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Facilitating Across Difference: IGD Tools for Everyday Teaching
Date: Friday, February 6, 2026 (noon-1:00 p.m.)
Location: Merrill House 
Facilitator(s): April Baptiste and Carolyn Hsu

In 2014, Intergroup Dialogue was first introduced at ����vlog���� and since then, has been dynamically engaged by faculty, staff, and students at curricular and co-curricular levels. Intergroup Dialogue (IGD), founded in the early 1990s at the University of Michigan, is “a face-to-face sustained and facilitated dialogic methodology that asks participants to listen deeply across difference, to bravely share their own stories and to commit to taking action to create a world where all can fully realize their humanity.” This teaching table will open a conversation about IGD pedagogy in curricular courses, drawing on the facilitators’ experiences of incorporating IGD to build dialogue in their classrooms, as well as the unique experience they created through a co-taught course with extended study abroad. The facilitators will share some advice about how to weave IGD into a syllabus and to implement activities to foster an environment for dialogue through systemic awareness.

Reflective Writing for Learning
Date: Monday, February 9, 2026 (noon-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Jenn Lutman and Emilio Spadola

Research in Writing to Learn (WTL) consistently demonstrates that reflective writing can support students’ learning in multiple ways. This teaching table will review examples of and highlight two approaches from the presenters.
Jenn Lutman, Director of University Writing, will share an assignment she calls students’ “WRDs” (writing, reading, and discussion reflections), an in-class practice in which students handwrite responses to prompts designed to help them clarify each day’s learning outcomes. These entries accumulate in a graded journal, offering insight into students’ engagement and creating a record of how their thinking evolves across the semester. Emilio Spadola, Associate Professor of Anthropology, and Middle Eastern and Islamic Studies, will discuss his recently developed “reflection and response journal” or RRJ assignment, a cumulative document of weekly entries in which students respond to assigned texts and complete mini-research exercises paired to the week’s key theme or theory. Having introduced the RRJ in Spring ’25 with introductory anthropology students and revised it for 200/300-level courses in Fall ’25, Emilio will describe the practicalities and positive outcomes of the assignment as well as course-specific adjustments made and recommendations for continued use in the AI age.

The Attention Economy and Reclaiming Cognitive Sovereignty
Date: Friday, February 13, 2026 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Doug Johnson

Modern digital infrastructure is optimized for capturing attention from moment-to-moment as well as providing algorithmic recommendations and instant responses. Yet deep reading, writing, and learning are inherently difficult; they require cognitive friction, ambiguity tolerance, and sustained attention. This disconnect is creating a challenge for educators and learners, where students increasingly view the struggle of learning as a system error rather than a feature. Drawing on the history of the “attention economy” (Herbert Simon 1971), this Teaching Table invites faculty from all disciplines to discuss how we can help students cultivate cognitive sovereignty, which we will define as the agency to control their own attention. We will explore how to build “attention-aware” pedagogies, how to address the “continuous partial attention” driven by mobile tech, and how to create classroom environments that protect the time and space required for rigorous scholarship. We look forward to having you join us for this session.

Learning, Coursework and AI: Communicating What We Do (and Why)
Date: Thursday, February 26, 2026 (noon-1:00 p.m.)
Location: Lawrence Hall, 105 Ho Lecture Room

In the college classroom students and faculty alike recognize a range of common and expected practices: shared readings, class discussions, writing assignments and exams. These are accepted as so normal, that their absence in a course would be seen as surprising. However, perspectives about the use of AI technologies in coursework is far from being normalized. Students receive mixed messages about how AI can impact their learning while engaging in commonly accepted educational practices. At the same time, faculty would likely agree that there are certain things they want students to do where AI is simply not involved! How do students perceive faculty guidance about the ways in which AI can directly undermine learning? What might it look like to normalize non-AI use as a common practice, and an expected part of certain learning experiences? How can faculty and students co-create language to support shared expectations for cognitive development? Please join colleagues for a brainstorming session to consider these and other questions.

Student Perspectives on AI (Session with Writing and Speaking Center Consultants)
Date: Tuesday, March 10, 2026 (noon-1:00 p.m.)
Location: Lawrence Hall, 105 Ho Lecture Room

As a continuation of some conversations sparked during the recent UnConference on AI, the CLTR is organizing a series of panel-style discussions focused on student perspectives around the use of AI in education. These panels will feature students serving in peer-facing roles (e.g., Writing Consultants, DLMC Media Mentors, and Academic Tutors), who will reflect on how AI is showing up in their work with fellow students. We hope these conversations will foster a supportive and respectful environment in which students and faculty can engage in meaningful dialogue about the ways they see the use of AI having an impact on teaching and learning. Each session will begin with a set of framing questions, followed by open Q&A among all participants. Please join us at our first session, hosted by the Writing and Speaking Center Consultants.

Student Perspectives on AI (Session with Digital Learning and Media Center - Media Mentors)
Date: Tuesday, March 24, 2026 (noon-1:00 p.m.)
Location: Lawrence Hall, 105 Ho Lecture Room

As a continuation of some conversations sparked during the recent UnConference on AI, the CLTR is organizing a series of panel-style discussions focused on student perspectives around the use of AI in education. These panels will feature students serving in peer-facing roles (e.g., Writing Consultants, DLMC Media Mentors, and Academic Tutors), who will reflect on how AI is showing up in their work with fellow students. We hope these conversations will foster a supportive and respectful environment in which students and faculty can engage in meaningful dialogue about the ways they see the use of AI having an impact on teaching and learning. Each session will begin with a set of framing questions, followed by open Q&A among all participants. Please join us at our next session, hosted by the Digital Learning and Media Center - Media Mentors.

Student Perspectives on AI (Session with Academic Tutors)
Date: Tuesday, March 31, 2026 (noon-1:00 p.m.)
Location: Lawrence Hall, 105 Ho Lecture Room

As a continuation of some conversations sparked during the recent UnConference on AI, the CLTR is organizing a series of panel-style discussions focused on student perspectives around the use of AI in education. These panels will feature students serving in peer-facing roles (e.g., Writing Consultants, DLMC Media Mentors, and Academic Tutors), who will reflect on how AI is showing up in their work with fellow students. We hope these conversations will foster a supportive and respectful environment in which students and faculty can engage in meaningful dialogue about the ways they see the use of AI having an impact on teaching and learning. Each session will begin with a set of framing questions, followed by open Q&A among all participants. Please join us at the next session, hosted by our Academic Tutors.

Peeling Back the Curtain: Making “Invisible” Skills Visible at ����vlog����
Date: Friday, April 17, 2026 (noon-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Jessica Murray

We often tell students what to learn, but how much time do we spend discussing how they learn? Metacognition is a cornerstone of academic success, yet it often remains an “invisible” skill with no designated space for explicit practice or instruction. This session is designed as a collaborative open forum “temperature check” for faculty and staff to discuss the metacognitive climate of our campus. We will share real-world observations of student behaviors, trade strategies for “peeling back the curtain” on the learning process, and consider where our students excel—and where they struggle—to take ownership of their intellectual growth. Please come join us for food, conversation, and an engaging experience as we explore the ways we support student success together.

First@����vlog����: First-Generation Student Transitions and Integration at ����vlog����
Date: Wednesday, September 3, 2025 (12:15-1:15 p.m.)
Location: ALANA Cultural Center, Multipurpose Room
Facilitator(s): Anne Bair ’26 and Jessica Murray

First-generation college students often face distinct challenges as they transition into and navigate collegiate life. In this session, Anne Bair ’26 and Jessica Murray, assistant director for student success at CLTR, will share findings from a recent study exploring how ����vlog����’s first-generation students experience the transition from high school and how they integrate socially and academically into campus life. After presenting the results, we will invite attendees into a broader conversation about how these insights can inform classroom practices and institutional strategies to better support first-generation students at ����vlog����.

Supporting Undergraduate Research: Reflections from the Lab and Field
Date: Wednesday, October 29, 2025 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Amy Leventer

Conducting research with undergraduates can be one of the most rewarding aspects of teaching, but it doesn’t always unfold as smoothly as we hope or plan. In this session, Amy Leventer, professor of earth and environmental geosciences — and CLTR Faculty Fellow — will facilitate a conversation focused on mentoring undergraduate students in research. Drawing on a wide range of personal experiences, Amy will offer reflections on what she’s learned, while inviting participants to share their own successes, challenges, and lessons along the way. Together, we’ll work toward building a shared roadmap for more positive and productive mentoring experiences.

The Graduate School Access Fund
Date: Thursday, November 6, 2025 (11:30 a.m.-12:30 p.m.)
Location: Merrill House
Facilitator(s): Teresa Olsen, Alexis Racioppa, and Brenda N. Sanya

Since 2020, the Graduate School Access Fund (GSAF) has provided advising and financial support for students who identify as low-income, first-generation, or historically excluded backgrounds who seek to pursue graduate education. This teaching table discussion will focus on the pivotal role faculty have played in helping to identify, refer, and support more than 110 GSAF fellows. Data will also be shared that demonstrates the program’s impact on students’ self-efficacy and admissions strategies. Participants can look forward to a robust discussion centered around the GSAF’s three key areas: assisting students to establish nurturing partnerships with faculty, effectively articulating postgraduate plans during the admissions process, and promoting a culture of peer support. We will conclude the session with a conversation of how to join more than 130 ����vlog���� faculty — particularly those involved in student research — to support students to apply to the program or participate in the GSAF cohort discussions. We look forward to hearing suggestions and ideas from attendees regarding strategies to enhance the faculty-GSAF collaboration.

Enhancing Moodle Course Design: The Student Perspective
Date: Friday, November 14, 2025 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Sarah Cross and students

Interested in learning how students navigate your Moodle course site? Which design features help them engage with content and where they encounter challenges? Join us for a session introducing the Moodle Design Corps, a group of students who are working with Instructional Designers to evaluate the usability and accessibility of Moodle course sites. Throughout the fall semester, these students have gathered feedback from their peers and developed a student-driven walkthrough that provides actionable, formative insights. Leave the session with practical strategies to enhance the organization, navigation, and accessibility of your Moodle course—creating a better experience for both faculty and students.

Reading and Attention FSEMs: Preliminary Observations
Date: Thursday, December 11, 2025 (11:30 a.m.-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Constance “Connie” Harsh

This semester seven faculty have been teaching FSEMs that pay particular attention to the challenges to deep learning students face today. Join Connie Harsh and the other members of the cohort (Nick Albertson, Meghan Brankley Abbas, Michael Coyle, Alison Koleszar, Margaret Maurer, and Jennifer Tomlinson) for a preliminary report on our experiences this term.

Faculty Teaching Fellow Session on Reading and Attention
Date: Friday, January 31, 2025 (12:15-1:15 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator: Constance “Connie” Harsh

Constance Harsh, Professor of English and Rebecca S. Chopp Chair in the Humanities, will serve as the inaugural CLTR Teaching Fellow. In this role, Connie is leading a collaborative project focused on exploring strategies to strengthen students’ capacities for deep reading and comprehensive reflection. The hope is that faculty can think about how to support students as they seek to extend their attention span in a world full of distractions. In the Spring 2025 semester, we’ll host several conversations to pursue this project. The first conversation will take place on January 31. This will provide an opportunity for faculty to learn more about the project, and consider a plan for the semester that will have two chief aims: understanding the obstacles to reading deeply and paying sustained attention; developing methods for chipping away at those obstacles. Please signal your interest in this project by completing the registration form. You will also have the opportunity to request a copy of Gloria Mark’s Attention Span, which has much relevant material. Each conversation will likely be of general interest and will be individually announced to the community. But we are also hoping that a few faculty might collaborate as they develop their fall 2025 classes to implement some of the strategies we identify.

A Conversation about Grading and Learning
Date: Monday, February 3, 2025 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Teo Ballvé and Aaron Gember-Jacobson

How do our grading practices align with the learning goals we set for our students? What challenges do we face when balancing fairness, transparency, and motivation in assessment? How can grading approaches support students in becoming reflective learners? In what ways might rethinking traditional grading practices lead to deeper engagement and equity? Join us for an open discussion about the relationship between grading and learning. This teaching table offers a space to explore diverse perspectives on grading strategies, feedback, and the ways assessment can support (or hinder) student growth. Facilitated by ����vlog���� faculty, the conversation will provide an opportunity to exchange practical ideas and reflect on the impact of grading practices on both teaching and learning.

Group Work that Works
Date: Wednesday, February 26, 2025 (12:15-1:15 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Catherine “Cat” Cardelús and Regina Conti

How can we design group work that fosters meaningful collaboration and equitable participation? What strategies effectively manage group dynamics and address challenges like uneven workload distribution? Join us for this teaching table, facilitated by two ����vlog���� faculty members with thoughtful insights on creating and managing group learning experiences that truly work – for both students and instructors. After brief presentations to spark ideas, we’ll open the floor for conversation, inviting colleagues to share experiences, challenges, and strategies. Together, we’ll explore practical approaches to structuring group projects, fostering accountability, and assessing collaborative efforts. Whether you’re new to group work or looking to enhance your approach, this session promises fresh perspectives and supportive dialogue.

Faculty Teaching Fellow Session on Reading and Attention
Date: Tuesday, March 4, 2025 (8:15-9:30 a.m.)
Location: Lathrop Hall, 202 Conference Room
Facilitator: Constance “Connie” Harsh

Professor Constance Harsh will lead discussion of pedagogical strategies for encouraging deep reading. Copies of the readings are available from CLTR. No advance registration is necessary. Coffee and pastries will be served. This is part of a CLTR program dedicated to understanding problems with reading deeply and paying sustained attention. If you have questions about the project or wish to receive notice of future sessions, please contact Connie or the Center for Learning, Teaching, and Research (cltr@colgate.edu).

Considering Disclosure and Openness in AI Use
Date: Tuesday, March 25, 2025 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Jenn Lutman and Jeff Nugent

The educational use of AI is an increasingly varied and nuanced landscape. Many faculty members issue blanket bans on AI use, while others may invite specific or limited use in coursework. While such differing views may be productive, they also mean that students must navigate contrasting messages about what constitutes appropriate or inappropriate use of AI, leaving them with questions about how they should (or should not) disclose AI use to instructors. In this session, we’ll consider the potential of openness as a guiding principle for AI use in the classroom, exploring whether clear expectations for disclosure and dialogue can potentially serve both to uphold academic integrity and support student learning and engagement. What could be the benefits of teaching transparency as a practice that applies not only to citing sources, but to the use of new technologies? What new models or frameworks exist that faculty may find useful in thinking about practices of disclosure and transparency? Join us for this teaching table for some dialogue about these and other questions.

Writing Assignments, Assessment, and AI
Date: Tuesday, April 1, 2025 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Jenn Lutman and Stacy Kastner

As generative AI tools like ChatGPT proliferate, will writing assignments remain an effective way for students to learn and a reliable means of assessing their learning? Join us for a conversation about whether and how we can ensure that writing assignments and assessments remain meaningful, even as AI tools like Jasper, Claude, and ChatGPT can assist with every stage of the process—from researching and summarizing to brainstorming, drafting, editing, and even responding to and assessing writing.

Structuring Effective Peer Review
Date: Tuesday, April 3, 2025 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator: Jenn Lutman

Effective peer review of writing can support the writing process, improve the quality of students’ work, build community, and even save instructor time. Thoughtful guidance and preparation helps ensure that students engage meaningfully. This 1-hour workshop will explore strategies and resources for structuring peer review to increase student engagement and improve the quality of peer-to-peer feedback.

Professor Constance Harsh will be leading two upcoming discussions exploring pedagogical strategies for encouraging deep reading. This is part of a CLTR program dedicated to understanding problems with reading deeply and paying sustained attention. If you have questions about the project or wish to receive notice of future sessions, please contact Connie or the Center for Learning, Teaching, and Research (cltr@colgate.edu).

Conversation with Student Panel
Date: Tuesday, April 8, 2025 (8:15-9:30 a.m.)
Location: Lathrop Hall, 212 CORE Classroom
Facilitator: Constance “Connie” Harsh

Closing Conversation and Reflections
Date: Friday, April 25, 2025 (12:15-1:30 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Constance “Connie” Harsh

Exploring the Data Science Collaboratory at ����vlog����
Date: Wednesday, September 18, 2024 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Will Cipolli and Josh Finnell

Are you interested in integrating statistics in your courses? Looking to provide students with easy to use tools and resources? The Data Science Collaboratory at ����vlog���� has worked to develop software that addresses barriers to teaching and learning quality statistical practice and accompanying materials for guiding the learning of foundational concepts in statistics. Colleagues in the Collaboratory have created a series of advanced case studies that instructors can use to guide quantitative analyses in courses that use statistics. In this teaching table we will discuss the interactive R Shiny web apps we developed to conduct technically sound statistical analyses that empower instructors and students. These free resources provide exposure to current quantitative research and equip users with the skills to select, apply, and interpret appropriate techniques in real-world contexts, regardless of their prior mathematical or coding experience.

Pedagogical Partnership @ ����vlog����
Date: Tuesday, October 1, 2024 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Karyn G. Belanger and Jeff Nugent

Please join us for this teaching table as we host past faculty and student partners who have participated in the CLTR’s Pedagogical Partnership program. Following a brief overview and description of the program, panelists will share their experiences and offer insights about the ways in which partnership work helped them to gain new perspectives on teaching and learning, deepen their understanding of classroom life, and create more inclusive educational environments. This will also be a great opportunity for those considering participation in partnership to learn about the responsibilities of both faculty and student partners, including class observations, weekly meetings, and reflective practices.

Is Grammarly AI? When Does Editing Software Cross a Line?
Date: Monday, October 7, 2024 (12:15-1:15 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Jenn Lutman

Grammarly is a widely used online tool designed to help users improve their writing. Many high school teachers require or encourage its use for editing and avoiding plagiarism, making it familiar to students by the time they reach ����vlog����—though not necessarily well understood. Can students distinguish between AI assistance that helps clarify their writing and generative AI that crosses your academic integrity line? This workshop will review features of both the free and premium versions of Grammarly, consider how students are likely using it, and discuss implications for learning, equity, and grading practices.

Course Development Grants with the Upstate Institute and COVE
Date: Wednesday, October 23, 2024 (noon-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Catherine “Cat” Cardelús and Jeremy Wattles

The Upstate Institute and COVE offer grants available to faculty interested in incorporating community-based learning and research in the classroom that enhances the work of regional or international agencies and effects positive change in the community. These grants include a one-time stipend of $4,000 to support course development, as well as funds to support a direct service assignment domestically or internationally or for course expenses associated with regional research projects. Whether offered by an individual faculty member or as team-taught, the course should be offered twice in the four years following receipt of the grant. Please join us for this CLTR teaching table to learn more about these grants and community-based learning and research. Cat Cardelús, Director of the Upstate Institute (ccardelus@colgate.edu), and Jeremy Wattles, Director of the COVE (jwattles@colgate.edu), will facilitate a conversation with previous faculty awardees.

Toward Inclusive Pedagogy: Exploring Universal Design for Learning
Date: Thursday, February 8, 2024 (12:30-1:30 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Sarah Cross

With ever increasing learner variability among our students, embracing strategies to make the learning experience accessible and inclusive is even more important. Universal Design for Learning (UDL) is a teaching framework which aims to enhance teaching and learning for all students. Join us for an open conversation about how the UDL framework can increase engagement and access to courses across the disciplines. Participants will be invited to share experiences, observations and questions about UDL as we discuss how this framework for inclusive teaching strategies can minimize unnecessary barriers in the learning process.

Structuring Class Discussions For Equity
Date: Tuesday, February 27, 2024 (noon-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Christine Moskell

Class discussions are a common pedagogical approach used to surface student thinking, engage multiple perspectives, and simply to vary the flow of class activities. Providing a clear structure or format for class discussion can help to ensure more equitable distribution of space or “air time” for the participants in a discussion. In this teaching table, faculty are invited for open conversation about their approaches for structuring class discussions in equitable ways. The session will be facilitated as a “Conversation Cafe,” which is a Liberating Structure format. Liberating Structures are intentionally designed to re-structure conventional group interactions and discussions in ways that can be more equitable for all participants. A short presentation will start this session so that participants can eat lunch before engaging in the Conversation Cafe.

Adjustments for Learning: A Student Panel 
Date: Thursday, March 28, 2024 (noon-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator(s): Student panel

In the past few years, higher education has experienced increased demand to address a diversity of learner needs, while also creating spaces where all students are . Like many college campuses, ����vlog���� has witnessed this trend, and is responding to an increase in the number of students requesting learning adjustments through the Office of Student Disability Services. These adjustment plans address a diversity of learning needs, and are implemented to ensure all students have equitable access to educational experiences. At the same time, there can also be differences in the ways students experience these adjustments. How do students encounter classrooms and coursework where they have a learning adjustment? What are student perspectives on the adjustments they receive? What do students hope faculty members understand about their experiences? Please join us for this facilitated student panel discussion, and participate in an important conversation about teaching and learning at ����vlog����.

A Podcast of One’s Own
Date: Thursday, April 11, 2024 (11:30 a.m.- 12:30 p.m.)
Location: Little Hall, 201 Seminar Room
Facilitator(s): Mark Stern and guest speaker, Avery Trufelman

Scholarly work has always shaped public discourse in formative ways; however, shifting conversations about the role of intellectuals in public life, about the democratization of expertise, and about new digital platforms have created a dynamic topography from which to consider knowledge and research. Avery Trufelman, critically acclaimed host of, most-recently, (named one of the best podcasts of the year by The New Yorker), will lead this lunch-session for staff and faculty about how she thinks about podcasting as a genre and tool for storytelling, scholarship, and pedagogy. Trufelman will facilitate a pragmatic space for us to consider the role of audio in our classrooms as texts, assignments, and sites of departure.
 

Collecting Mid-semester Feedback from Students
Date: Friday, September 15, 2023 (12:30-1:30 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator: Jeff Nugent

Collecting mid-semester feedback from students about how they are learning can provide valuable perspective and insight - allowing faculty to make adjustments that can improve the course while they are still teaching it. This teaching table invites faculty to share ideas and experiences about collecting mid-semester feedback, with an eye toward understanding what they have found helpful. During the session we will also consider a facilitated process for gathering midcourse feedback from students called the Small Group Instructional Diagnosis (SGID), and share information about ways faculty can partner with the CLTR to conduct an SGID in one of their courses.

Helping Students Navigate Academic Support Pathways
Date: Tuesday, September 19, 2023 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Karyn G. Belanger, Erin Engelhardt, and Molly Mendolia

Engaging faculty in broadening their understanding of academic support systems throughout the University is vital in assisting and guiding students in their scholastic pursuits. This teaching table invites faculty to interact with experienced staff who offer distinct avenues of student support across multiple disciplines to enhance student success, including varied learning styles, course load management, peer support endeavors, and navigation of student-athlete demands.

Teaching Sustainability in (Un)expected Places
Date: Monday, October 2, 2023 (noon-1:00 p.m.)
Location: Merrill House
Facilitator(s): Seth Coluzzi, Margaretha Haughwout, Anne Perring, and Maura Tumulty

Faculty with a variety of research and teaching interests include material relevant to sustainability in their teaching—sometimes in places students don’t expect. Join us for an open conversation about how even small connections to climate change and other sustainability concerns can enrich courses across the disciplines and spark student curiosity.

ChatGPT Check-In: Exploring Opportunities and Challenges
Date: Friday, October 13, 2023 (12:30-1:30 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Jenn Lutman and Jeff Nugent

What impact are generative A.I. tools, such as ChatGPT, having on courses at ����vlog����? Are there new and effective ways of teaching and learning with A.I.?  Join us for this open conversation to share experiences, observations, concerns and lessons learned as we continue to make sense of the ways genAI might be reshaping the liberal arts experience.

Mindfulness and Contemplative Practices in the College Classroom
Date: Tuesday, October 31, 2023 (noon-1:00 p.m.)
Location: Lathrop Hall, 107 Conference Room
Facilitator: Ferdinand von Muench

Join us for a conversation with Harold Roth, Professor of Religion, Director of the Contemplative Studies Initiative and Concentration, and co-founder of the Mindfulness Center at Brown University. Professor Roth will share ideas that explore the integration of mindfulness and contemplative practices into teaching and learning in higher education. We’ll also have a small collection of books on mindful and contemplative pedagogy for people to browse.

Supporting Students in Distress
Date: Friday, February 3, 2023 (12:30-1:30 p.m.)
Location: Case-Geyer, 560 Batza Room

Please join us for this event facilitated by our colleagues in Counseling and Psychological Services. The “Working with Students in Distress Workshop” is designed to help faculty respond to students with mental health difficulties. It is our experience that faculty want to help students when they are in distress, but they sometimes struggle with the right words and best approaches. The workshop will provide some insights into the mental health struggles of ����vlog���� students and provide practical skills to help faculty navigate challenging interactions. Mental health counselors will discuss the signs of mental health concerns, offer suggestions for what to do in these difficult situations, and teach referral strategies to act when a student is struggling.

Artificial Intelligence and the Future of College Writing
Date: Tuesday, February 7, 2023 (11:45 a.m.-1:00 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Jenn Lutman and Jeff Nugent

Artificial intelligence (AI) has grown so considerably over the past several years that AI systems can now read and write in nearly any language, as well as decode and respond to increasingly complex questions. Now widely available, these text-based AI tools are becoming sophisticated enough to generate prose that arguably meets some expectations of many college writing assignments. Recently introduced tools like have created curiosity and concern among faculty, leading to a wide range of questions. What does the availability of such tools suggest about the future of writing in the disciplines? What are the ethical implications, including for how we define academic honesty and plagiarism? Can AI be used in positive ways to enhance writing and learning? Please join us for conversation about the ways in which AI may be changing the landscape of college writing assignments, and how faculty at ����vlog���� are thinking about emerging questions.

Recommended resources:

Inside Higher Education – 

Inside Higher Education – 

Chronicle of Higher Education – 

Chronicle of Higher Education – 

Inside Higher Education - 

Chronicle of Higher Education – 

Inside Higher Education -  

NY Times - 

The Atlantic - 

(AI Tools)

chatGPT () 

Moonbeam () 

Notion AI () 

Student Perspectives on A.I. / ChatGPT: A Panel Discussion
Date: Tuesday, April 25, 2023 (11:30 a.m.-12:30 p.m.)
Location: Lawrence Hall, 105 Ho Lecture Room
Facilitator(s): Jenn Lutman, Jeff Nugent, and students

The recent rise of ChatGPT and generative A.I. tools have swept college campuses, raising questions about the impact on teaching and learning. We invite all members of the campus community to engage with an interdisciplinary panel of students concerning the use of these tools in an educational setting. In addition to sharing insights and experiences about how AI might support or hinder learning, panelists will offer suggestions for motivating students’ ethical use of A.I. A key goal of the discussion will be to surface ideas to guide educational use.

Working with Neurodiverse Students (session for faculty)
Date: Wednesday, September 14, 2022 (noon-1:00 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator: Guest speaker, Andy Lopez-Williams, Ph.D.

CLTR’s Office of Disability Services invites you to join us for lunch with Dr. Lopez-Williams, as he leads audience-centered dialogue featuring topics such as the important dynamic between curriculum objectives and academic adjustments, the changing mental health landscape in postsecondary education, and more!

Diverse Paths to Success in College (session for students)
Date: Wednesday, September 28, 2022 (noon-1:00 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator: Guest speaker, Andy Lopez-Williams, Ph.D.

In partnership with Counseling and Psychological Services, we invite you to join us for lunch with Dr. Lopez-Williams, as he leads student-centered dialogue featuring topics such as maintaining mental health in the postsecondary environment, relieving academic stressors, effective time management strategies, and more!

Using Alternative Pedagogies to Engage With Difficult Knowledge
Date: Friday, November 4, 2022 (12:30-2:00 p.m.)
Location: O’Connor Campus Center, Conference Room
Facilitator: Guest speaker, Jacqueline Simmons, Ed.D.

Picker Art Gallery and the Center for Learning, Teaching, and Research (CLTR) will host a workshop by Jacqueline Simmons, Vice Chair and Senior Lecturer, Department of Curriculum and Teaching, Teachers College, Columbia University. The workshop will build upon her talk, Knowledge Reclaimed Through the Art of Nona Faustine and William Earle Williams, which will explore Picker Art Gallery’s current exhibitions, Nona Faustine: White Shoes and A Wicked Commerce: The US and the Atlantic Slave Trade Through the Lens of William Earle Williams on November 3. In the first part of the workshop, Jacqueline will share curricular approaches learned from experiences developing and leading the Black Paint Curriculum Lab — an experimental space to discuss often overlooked forms of curricular knowledge, such as the affective and spatial, and play with innovative pedagogical practices. In the second part of the workshop, participants will have the opportunity to employ these concepts in hands-on activities that will support navigating difficult conversations with learners of all ages.

Course Development Grants for 2023-2024
Date: Wednesday, November 9, 2022 (1:00-2:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Catherine “Cat” Cardelús and Jeremy Wattles

The Upstate Institute and COVE offer grants available to faculty interested in incorporating community-based learning and research in the classroom that enhances the work of regional or international agencies and effects positive change in the community. These grants include a one-time stipend of $4,000 to support course development, as well as funds to support a direct service assignment domestically or internationally or for course expenses associated with regional research projects. Whether offered by an individual faculty member or as team-taught, the course should be offered twice in the four years following receipt of the grant.

Assessment for Learning
Date: Thursday, February 24, 2022 (noon-1:00 p.m.)
Location: via Zoom
Facilitator(s): Will Cipolli, Alison Koleszar, and Joel Sommers

This teaching table was facilitated by three ����vlog���� faculty members who have critically reflected on their grading practices, and have made changes in the ways they assess learning. Conversations explored reasons for possibly rethinking some traditional approaches to grading, and share a range of assessment practices that faculty have found meaningful. Assessing student understanding of course content is central to the practice of teaching, and it can take on many different forms. Also, the way grades within a course are determined can be shaped by subject matter, course activities, learning outcomes, and instructional approaches - among other things. But what are we trying to do with grades? Does grading provide feedback to help students understand and improve their deficiencies? Do grades provide reliable information about student learning?

Exploring Accessible and Inclusive Teaching Practices
Date: Wednesday, March 30, 2022 (noon-1:00 p.m.)
Location: Pinchin Hall, 101 Multipurpose Room
Facilitator(s): Jeff Nugent and Eddie Watkins

Participants were invited to share and discuss inclusive teaching practices and to hear from colleagues about what practices have been successful for them. In addition, how can we create classroom environments that are welcoming to all students? In what ways might course assignments, activities and assessments be designed so that students with diverse learning approaches are able to more fully engage and participate in their educational experiences? What role can technology play in enhancing the accessibility of readings and instructional materials? Universal design for learning can be a helpful entry point for thinking about accessibility and inclusive teaching practices in ways that can support learner diversity and allow students to build on their strengths. At the same time, implementing these instructional approaches can present unique challenges for faculty members. We also explored “small changes” that can be made to break down barriers to access and promote full participation by all students.

Recommended resources: 

by Viji Sathy and Kelly Hogan, The Chronicle of Higher Education,     

by Chavella Pittman and Thomas J. Tobin, The Chronicle of Higher Education, February 7, 2022.    

by John Warner, Inside Higher Education. February 11, 2022.    

ACUE 

No scheduled events this semester.

Follow-up Discussion of Tribeca Film Festival’s Picture a Scientist
Date: Wednesday, February 10, 2021 (noon-1:00 p.m.)
Location: via Zoom

The Division of Natural Sciences and Mathematics and the Center for Learning, Teaching, and Research co-hosted a NASC Colloquium follow-up discussion of the Tribeca Film Festival’s Picture a Scientist. chronicles the groundswell of researchers who are writing a new chapter for women scientists and delves into the world of sexism and racism in STEM. The film chronicles the experiences of women sciences, ranging from brutal harassment to years of subtle slights and provides new perspectives on how to make science itself more diverse, equitable, and open to all.

Lessons Learned- A Conversation with Faculty Teaching in ����vlog����’s Summer Institute
Date: Tuesday, August 25, 2020 (1:00-2:00 p.m.)
Location: via Zoom
Facilitator(s): Task Force on Remote Learning

Panelist were some of the first ����vlog���� faculty to experiment with remote then hybrid and in-person learning, summer of 2020. Faculty were asked to share three take-home messages that they learned through this experience. Ideally, focus was given on the "teaching aspects" of the summer and not the quarantine and not summer institute specific questions.

Interactive Workshop with Maria Nemeth, PhD
Date: Friday, February 21, 2020 (8:15-9:30 a.m.)
Location: Benton Hall, 213 Clifford Commons
Facilitator: Guest speaker, Maria Nemeth, PhD

Faculty and Staff across higher education are dealing with an increase in student mental health challenges. ����vlog���� is no exception to this and many of us frequently deal with students in crises. These moments can impact the classroom in complex ways and negatively impact learning. Knowing what to do in these situations is never easy. Understanding how to recognize a crisis and the best ways to respond can help us become better agents of support for all of our students. The Center for Learning, Teaching, and Research is partnering with Chapel House and the Mental Health Advisory Board to sponsor an interactive breakfast workshop with Dr. Maria Nemeth to discuss the student in crisis. During this workshop Dr. Nemeth will lead a conversation on anticipating and recognizing crisis and help us think through response strategies. Our guest speaker, Maria Nemeth, Ph.D, is the Founder and Director of the Academy for Coaching Excellence. She is a leading expert in leadership excellence, as well as personal and professional development, and is certified as a Master Certified Coach by the International Coaching Federation. With over 35 years of experience, Dr. Nemeth has trained thousands of people in the non-profit, for-profit and governmental sectors, offering purpose-driven tools and frameworks for success, service, and social change.

CLTR Symposium on Teaching and Learning: Keynote Address and Interactive Workshop
Date: Tuesday, August 27, 2019 (10:00 a.m.-2:00 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator: Guest speaker, Mizuko “Mimi” Ito

The first CLTR Symposium on Teaching and Learning was facilitated by special guest speaker, Mizuko “Mimi” Ito a cultural anthropologist of technology use, examining youth’s changing relationships to media and communications and is Professor in Residence and John D. and Catherine T. MacArthur Foundation Chair in Digital Media and Learning at the University of California, Irvine, with appointments in the University of California Humanities Research Institute, the Department of Anthropology, and the Department of Informatics. In addition to her current work funded by the MacArthur Foundation, she has been awarded grants by the National Science Foundation, the Spencer Foundation, the Mellon Foundation, Intel Research, the Abe Fellowship Program, and the Japan Society for the Promotion of Science, and is the recipient of the Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies from the American Educational Research Association. Author of many books including Affinity Online: How Connection and Shared Interest Fuel Learning, which was provided to all current teaching faculty in advance of her visit to campus. The day began with a keynote address “How Connection and Shared Interest Fuel Learning” followed by lunch and an interactive workshop on “How Can We Support Connected Learners?” In summary, what kinds of pedagogical approaches, policies, and technologies can best connect between in-school and out-of-school learning and between adult and young people’s social worlds? Professor Ito described her research on interest-driven and networked learning, and described connected learning, an approach to realizing long standing progressive goals of education by leveraging today’s technology. Connected learning is when a young person is able to pursue a personal interest with the support of peers and caring adults, in a way that is directed to opportunity and achievement in school and the wider world.

New Faculty and Early Career Colleagues Information Session: Haven - Sexual Violence Response Center
Date: Thursday, September 5, 2019 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator: Denise Contreras

New Faculty and Early Career Colleagues Information Session: Creating an Inclusive Classroom
Date: Wednesday, September 11, 2019 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): John Palmer, Mark Stern, and Ashley Taylor

New Faculty and Early Career Colleagues Information Session: Student Fellowship Opportunities and Student Summer Research
Date: Wednesday, September 18, 2019 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator(s): Karyn Belanger and Steve Wright

CLTR Symposium on Teaching and Learning: Interest Driven Learning: Faculty – Student Research Partnerships
Date: Friday, October 4, 2019 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Karyn Belanger, Seth Coluzzi, Alicia Simmons, Eddie Watkins, and students

The second installment of the Center’s Symposium on Teaching and Learning was facilitated by Karyn Belanger (associate director, CLTR; coordinator, tutoring and peer learning; director, Undergraduate Research), Seth Coluzzi (assistant professor of Music), Alicia Simmons (associate professor of Sociology), and James “Eddie” Watkins (professor of Biology; director, Center for Learning, Teaching, and Research; chair, Faculty Development Council). Research opportunities at ����vlog���� provide unique learning experiences for students that can fuel interest and nurture intellectual development. What makes faculty - student partnerships meaningful and successful? What does student learning look like in these research experiences? How can we identify student interest and amplify that to support learning in other contexts? In summary, discussion was based on these and other questions, and explored ways to support student interest to drive learning.

CLTR Conversation: Exploring Class Participation
Date: Wednesday, October 16, 2019 (12:15-1:15 p.m.)
Location: Ho Science Center, 101 Meyerhoff Auditorium
Facilitator(s): Jeff Nugent and Eddie Watkins

Facilitated by Jeff Nugent (associate director, Center for Learning, Teaching, and Research; director, Learning and Applied Innovation) and James “Eddie” Watkins (professor of Biology; director, Center for Learning, Teaching, and Research; chair, Faculty Development Council). Of the 13 goals of a ����vlog���� education, number 14 is getting students to actively participate in class. What does participation look like in your class? What are the challenges you face with enhancing class participation? How do you evaluate participation? What have you found to be most successful in encouraging thoughtful participation? In summary, discussion was based on these and other questions, shared ideas, and open conversation with fellow colleagues.

New Faculty and Early Career Colleagues Information Session: ����vlog���� Funding and Grant Opportunities
Date: Thursday, October 17, 2019 (noon-1:00 p.m.)
Location: McGregory Hall, 101A Conference Room
Facilitator: Bruce Moseley

OED/CLTR Lunch Discussion of “The Privileged Poor”
Date: Tuesday, October 22, 2019 (11:30 a.m.-12:30 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Mark Stern and Maura Tumulty

Luncheon discussion of Dr. Anthony Jack’s “The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students” Special guest, Dr. Jack (assistant professor of Education at Harvard University) visited ����vlog����’s Memorial Chapel on October 7, 2019 and offered a lecture on his recent book. Following his visit to campus, the Office of Equity and Diversity (OED) and CLTR co-sponsored a luncheon to discuss the significant implications not only for our pedagogical and mentoring practices, but also for our understandings of how students, staff, and faculty might experience the cultural environment of the university. Luncheon participants received a copy of Jack’s book and the conversation was facilitated by Mark Stern (associate professor of Educational Studies) and Maura Tumulty (associate professor of Philosophy and associate provost for Equity and Diversity).

CLTR Symposium on Teaching and Learning: Connection and Learning in a Networked World
Date: Friday, November 8, 2019 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Jeff Nugent and students

The final installment of the Center’s Symposium on Teaching and Learning was facilitated by Jeff Nugent (associate director, Center for Learning, Teaching, and Research; director, Learning and Applied Innovation) and student panel participants. We find ourselves living in a networked era where instant communication, web-based socialization, and rapid information sharing frame everyday experience. This state of being always on, always connected - to our digital devices and to people - is a relatively new human experience. How do college students navigate living in a hyper-connected world? What advantages and disadvantages do they see for being learners in a digital age? What ideas do they have about how we can better support their learning? In summary, this session featured a panel of ����vlog���� students who shared their perspectives on these and other questions, as well as considering what it means to be a human in a networked world.

CLTR Symposium on Teaching and Learning: Desirable (and Undesirable) Difficulties in Learning
Date: Thursday, February 7, 2019 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Doug Johnson, Spencer Kelly, and Kim Taylor

Desirable (and Undesirable) Difficulties in Learning. The first installment of the Center’s Symposium on Teaching and Learning was facilitated by Doug Johnson, professor of Psychology, Spencer Kelly, professor of Psychology and Neuroscience, and Kim Taylor, dean for administrative advising and student conduct. In summary, conversation and discussion was based on research in cognitive science which suggests that desirable difficulties in learning tasks—those which feel needlessly effortful or uncomfortable—can enhance long term retention and performance. However, when does difficulty become too much for the learner, making it undesirable? Facilitators explored ideas and invited participants to think together about the design of learning experiences for ����vlog���� students.

Faculty Teaching Table: Supporting the Success of International Students at ����vlog����
Date: Friday, March 1, 2019 (12:15-1:15 p.m.) 
Location: Benton Hall, 200 Seminar Room
Facilitator(s): Kerra Hunter and Megan Varney

Supporting the Success of International Students at ����vlog����. This teaching table was facilitated by Kerra Hunter, assistant dean and director of international student services and Megan Varney, visiting lecturer; second language ESL/ELL coordinator. In summary, constituting 10% of the student-body at ����vlog����, our international students come from 50 different countries and a wide variety of cultures. As these students enter and remain in the current U.S. climate, they may face particular challenges that affect their lives both in and out of the classroom. In addition to exploring key challenges, facilitators shared resources and systems available on campus to support not only our students but also the faculty and staff who work with them.

CLTR Symposium on Teaching and Learning: My Best Teaching is When this Happens...
Date: Thursday, March 7, 2019 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Jeff Bary, Christian DuComb Padma Kaimal, and Maura Tumulty

My best teaching is when this happens… The second installment of the Center’s Symposium on Teaching and Learning was facilitated by Jeff Bary, associate professor of Physics and Astronomy, Christian DuComb, associate professor of Theater, Padma Kaimal, professor of Art and Art History and professor of University Studies, and Maura Tumulty, associate professor of Philosophy and associate provost for Equity and Diversity. What does your best teaching look like? How do you plan for it? What do students have to say about your best teaching? In summary, dialogue explored these and other questions at the heart of teaching. Facilitators guided a series of small conversations to surface key ideas and identify shared perspective among participants.

Faculty Teaching Table: Procedure and Philosophy Regarding Athletic Scheduling
Date: Thursday, April 4, 2019 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Janel Benson, Kathy Brawn, Angela Marathakis, and Jason Meyers

Procedure and Philosophy Regarding Athletic Scheduling. This teaching table was facilitated by Janel Benson, chair, committee on athletics and associate professor of Sociology, Jason Meyers, faculty athletic representative, associate professor of Biology and Neuroscience, associate professor of University Studies, and chair of Scientific Perspectives Core, Angela Marathakis, assistant athletic director and director of student-athlete academic services, and Kathy Brawn, head women’s soccer coach and instructor in Physical Education. In summary, discussion focused on the philosophy of the Patriot League and ����vlog���� Athletic Department regarding scheduling of varsity athletic contests and the institutional procedures followed to approve travel schedules.

Faculty Teaching Table: Exploring Teaching in the VisLab
Date: Monday, April 8, 2019 (12:15-1:15 p.m.)
Location: Ho Science Center, 401 Visualization Lab
Facilitator(s): Adam Burnett, Santiago Juarez, and Amanda Rogers

Exploring Teaching in the Ho Tung Visualization Lab. This teaching table was facilitated by Adam Burnett, professor of Geography, Amanda Rogers, professor of Middle Eastern and Islamic Studies, and Santiago Juarez, professor of Anthropology. What is different about an immersive learning experience in a full dome planetarium? How might the dome afford new opportunities for teaching? Facilitators shared some of their experiences preparing for and teaching in the VisLab.

CLTR Symposium on Teaching and Learning: Exploring Interdisciplinary Teaching
Date: Tuesday, May 7, 2019 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator(s): Will Cipolli, Jenna Reinbold, and Meg Worley

Exploring Interdisciplinary Teaching. The final installment of the Center’s Symposium on Teaching and Learning was facilitated by Will Cipolli, professor of Mathematics, Meg Worley, professor of Writing and Rhetoric, Tim Byrnes, professor of Political Science, and Jenna Reinbold, professor of Religion. In summary, reflective session as facilitators shared their lessons learned from recent interdisciplinary team teaching experiences and how it provides unique opportunities to bring together perspectives, key concepts, and modes of inquiry from different disciplines. Exploring where different disciplines intersect can create new insights and generate new questions for both students and faculty members.

Symposium on Teaching and Learning Small Teaching
Date: Wednesday, August 29, 2018 (10:00 a.m.-2:00 p.m.)
Location: Case-Geyer, 560 Batza Room
Facilitator: Guest speaker, James M. Lang, Author of Small Teaching, Professor of English and Director of the Center for Teaching Excellence at Assumption College

The first CLTR Symposium on Teaching and Learning was facilitated by special guest speaker, James M. Lang, professor of English and director of the Center for Teaching Excellence at Assumption College and author of many books including Small Teaching: Everyday Lessons from the Science of Learning, which was provided to all current teaching faculty in advance of his visit to campus. The day began with an opening lecture on “Small Teaching: From Minor Changes to Major Learning” followed by lunch and an interactive workshop on “Small Teaching: Practical Examples.” In summary, research from the learning sciences and from a variety of educational settings suggests that a small number of key principles can improve learning in almost any type of college or university course, from traditional lectures to flipped classrooms. Professor Lang presented a general talk and an interactive workshop to introduce some of those principles. He offered practical suggestions for how these principles might foster positive change in higher education teaching and learning, and guide faculty participants to consider how these principles might manifest themselves in their current and upcoming courses.

CLTR Community Discussion “How can you be part of this teaching and learning wave?”
Date: Thursday, September 13, 2018 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room 
Facilitator(s): Frank Frey, Karen Harpp, Doug Johnson, and Margaret Maurer

The second CLTR Symposium on Teaching and Learning was facilitated by Frank Frey, director of First-Year Seminar Program; professor of Biology and Environmental Studies, Karen Harpp, professor of Geology and Peace and Conflict Studies, Doug Johnson, professor of Psychology, and Margaret Maurer, William Henry Crawshaw professor of Literature. The following community sourced questions were presented for discussion during this event:

1. What do you see as the greatest challenges for your own teaching, and what might help you overcome them?
2. How do you develop agency in your students? In other words, how do you get students to engage in material that may not be directly interesting to them?
3. What are the limitations to student participation in class and how do you overcome these?
4. What can we do to bring more mindfulness to teaching, learning, and the campus culture at ����vlog����?
5. How can we foster more collaboration on teaching among colleagues at ����vlog����?
6. Do you think there is a role for contemplative practices in higher education as a complement to the cultivation of critical thinking - and if so, what might that look like?
7. Could/should ����vlog���� do more to support students who initially struggle with academic rigor far greater than what they experienced in high school, or are the supports now in place doing all that's needed?
    

Healing Justice with Loretta Pyles (SUNY Albany)
Date: Wednesday, October 10, 2018 (8:00-9:00 a.m.)
Location: Benton Hall, 213 Clifford Commons
Facilitator: Guest speaker, Loretta Pyles

This teaching table was facilitated by special guest speaker Loretta Pyles, professor at the School of Social Welfare SUNY Albany, a certified yoga teacher, and an expert on social activism, community organizing, and holistic self-care. Her latest book is Healing Justice: Holistic Self-Care for Change Makers (Oxford University Press, 2018) was provided to all who attended this event. For her one-page “Healing Justice: A Manifesto” from that book from that book, please click Healing Justice A Manifesto. In summary, discussion was focused on how can academic faculty and athletic coaches help students (and themselves) cope with the pressures of a performance-driven environment, but also transcend that situation towards a cultivation of holistic well-being of body, mind, and (physical and social) environment, including social justice? And what can we learn from each other’s experiences and aspirations?

Reflections on Teaching
Date: Thursday, October 11, 2018 (12:15-1:15 p.m.)
Location: Case-Geyer, 560 Batza Room 
Facilitator: Lourdes Rojas-Paiewonsky

Reflections on Teaching. The third installment of the Center’s Symposium on Teaching and Learning: an informal conversation with Lourdes Rojas-Paiewonsky, Charles A. Dana professor of Romance Languages and Literatures; Africana and Latin American Studies, as she reflected on her teaching career at ����vlog����.

Supporting First-Year Students
Date: Thursday, October 25, 2018 (12:15-1:15 p.m.)
Location: ALANA Cultural Center, Multipurpose Room
Facilitator(s): Sarah Courtney, Frank Frey, Angela Marathakis, and Suzanne B. Spring

Supporting First-Year Students. This teaching table brought together a cross-section of campus that works closely with students to discuss commonly asked questions by first-year ����vlog���� students. Participants are encouraged to share their own insights or ask questions about supporting first-year students. Facilitated by Sarah Courtney, assistant dean for administrative advising, Frank Frey, director of First-Year Seminar Program; professor of Biology and Environmental Studies, Angela Marathakis, director of Student-Athlete Academic Services; assistant Athletic Director, and Suzanne B. Spring, director of OUS Scholars Program; Senior Lecturer in Writing and Rhetoric.

The Evaluation of Teaching at ����vlog����
Date: Thursday, November 8, 2018 (12:15-1:15 p.m.)
Location: Benton Hall, 213 Clifford Commons
Facilitator: Christopher Vecsey

The final installment of the Center’s Symposium on Teaching and Learning was facilitated by Christopher Vecsey, chair of ����vlog����’s department of Religion and the Harry Emerson Fosdick professor of the Humanities and Native American Studies.