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Teaching Enhancement Workshop January 2017

January 11, 2017, Evergreen Campus
Evidence-Based Teaching Practices


Loyola faculty: RSVP to

 Overview | Workshop Program

Teaching Enhancement Workshop Survey

Workshop Program (tentative)

8:30 a.m. Breakfast and Conversation 4th Floor Program Room
9 - 9:20 a.m.


Amy Wolfson (Psychology/Academic Affairs)


Mavis Biss (Philosophy)

Update on Strategic Plan Call for Center for Faculty Development

Brian Norman (English/Academic Affairs)

9:30 - 10:10 a.m.

Breakout Session I

  • Teaching Scientifically: Lessons for all from the Natural Sciences
    This session serves as an introduction to scientific teaching, a model for teaching that parallels the scientific method. Faculty will become more familiar with this model through participation in a variety of techniques for assessment of student learning. Building on these activities, faculty will identify an active learning technique that can be used to assess students' understanding of a difficult concept from one of their courses. Please bring a laptop, phone, or tablet to participate in the activities.

Moderator: Maren Blohm (Biology)


  • Bernadette Roche (Biology)
  • Lisa Scheifele (Biology)
  • Lisa Oberbroeckling (Mathematics & Statistics)
  • Timothy Clark (Mathematics & Statistics)

Preparatory article:
"Scientific Teaching," Science 304, no. 5670 (Apr 23, 2004)

  • Expectations and Grading
    Moderator: Jill Snodgrass (Pastoral Counseling)

    • Melissa Girard (English) "Minimal Marking: A Strategy for Responding to Student Writing"

      This roundtable will focus on minimal marking, a process that helps students identify and fix errors in their own writing, rather than relying on an instructor to fix their writing for them.

      "Minimal Marking, "College English, Vol. 45, No. 6 (Oct., 1983)

    • Suzanne Monthie (Educational Technology) and Ryan Servant (Educational Technology) "Enhance Assessments with Moodle-based Rubrics"

      This roundtable summarizes research-based best practices for using rubrics to improve student learning and the quality of your evaluations. A demo on creating Rubrics in Moodle Assignments shows how easy it is to get started.

    • Cindy Moore (Writing/Loyola College) "Improving the Quality of Peer Response during the Writing Process"

      Like all writers, students can benefit greatly from peer feedback on drafts and revisions of their work. The challenge for professors who acknowledge the possible benefits of peer response is that students don't always understand what helpful feedback looks like and how to give it. This roundtable will offer numerous strategies for teaching students how to provide feedback that their peers can actually use to make their final written products better.

      "Moving Beyond 'This is Good" in Peer Response, "Practice in Context: Situating the Work of Writing Teachers, (2012)

      "The Dear Reader Letter, "Responding to Student Writers, (2013)

      Some Ways to Help Students Give (and Get) Useful Revision Feedback, (2017)

      "We Know What Works in Teaching Composition, "The Chronicle of Higher Education, (Jan. 3, 2017)

      "Responding to student writers: Best practices "Responding to Student Writing, (2013)
  • Classroom Practices
    This break-out session will focus on pedagogical practices that have been shown to substantially improve student learning. Explanations for how the practices discussed in this session relate to research in cognitive psychology and neuroscience can be found in James M. Lang's new book Small Teaching: Everyday Lessons from the Science of Learning(Jossey-Bass 2016). A link to Lang's Chronicle series "Small Changes in Teaching" is provided in the preparatory article section.

    Mavis Biss (Philosophy)

    • Barbara Vann (Sociology) "Meeting Students Where They Are"

    This roundtable focuses on working with first year students and will address how instructors provide directions that guide students.

    • Megan Olsen (Computer Science) "Show and Tell"

    Many abstract concepts are more easily grasped when you can see how they apply to a concrete demonstration. In this roundtable participants will experience techniques that effectively communicate abstract concepts.

    • John Burger (Economics) "Making connections"

    This roundtable will focus on classroom practices that help students to make connections between ideas and to connect course materials to the world.

Preparatory article:
"Small Changes in Teaching, "The Chronicle of Higher Education (Jun 22, 2016)

4th Floor Program Room








McGuire Hall West

















McGuire Hall West








10:20 - 11 a.m. Breakout Session II
See Breakout Session I for Session Descriptions
11:10 - 11:50 a.m. Breakout Session III
See Breakout Session I for Session Descriptions
12 - 1 p.m. Lunch with Messina Workshop McGuire Hall East
1 - 5 p.m. Messina Workshop McGuire Hall East

Teaching Enhancement Committee

Members, 2016-17

  • Chair: Maren Blohm (Biology) 
  • Mavis Biss (Philosophy) 
  • Vanessa Dodo Seriki (Teacher Education)
  • Jill Snodgrass (Pastoral Counseling) 
  • Irem Demirkin (MGIB), spring; Rebecca Trump (Marketing), fall
  • Brian Norman (English /Academic Affairs), ex officio

Past Teaching Enhancement Workshops

August 2016: Race in the College Classroom

January 2016: Modes of Engagement

August 2015: Inclusive Teaching and Loyola's Diversifying Student Body

January 2015: The Jesuit Mission, In Action

August 2014: Beyond Words: The Power of Nonverbal Communication in Teaching