Come learn more about community-based learning and meet some of the community partners interested in working with Stonehill faculty to enhance students’ learning and bring greater resources to the community.
The Teaching Squares program provides faculty an opportunity to reflect on their teaching within a supportive group of colleagues.
Each “square” consists of four faculty who agree to visit each other’s classes at least once over the course of a semester. The group then meets at the end of the semester to discuss what they learned from the process. Read more about Teaching Squares here.
By allowing faculty to be “learners” again in their colleagues’ classes, Teaching Squares can open up unique spaces for reflection and conversation about teaching.
If you would like to sign up for a Fall 2009 Teaching Square, please fill out the registration form found here.
Applications for this year’s NEH Teaching Development Fellowships are due Sept. 30.
Teaching Development Fellowships (TDF) support college and university teachers pursuing research aimed specifically at improving their undergraduate teaching. The program has three broad goals: 1) to improve the quality of humanities education in the United States; 2) to strengthen the link between research and teaching in the humanities; and 3) to foster excellence in undergraduate instruction.
In addition to the regular monthly deadline for the Travel Pedagogy Grant, this October 1st is also the deadline for the CTL’s Classroom Innovation Grant. Proposals can be submitted online here.
Visit the CTL’s website to read the application guidelines and to see examples of past proposals that have been funded.
Increasing Student Motivation
Wednesday, Sept 1, 11:30 – 12:45 (classes on a Monday schedule)
Duffy 114 Conference Room
The New Faculty Seminar is meant to continue the discussions begun at New Faculty Orientation about teaching and the other professional obligations of new faculty at Stonehill — as well as to provide new faculty a “safe” place for discussing their experiences (good and bad) throughout the year.
One of the biggest challenges that faculty can face is figuring out how we (who were once highly-motivated students who chose to make learning our profession) can inspire some passion for learning in our students (who might not share our devotion to inquiry).
So for our first seminar, we’ll discuss what psychologists and other behavioral scientists have to tell us about motivation-and how we can apply these theories in our own classrooms. You should leave with some simple, concrete ideas that you can apply right away in your own teaching.