Talk About Teaching Series

WORKSHOPS: During the academic year, CEITL offers a series of "Talk About Teaching" workshops on topics of interest to faculty. These workshops are typically held around the lunch hour. All part- and full-time faculty, graduate student teaching assistants, lecturers and teaching staff are invited to attend.

All Fall 2019 sessions will take place in the Memorial Union Building (MUB ). Please be sure to check the room for your session. 


Varied. See below. 

Light refreshments will be served. Please RSVP to attend one or more of the sessions.

Note: Talk About Teaching Workshops contribute 1-point to the CEITL Participation Certificate.


Fall 2019 Talk About Teaching Sessions


The four sessions for Fall 2019 are:

Session I: Wednesday, September 18 (12:30pm-2pm)
Introduction to Career and Professional Success
CEITL Participation: 1 point
Please register by September 17, 2019 
Memorial Union Building (MUB) Room 162

This is the first of three in a CEITL Workshop Series jointly sponsored by UNH Career and Professional Success and CEITL. Through this workshop participants will obtain a greater understanding of the Career and Professional Success (CaPS) team’s strategic objectives, mission, initiatives, involvement, and outcomes. An overview of university-wide and industry-specific career events, career technology, presentations and workshops, and career counseling appointments will be discussed. By the conclusion of this session participants will be able to identify, within their college, available career resources for both them and their students.

You do not need to be enrolled in this CEITL Workshop Award of Participation Series to attend this workshop.

Kim Clark, Director of Career and Professional Success, Paul College
Lori Dameron, Director of Career and Professional Success, COLSA

Also in the Series:
January 2020 Workshop:
Facilitating Career Readiness
Spring 2020 Talk about Teaching Workshop:
Career Connections in the Classroom


Session II: Tuesday, October 8th (12:30pm-2pm)
CEITL Workshop Series: Feedback
CEITL Participation: 1 point
Please register by October 1, 2019 
Memorial Union Building (MUB) Room 164

This is the first of three in a CEITL Workshop Series jointly sponsored by UNH Writing Center, Academic Technology, and CEITL. 

Part 1: 
Feedback Can Promote Learning:
How to Deliver it With Effect

Feedback can be a powerful tool to facilitate student learning and achievement; however, some types and circumstances of feedback are more effective than others. This workshop will explore the notion of feedback as a psychological process. Beginning with the students’ perspective, we will consider student course learning goals, where the student is in relation to those goals, and where to expect the next step – that is, where the student will be heading. Moving forward, we will examine the role of feedback as students move from novice to mastery, immediate versus delayed feedback, and positive versus negative feedback and the place of errors.

Catherine Overson, Interim Director, CEITL

Also in the Series: 
January 2020 Workshop: 
Peer Review: Practices and Pitfalls
Spring 2020 Talk about Teaching Workshop

Session III: Thursday, October 24th (12:30pm-2pm)
The [Student] Cognition Toolbox: How You Can Help Students Boost Academic Performance, and How Students Can Help Themselves
CEITL Participation: 1 point
Please register by October 17, 2019 
Memorial Union Building (MUB) Room 162

Cognitively-based study strategies promote student learning in academic courses, but many students are unaware that some strategies produce better learning outcomes than others; moreover, students often use strategies that can hinder their learning. This fall, CEITL launched the Student Cognition Toolbox (SCT); a set of online instructional materials that will teach students cognitively-supported effective and efficient study strategies. A distinctive feature of the SCT is that lessons will include a practice component that will assist students in mastery of that strategy. Our modules cover a wide-range of study strategies, for example: elaborative interrogation, self-explanation, retrieval practice (practice quizzing), worked examples, spacing and interleaving of practice.

In this workshop, we will describe and demonstrate the SCT, which, delivered through the Carnegie Mellon University Open Learning Initiative platform, can be accessed through Canvas. Come to this session and learn how you can incorporate the SCT into your courses, and how the SCT will teach students study skills that are appropriate for your learning outcomes.

Catherine Overson, CEITL
Lauren Kordonowy, CEITL
Meghan Stark, CEITL
Elizabeth Tappin, CEITL
Chris Williams, CEITL
Kari Dudley, Psychology


Session IV: Monday, November 18th (12:30pm-2pm)
Designing Pre- and Post- Assessments for Your Course:  Measures to Assess both Incoming and Course-acquired Knowledge
CEITL Participation: 1 point
Please register by November 11, 2019 
Memorial Union Building (MUB) Room 164

Pre- and post-assessments are becoming more frequently used in undergraduate courses across a variety of disciplines.  Beginning with your course-related learning goals and objectives, this workshop will help you to design assessments that provide information about your students’ knowledge at the beginning as well as at multiple time points within your courses.  

Pre-assessments can be simple questionnaires, often used as formative tools.  A common form of a pre-assessment is the background knowledge probe. This tool delivers valuable information regarding students’ level of discipline-related knowledge for critical prerequisite concepts. In some cases, preassessments can also be used as a postassessment to help assess whether students have acquired key learning targets at the end a unit and/or a term. 

Participants in this workshop will begin to develop a background knowledge probe that they can incorporate into their courses that will help to provide information about incoming and/or course-acquired knowledge.

Lauren Kordonowy, Science of Learning Project Coordinator (CEITL)