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During their time at UofSC, our undergraduate students enroll in courses, participate in cocurricular engagements, hold down jobs while preparing themselves for their future careers, engage with the community, and manage their own personal challenges (AAC&U/Carnegie Foundation, 2004), but how do they make sense of these varied experiences and realize how they all interconnect? Integrative learning provides students with strategies to make connections between these within and beyond the classroom activities to help them apply their skills to new and complex problems and challenges.
This workshop explores teaching strategies and philosophies that encourage students to engage in activities beyond the classroom and then have students relate those experiences to their courses and curriculum. After reviewing current research and practices on integrative and experiential learning, how the Center for Integrative and Experiential Learning supports IL and EL, including plans for the new Quality Enhancement Plan, Experience by Design, participants will discuss strategies for encouraging students to reflect and make interdisciplinary connections between their experiences within and beyond the classroom to promote creativity, collaboration, and problem-solving.
Utilizing integrative learning principles, the presenters will share examples of how HIP characteristics are incorporated across different disciplines and identify classroom assessment techniques (CATs) that can be applied across a variety of academic settings. Participants will have opportunities to share examples of reflection and integrative learning principles in the design of assignments and appropriate assessment methods for their classroom. Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
Ever wonder what students are truly learning through their research experience? Want
to help guide them in that process of self-reflection? Undergraduate research is a
well-established high-impact educational practice, but the impact of each experience
is unique and personal for each individual student.
This workshop will focus on how to support student reflection at appropriate and meaningful points in their experience. It will introduce the three domains of learning and their application to student reflection at each stage of the Seven Ps of Research. Participants will practice reflection-in-action during the workshop and reflection-on-action after the workshop.
Are you interested in service-learning? Would you like to learn how to develop a service-learning course? Jabari Bodrick will provide participants with step-by-step instructions on how to create an in-person or virtual service-learning course. Bodrick will also explain how service-learning is defined at UofSC, provide UofSC service-learning assessment data, and highlight the benefits of service-learning to students, faculty members and community agency representatives.
In this session, I will explain why I think all classes can incorporate some form
of High Impact Practices (HIPs), particularly as either experiential or integrative
learning. I will not only share some of the assignments I designed, but also how they
helped build community among my students, got my students to ask better questions,
and ended up as a better gauge of learning than the tests I used to give. By incorporating
elements of experiential and integrative learning in intro-level courses, we can both
build students’ metacognitive skills so they learn more in the classes they are currently
taking, and also prepare students for more intensive experiential learning opportunities
later on so that experiential and integrative learning feel increasingly natural and
desired by our students.
Even courses that are not official Experiential Learning Opportunities (ELOs) can include experiential elements and having smaller-scale experiential learning assignments can prepare students for later, larger-scale projects. This should have the effect of making official ELOs more attractive to more students. After this session, participants should be ready to modify a current assignment, or to design one with current outcomes, so that it includes either experiential or integrative aspects, particularly focusing on critical reflection and connection between ideas learned in different fields.
The Center for Teaching Excellence is pleased to announce the 12th Annual Oktoberbest:
A Symposium on Teaching. At Oktoberbest you'll hear innovative teaching ideas and
best practices implemented by your colleagues at UofSC. This teaching symposium features
engaging and informative presentations on innovative approaches to teaching, assessments,
course design, creative student learning opportunities, and successful implementation
of new strategies and best practices.
All UofSC faculty, instructors and graduate teaching assistants are invited to attend this free one-day symposium focused on sharing best practices in teaching. Oktoberbest is free to all who teach or support teaching at UofSC, but is not open to the general public. Register
UofSC is launching a new Quality Enhancement Plan (QEP), Experience by Design, intended to support all students to be engaged, including the student populations that tend to be less involved in on-campus activities such as study abroad, community service opportunities, and student organizations. Reflecting on these activities is important so that students can understand how experiences connect to personal, academic, and professional goals. Experience by Design will be implemented on the Columbia campus as well as the four Palmetto College campuses of Lancaster, Salkehatchie, Sumter, and Union. Presenters will provide an overview of Experience by Design and highlight the efforts of TRIO programs to support Pell-eligible students to be meaningfully engaged beyond the classroom and to reflect on these experiences. This session will provide opportunities for participants to share how they currently support various student populations in addition to providing a review of available campus resources designed to help increase beyond the classroom engagement and reflection.