Peter McLaren

Download workshop material: RTF    PDF

March 14, 2007
March 16, 2007

How's it Going?

At this workshop, we will discuss midterm feedback and evaluation of performance.


Into the Library, Into the Research

An essential element of inquiry-based learning is helping students take charge of their own research. In this conversational session, we discussed strategies to help students launch independent research projects beginning with specific library-tailored assignments; how to take advantage of library instruction opportunities to enhance students' skills; and how to evaluate students' information research strategies and applications. Attendees brought sample assignments and shared their experiences about collaborations between faculty and librarians. 

Professor Douglas L. Johnson, from the Geography Department, introduced one of the strategies he uses for his class "Culture, Place, and Environment" (Geography 017) to get his students into the library.

Professor María Acosta-Cruz, from the Foreign Languages and Literature Department, and librarian Rachael Shea, provided materials they jointly designed to help students taking the class "Eros and Violence: Drama" (Spanish 259) to familiarize with the library. Professor Acosta-Cruz presented a library assignment as well as some tips for students. Librarian Rachael Shea introduced handouts she distributes among students taking this course.


Why are you in College? A Conversation with Dr. Ellen Lagemann, for undergraduate students

Dr. Ellen Lagemann invites undergraduate students to a conversation very germane to your experience,        about expectations surrounding college attendance. Dr. Lagemann proposes a discussion of questions such as Why are you in college? Should all people go to college? Does going to college entail special responsibilities you owe to your families? your society? anybody else?   This is a unique opportunity to think about your college experience from a new perspective. Dr. Lagemann is a leading Harvard historian of education and a nationally known expert on education research.  You may also want to attend her President's lecture at 4:00, on "Education and Public Enterprise: A Necessary Relationship?"

Download workshop material: RTF    PDF

March 26, 2007

Community Engagement and Course Construction

Kerrissa Heffernan, Associate Director of the Swearer Center for Public Service at Brown University, will be at Clark to discuss "Community Engagement and Course Construction" on Monday, March 26th at noon in the Grace Conference Room. Using samples from faculty syllabi, Heffernan will illustrate different models for incorporating community engagement into the curriculum. These models include service internships, community-based research and introductory courses. This discussion will benefit both faculty that are already teaching community-based courses and those who are interested in incorporating this pedagogy into their courses.

Kerrissa Heffernan is the Associate Director of the Swearer Center for Public Service and leads the Royce Fellowship and the Starr Fellowship Programs. Prior to joining the Swearer Center, she spent 2 years as a senior associate in Integrating Service with Academic Study at National Campus Compact. Prior to that, Kerri was the Arnow-Weiler professor of liberal arts at Lasell College, director of the Women's Studies Concentration, director of the Center for Public Service and founder and director of the Donahue Institute for Values and Public Life. She was also the founder and director of Camp Colors: a summer day-camp in Boston for pre-school children living with HIV/AIDS. She is the co-editor of The Practice of Change: Concepts and Models for Service-Learning in Women's Studies, co-editor of The Introduction to Service-learning Toolkit: Readings and Resources for Faculty and author of The Fundamentals of Course Construction. Kerri received her BA in Visual Arts from Florida State University, her M.ed and Ed.D from Boston University. This event was co-sponsored by the Community Engagement and Volunteering Center and Center for Teaching and Learning with funding from Learn & Serve America.

March 1, 2007

Clickers, and Webcasting, and Blogs, Oh My!: Emerging Technologies for Teaching and Learning

A collaborative lunch event hosted by CETL and ITS's Academic Technology Services

Blogs, wikis, podcasts, virtual lives, flickr, clickers...There are so many tools in the technology landscape these days. Are you wondering what they are, what people are using them for and what if anything you might be able to do with them? In this lunch the Academic Technology Services team will give you an overview and demonstrations of emergent technology tools. Together we will imagine ways that they might be used for teaching and learning at Clark.

No previous technology experience is required for you to participate fully in this lunch. This session will be facilitated by Cheryl Turner Elwell, Director for Academic Technology Services, celwell@clarku.edu 508-421-3714, Anthony Helm, Academic Technologist, ahelm@clarku.edu, 508-793-7214, and Michael Krikonis, Academic Technologist, mkrikonis@clarku.edu, 508-793-8823.

April 2, 2007

Critical Pedagogy: Talk & Discussion with Professor Peter McLaren

What is critical pedagogy & how is it developed? How can critical pedagogy be incorporated in the classroom? Please join us for an informal talk followed by a Q&A with Professor Peter McLaren on the practical nature of developing a critical pedagogy in the classroom (i.e. what does critical pedagogy mean, and what practices and strategies can be incorporated by instructors in both developing courses and in practice in the classroom?). Peter McLaren is Professor in the Division of Urban Schooling, the Graduate School of Education and Information Studies, UCLA. He is the author and editor of over forty books.

An award-winning author, McLaren's writings have been translated into twenty languages. Recently, the Peter McLaren Chair was created at the Bolivarian University of Venezuela and two foundations have been created in Professor McLaren's name: La Fundacion McLaren de Pedagogia Critica in Mexico and PLM Worldwide, in Toronto, Canada. Professor McLaren is the subject of two scholarly books: Teaching Peter McLaren: Paths of Dissent, edited by Marc Pruyn and Luis Huerta Charles (Peter Lang Publications, 2005) and Peter McLaren and the Pedagogy of Liberation: The Educator as Revolutionary (Hampton Press, in press).

April 4, 2007

Returning to the Original Purpose of Higher Education through Civic Learning

John Saltmarsh asserts that the original purpose of higher education is to prepare graduates for a life of involved and active citizenship, and he believes that community-based teaching and learning can best bring about such "civic learning." He outlines three domains of knowledge: foundational, professional, and socially responsive, and shows how civic learning can bring about socially responsive knowledge and behaviors. He will discuss the importance of civic learning and methods to incorporate civic learning outcomes in individual courses. Sample course objectives and syllabi that demonstrate outcomes of knowledge, skills and values will be used in this session. To help us plan food purchases, please register for this event.

John is the Director of the New England Resource Center for Higher Education at the University of Massachusetts, Boston as well as a faculty member in the Department of Leadership in Education in the Graduate College of Education. From 1998 through 2005, he directed the Project on Integrating Service with Academic Study at Campus Compact. He holds a Ph.D. in American History from Boston University and taught for over a decade at Northeastern University and as a Visiting Research Fellow at the Feinstein Institute for Public Service at Providence College. He is the author of numerous book chapters and articles on civic engagement, service-learning, and experiential education. His writings have appeared in Liberal Education, the Michigan Journal for Community Service Learning, Academe: The Bulletin of the American Association of University Professors, the Journal of Experiential Education, the National Society for Experiential Education Quarterly and the Journal of Cooperative Education. He has served as the guest editor for a special issue on service-learning and civic engagement of the Journal of Public Affairs and serves on the editorial board of the Michigan Journal of Community Service-Learning and the board of the AACU Center for Liberal Education and Civic Engagement.

April 11, 2007

Finding an Academic Job: Insider Perspectives A Workshop for Graduate Students

Are you giving thought to the academic job search? Is it all a bit of a mystery? This workshop is designed to help you get the search underway. The format will include discussion of search strategies and process. There are no ‘one size fits all' answers to how to conduct an academic job search but the workshop aims to broaden your understanding of the process and to provide insight into resources available to assist you with your search. A panel including a recently hired faculty member, post doc, grad student, faculty search committee member, and an administrator, will provide a diverse set of insider perspectives. Come find out more about the academic job search and connect with other grad students going through this process. The discussion is facilitated by Nancy Budwig, Dean of Graduate Studies and Research.


Getting Students to Read/Teaching Students to Read

We all want to promote inquiry and engagement in our classrooms, but how can we do that if students either don't read at all or don't read appropriately before they come to class? When students read relevant material in advance of class, class time is freed up for activities that engage and challenge students.

In this session, we shared strategies that are useful in getting students ton read relevant material in advance of class, and for helping students learn to read efficiently and critically. Approaches used by Clark Faculty were discussed and some tips were reviewed.


Expanding Conceptions of Undergrad Research

As embodied in our Learn through Inquiry signature, Clark takes pride in its program of undergraduate research. For students, doing undergraduate research can be a transformative learning experience.  At this CETL lunch, we asked and sought answers to some "big picture" questions about how mentoring undergraduate research fits into the larger constellation of faculty roles.
ʉۢ Can mentoring undergraduate research provide a bridge between faculty roles as scholars and teachers?
ʉۢ How does the philosophical difference between theoretical and applied research play out in undergraduate research?
ʉۢ How can undergraduate research be integrated into classroom experiences?
ʉۢ Should undergraduate researchers do original work, or should they be apprentices in faculty research programs?
ʉۢ Are the answers to these questions different in different disciplines?
Walter Wright, Dean of the College, introduced the session. Faculty presenters Meredith Neuman, Deb Robertson, and Sarah Michaels shared some relevant thoughts, and Michael Bamberg and Meredith Neuman facilitated an engaging and provocative discussion. 


Large Class Strategies for Engagement and Learning

Large classes offer special challenges for engaging students, promoting learning, and keeping demands on faculty time manageable. In this session, faculty who teach large courses shared some of their large class strategies. Participants brought their own large class syllabi, discussed about their learning objectives, their teaching and learning strategies to achieve them, grading whether they have been achieved, promoting inquiry based learning, and keeping the work load manageable.