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Feedback for Learning (For Faculty)

Are you frustrated that the feedback you give to students seems to go unnoticed/unused? Tired of pouring over students’ work and spending hours grading? Do you wonder how to make the feedback you give more effective?

If you answered yes to any of these questions, this workshop is for you! Together we will reflect on our current feedback practices. Participants will explore the connection between feedback and student learning, and learn about giving feedback that is actionable, timely, and efficient. Through activities and discussion, you will craft an individual plan that incorporates evidence-based feedback strategies that are transparent, time-saving, and effective into your teaching practice.

In advance of this session, please read the CTL’s Feedback for Learning resource which will inform the session activities. Registered participants will be emailed a Zoom link prior to the session. Register here.

After attending this session, participants should be able to:

Reflect on current feedback practices
Develop a plan to deliver feedback that advances student learning in their specific courses and disciplinary context
Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

This event may be photographed. Note, if this is an online event, CTL staff may take screenshots. For concerns, contact ColumbiaCTL@columbia.edu.

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CTLgrads Journal Club (for Graduate Students)

Are you interested in the research on teaching and learning and how to apply this research to your teaching practice? Join us for our CTLgrads Journal Club where we will introduce you to the research on teaching in various disciplines (also known as Discipline-Based Education Research, or DBER) and engage peer-reviewed articles through our group discussions and contributions to the journal club. Each session will also focus on how we can use education research–in our field and beyond–to inform our own teaching practices.

Register here.

– Sign up for our mailing list to learn about the upcoming readings: https://bit.ly/CTLgradsJC-Signup
– Readings will be distributed one week prior to the session.
– Participants are expected to have read the papers in order to contribute to and learn from the journal club’s discussions.
– If you haven’t received the readings, please contact CTLgrads@columbia.edu.

The CTLgrads Journal Club will meet online via Zoom starting on Thursday 1/28 from 2:40-3:55p. We will meet every other Thursday until the end of April (1/28, 2/11, 2/25, 3/11, 3/25, 4/8, 4/22).

Sessions are co-facilitated by Chris Chen and Ian Althouse, Center for Teaching and Learning, and attendance is open to current graduate students and postdocs.

NOTES:
– The CTLgrads Bookclub will be held ONLINE. Registered participants will be sent a meeting ID and passcode to join this session via Zoom. Same-day registrations must be handled by emailing CTLgrads@columbia.edu.

Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

This event may be photographed and CTL staff may take screenshots. For concerns, contact ColumbiaCTL@columbia.edu.

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Identifying and Engaging Students’ Prior Knowledge (Grad Students)

Register here.

One of the truths of how people learn is that all learning builds on prior knowledge. What might this mean for instructors teaching foundational courses in their discipline—or for instructors teaching in interdisciplinary settings? How might this practice support or challenge efforts to achieve learning objectives, and/or to foster an inclusive course climate? Indeed, the ways in which instructors identify and engage students’ prior knowledge can have important implications for student learning. At times, instructors may choose to deliberately design learning experiences that extend, amplify, or resonate with the experiences, values, or knowledge students bring into the classroom. Yet at other times, instructors may seek to challenge these ideas in service of course learning objectives.

In this session, participants will apply these provocations to ideas to their own teaching contexts and confront a range of questions about how and why engaging students’ prior knowledge matters:

What skills, knowledge, resources or values do your students bring to the classroom?
Which of these resources might be beneficial to student learning? Which might pose challenges?
How might you find out about a student’s prior knowledge?
What might you do with this information in service of your goals for student learning and course climate?
This session will be facilitated by Caitlin DeClercq, Assistant Director of Graduate Student Programs and Services at the Center for Teaching and Learning.

Attending this workshop and posting a reflection satisfies the Pedagogy Workshop requirement for participants in the Teaching Development Program (TDP). See bit.ly/ctl-tdp for details.

Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

This event may be photographed. Note, if this is an online event, CTL staff may take screenshots. For concerns, contact ColumbiaCTL@columbia.edu.

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