In all workshops, the approach will be to host a collegial conversation, share relevant strategies and materials, and provide time to focus on participants’ own work. Workshops can be scheduled upon centers’ requests, and most can be conducted either at the center or as webinars.
“Effective Learning Design: Enhancing and Integrating the Five Elements of the Learning Contract Toward Significant Learning”
The goals of this workshop are that participants will broaden and deepen their sense of the possibilities for significant learning in their learning contracts, including all elements: purposes, learning outcomes, learning activities, criteria for evaluation, and assessment. Drawing on D. Fink’s conceptualization of what constitutes significant learning, participants will work with one of their own learning contracts to enrich the goals, deepen the learning activities, broaden the assessment, integrate the whole, and enhance the impact of this learning experience overall.
“Student Centered Learning Design: Individual or Group; Online, Blended or Face-to-Face”
The goals for this workshop are that participants gain knowledge and awareness of how all 5 elements of the learning contract can be student-centered, i.e. how they can include student input in purposes, desired learning outcomes, learning activities, formative assessment, criteria for evaluation; and how all types and modes of study – including Ed Planning and content studies, face-to-face and online, individual and group, and studies with required elements – can be student-centered. Doing several exercises to generate their own learning goals and preferred learning activities, then looking at self-assessment and at reflection and dialogue in assessment, participants will surface and discuss challenges, dilemmas and strategies in student-centered learning design.
“The Scholarship of Mentoring, Teaching and Learning: Examining and Sharing Our Practice”
The goals for this workshop are that participants learn how the Scholarship of Teaching and Learning (SoTL, in current parlance) is currently defined, gain a clear sense of how it fits into the ESC context, and gain awareness of how incorporating SoTL into their mentoring and teaching could both strengthen their practice and add to their scholarship portfolio. Noting the many possible foci and methods of SoTL studies, participants will identify a question regarding their mentoring and/or teaching and consider the potential for developing a SoTL project around this question.
“The Sustainability of Mentoring: A Critical Conversation”
First surfacing various meanings and ideals regarding mentoring and then examining the realities of our practice and current context, participants will “mine the gap” to identify barriers to practicing the ideal and then name and conceive of strategies for their mentoring and for sustaining both the mentoring model and the mentor.
“Reflecting on Our Practice: Mentors as Inquirers, Researchers and Learners”
In this workshop we will use a range of approaches to reflect on and develop our practice. Focusing on our own questions related to students, our mentoring and teaching and ourselves as mentors, we will grapple with dilemmas, situations and obstacles that we face -- both to examine our own dilemmas and challenges and to hear, help with and learn from others’.
“Mentors Mentoring Mentors: A Workshop for Faculty Supporting New and Adjunct Faculty”
Whether serving in a formal “buddy” role or orienting an adjunct to teaching at ESC, the experienced faculty member can play a significant role in supporting new and adjunct faculty in learning about pedagogy at ESC and being more effective in their work with students. First looking at underlying principles and theory in student-centered mentoring and teaching, in this workshop, participants will add to their repertoire of approaches to helping new and adjunct faculty.
“Academic Skill Development across the Areas of Study”
In this workshop faculty in all Areas of Study will learn about strategies for supporting students’ skill development in reading, critical thinking, writing and quantitative literacy across the Areas of Study. First identifying some of the challenges in working in content studies with students lacking in key skills, we will then share strategies and approaches that can be used by any faculty in any area of study to support students’ skill development. Our goals are to help with challenges, share approaches, and identify the support and resources available. In addition, with participants’ input, we will continue to develop our repository of strategies, assignments and materials that will be shared across the College.
“Blended Learning Models: Integrating Online and Face-to-Face Learning Modes”
The goals of this workshop are that participants 1) develop an appreciation for the potential of blended learning to enhance mentoring, teaching and learning; 2) gain understanding of pedagogical issues related to blended mentoring and teaching; and 3) gain knowledge of modes, strategies, tools and resources related to blended learning. The workshop will include discussion of a brief reading, experienced faculty presentations and formulation of individual projects.
"Meaningful Educational Planning across Modes and Models"
Substantive, meaningful, creative Ed Planning can occur with individuals and in groups, face-to-face or online, in individualized or structured programs. In this workshop, participants will share challenges and questions and learn new strategies for supporting meaningful Ed Planning in any of these contexts.
"PLA: Supporting Students’ Identification and Articulation of Prior Learning"
Whether under-valuing what they know or not understanding what constitutes college-level learning, students often have difficulty identifying and articulating learning they have achieved outside the academy for which they might gain academic credit. Mentors too, especially when the student’s learning is outside the mentor’s field, can find identification of prior learning challenging. In this workshop, participants will learn and share strategies for helping students to name, articulate and extend their prior learning.
"Effective Assessment and Evaluation: From Formative Assessment to the Letter Grade"
Providing effective formative assessment on student work is both important to supporting students’ academic development and learning and challenging to do well. Similarly, evaluation that is based on clear criteria and is well aligned with desired learning outcomes and helpful assessment during a study requires careful attention. In this workshop, participants will look at assessment and evaluation that are clear, effective and helpful to students.
Centers are invited to request as many workshops as they would like offered at their locations. Those interested in scheduling workshops may contact Mentoring.Center@esc.edu.