Workshops and Lectures: the Center hosts a variety of workshops, discussions, and lectures to foster the development of effective teaching for new faculty and support strategies to imrpove teaching through a) the exchange of ideas among faculty and staff and b) the dissemination of best pedagogical approaches. Please contact email@example.com with suggestions for future workshops and lectures.
The Center is currently hosting two ongoing series:
1. Inclusive Practices Workshops: This is a series of ongoing workshops designed to provide information, tools, and practical tactics for faculty and staff to work most effectively with students from a broad range of backgrounds and identity groups. Workshops topics include: students of color, international students, first generation college students, students from low socioeconomic backgrounds, students with disabilities, LGBQ students, transgender and gender nonconforming students, introverts, students experiencing emotional and mental health issues, students who practice a religious or spiritual tradition, creating inclusive classrooms, and inclusive advising.
2. Writing Across the Curriculum: This series of workshops is dedicated to writing pedagogy and will address topics including argument construction and the use of evidence, advanced writing (developing and sustaining an argument in a longer essay), writing in the sciences, and teaching writing to ESL students.
Student Consultants for Teaching and Learning: Interested faculty members are paired with a student with whom they work to improve aspects of their teaching in one of their courses. This partnership provides an opportunity for faculty to reflect on their pedagogy, receive feedback from a student not in their course, and work collaboratively to meet teaching goals. Student consultants observe a class throughout a semester, take detailed notes during class, and meet weekly with their faculty partner to communicate their candid and confidential observations.
Griffin Guides: Returning students work with a faculty member to assist new students with fall course registration and then check in with these new students throughout the year, and, in particular, at registration milestones (i.e. add/drop deadlines). The program is currently facilitated by Jon Rork. Faculty members can sign up for the program during the spring semester of the year preceding that in which they plan to work with a Griffin Guide.
Faculty Peer Classroom Observation: The Center Director is available for confidential class observation of individual faculty members. Interested colleagues should contact the Center Director, Libby Drumm. After an initial meeting to identify aspects of the course on which to focus, Libby will attend three class meetings, take notes, and then meet with the faculty member to discuss her observations. Faculty peer observation is not a part of our regular faculty evaluation process (i.e. Libby will not write evaluation letters about any classroom observation that occurs as part of this program). We encourage faculty who are not involved in the Student Consultant Program and who want an outside, confidential observer to participate in this program.
Faculty-Student Collaborative Grant for Curricular Technology Innovation: Faculty members apply with a student for summer money to investigate, in consultation with Reed's Instruction Technology Services, curricular innovation using technology. If the technological tools are incorporated, the student could then continue to work as a technology assistant for the course during the school year. Faculty members can apply for this grant in the Spring.