Events

Understanding the New DIV-R Requirement

February 25th, Eben Holden South, 11:30-12:30

How should we understand the language of the new DIV-R requirement, and what does it mean for course design? Members of the Academic Affairs Committee will be on hand to help us better understand the requirement and what they will be looking for when reviewing course proposals. 

What does it mean to teach about race and racism?

March 25th, Sykes Formal Lounge, 11:30-12:30

Teaching about race and racism is crucial, and challenging, work.  Join colleagues from across the disciplines to think about how to prepare our classroom, our students, and ourselves for impactful conversations about racism.  Topics will include the role of embodiment in teaching about race, how to incorporate affective learning in the course, and how to orient students to these topics and conversations.

Teaching on Matters of Race and Racism Across the Curriculum

April 22nd, Sykes Formal Lounge, 11:30-12:30

The final session in our series of DIV-R workshops will focus on designing assignments and assessment rubrics for meaningful learning in a DIV-R course.  Diversity courses (both DIV-13 and DIV-R) at St. Lawrence require students improve their "capacity for critical self-reflection on social location," and this workshop will pay particular attention to what self-reflection demands of our students (and our pedagogy), how to design effective self-reflection assignments, and how to evaluate them.

Friday, January 24th, 1-2pm, Frost-Ferguson Room, ODY

To support student learning, feedback and grading needs to be helpful and timely.  It also has to be manageable for faculty with a wide-range of responsibilities.  This session will cover approaches to grading (both in terms of syllabus construction and offering feedback) to balance these competing needs, and to help faculty fit effective grading into a healthy working life.

Friday, March 7th, 1-2pm, Frost-Ferguson Room, ODY

In a piece for the Chronicle of Higher Ed, Sarah Rose Kavanaugh wrote that "one of the rare silver linings of the early pandemic years was a sudden broadening of attentiveness on college campuses to student-centered teaching," an approach to teaching that prioritizes recognizing and meeting the needs of students as learners, such as through flexible deadlines, new approaches to grading, and use of active learning techniques.  However, taken too far, student-centered learning can place too many burdens on faculty, contributing to burn-out.  This session will cover how we can preserve the most important insights from student-centered teaching while still placing limits that benefit students and ourselves as faculty.

Friday, April 4th, 1-2pm, Frost-Ferguson Room, ODY

This session is aimed at faculty who have tried, or are considering trying, to make use of Generative AI in our classrooms.  We'll follow-up on how these assignments are working, or not working, and how we might improve them.