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University of Minnesota

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Application for Making a Difference Seminar

Making a Difference:
Designing Courses to Support Student Learning and Teacher Satisfaction

Spring Semester Applications Due by January 12, 2010.

Seminar Description

Rather than slog on alone in addressing SLOs, SDOs, LEs and accreditation requirements, we invite you to join with a small group of colleagues to revise existing or design new courses. You will focus on (1) incorporating the distinctive educational impact you would like your courses and your teaching to have on your students' learning; and (2) selecting the teaching, learning and evaluation strategies appropriate for learning, development and communication objectives you write.

Each small group will meet during Spring Semester with a CTL facilitator for four work-oriented seminar sessions supplemented by two short personalized consultations. Seminar participants will receive a small honorarium, the book Significant Learning and food. Upon registration, each participant will receive a follow up email from a CTL seminar facilitator. In the meanwhile, questions can be directed to Ilene Alexander via e-mail at alexa032@umn.edu.

Application

Your Information


Your Availability

To help in the preliminary work of setting up small groups, please list below (1) two or three days during a typical work week when you would be able to meet; and (2) beside each day you list, please note the times of day - between 8 a.m. and 5 p.m. - that you would generally be available to meet for 90 minutes with your small group.



Seminar Goal

What do you hope to gain via your participation in the "Making a Difference" seminar?

Course You Want to Redesign

Briefly describe the main course you would like to (re)design during this seminar, including the following: course title; course department & number; main focus of course, key teaching/learning goals, major assignments/exams.


Impact You Want to Make

Imagine yourself teaching in a perfect situation, where the students will do anything and everything you ask of them. They will read everything and write everything you ask them to. They will do it on time and do it well. Given this idea, what kind of impact would you most like to have on your students? When it is one or two years later, what would you like to be true about students who have taken your courses? What is the distinctive educational impact you would like for your teaching and your courses to have on your students five or ten years after they’ve graduated from college?


Center for Teaching and Learning