The fifth annual Senior Symposium will be held on Friday, April 19, 2013. The Senior Symposium is open to all HWS seniors and MAT students to provide students with a venue to share and celebrate their independent projects, scholarly research, and intellectual passions.
A large part of Senior Symposium success relies on faculty participation in several different roles: first, seeking out students of promise and encouraging them to apply; second, sponsoring students by reviewing their applications and abstracts (all applications must have a faculty sponsor's signature); third, guiding applicants toward the abstract writing clinics and presentation workshops, as well as the sample abstracts available on the Senior Symposium website; fourth, using your expertise to help ensure high quality in the student's application and presentation. We will be calling for faculty willing to facilitate abstract and presentation workshops, as so many faculty were kind enough to do in previous years. Visit the Senior Symposium website or contact Ruth Shields (firstname.lastname@example.org or x3959) for more information.
Each semester, the CTL, in combination with faculty suggestion, chooses a text for collective discussion. Past titles include: Susan Scott’s ’67 Fierce Conversations: Achieving Success in Work and Lift, One Conversation at a Time, Claude Steele’s Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do, and Carol Dweck’s Mindset: The New Psychology of Success. For more information, contact Susan Pliner at email@example.com or (315) 781-3354.
From course proposals to course design, syllabus and assignment construction and in-class teaching and learning consultation, the CTL, in conjunction with both the Provost's office and the Learning Commons, supports future and current First-Year Seminar faculty. Please contact Susan Hess (firstname.lastname@example.org or 3787) for additional information.
The CTL (with Learning Commons partners) offers August and January syllabus clarity workshops; these workshops use interdisciplinary peer-feedback groups to help faculty assess whether the syllabus is complete, clear, and effective in communicating a course to students.
The CTL offers or partners to offer several in-depth sessions on a variety of topics of interest to faculty. Some of these include:
“Creating and Sustaining Respectful teaching and Learning Environments,” August 2011 (with guest Mathew Ouellett of the University of Massachusetts)
“Making Critical Thinking Visible,” January 2010 (with guest Bill Roberson of the State University of New York at Albany)
“First-Year Design,” May 2009 (in conjunction with the Provost’s office)