Reading Circles

Reading Circles bring educators together for cross-disciplinary conversation to build knowledge, community and collaboration.

These new reading circles offer faculty and staff an opportunity to engage in ongoing conversation about a dynamic teaching and learning topic and build community of with colleagues from across disciplines.

Registration deadline is January 11, 2019.


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  • Click to Show/HideBeyond the Buzzword: Student Success Reading Group

    Purpose:

    To provide UofL faculty and staff interested in the concept of “student success” with an ongoing, structured, cross-disciplinary conversation about student success practices, theories and approaches in higher education and how they relate to our individual and collective work on campus.

    Audience:

    Faculty and staff interested in the topic, with outreach to those working in the new Belknap Academic Building.

    Facilitator:

    Patty Payette and co-facilitator TBD.

    Meeting Dates:

    Five monthly meeting dates January-May 2019, to be determined by participants through availability polls.

    Description:

    “Student success” is a term we hear a lot at UofL and in higher education discourse. But what does it mean? In this Reading Circle, we will read and discuss student development theory, literature, and research-based practices in higher education in order to determine how we can best support students’ authentic and meaningful engagement in and outside the classroom and enhance their chances to persist to graduation.

    What practices or principles can we explore, or apply, that are likely to lead to student success? What evidence can give us insight into what our students need and when in their varied journeys as undergraduates? These are the questions that can help guide our reading selection and conversations.

    The group will consider and discuss implications of student success literature in light of our individual and collective work with students. Interested faculty and staff will be invited to suggest articles relevant to the topic when they register for the Reading Circle. The group will meet monthly January-May 2019 in the new Belknap Academic Building.

  • Click to Show/HideMaking it Stick, Making a Ripple Effect

    Purpose:

    To provide UofL faculty the opportunity to deepen their knowledge of learning theory and cognitive psychology in a structured conversation while reading a common book about learning theory.

    Audience:

    Faculty and staff interested in the topic, with special outreach to Part-Time Faculty; two cohorts will be established, with one group meeting on Belknap Campus and the other on HSC Campus.

    Facilitators:

    Nisha Gupta and co-facilitator TBD will lead the group on Belknap Campus; Staci Saner and Jerry Rabalais will lead the group on HSC

    Meeting Dates:

    Monthly meeting dates to be determined by participants through availability polls.

    Description:

    Riding on the wave of our new president Dr. Neeli Bendapudi’s remarks at her inauguration on October 4, 2018, in which she invited us to define and make a ripple effect in our work, we will consider how our work can, and often does, have impact or meaning beyond the boundaries of our individual work.

    This program invites you to find your ripple effect and to determine how you want to use your work to make a lasting difference with your students, in your department, or at the institution. In this reading group, faculty and staff will deepen their understanding of how learning works and enhance their teaching practices to help students “make it stick” and thereby foster deep and meaningful change that ripples out beyond ourselves.

    We will read the book, Make it Stick by scholars and cognitive psychologists Peter Brown, Henry Roediger, and Mark McDaniel. This 2008 book is provocative, eye-opening, and often funny as it shows you the vital principles of winning ideas and will transform the way you communicate ideas. Our group will meet 5 times over the course of the spring semester. Some of the questions we will examine include:

    • What are some key cognitive science principles related to learning and how do they translate into teaching practices?
    • What is self-regulation theory and how does it relate to student learning?
    • How can you identify what your ripple effect ought to be, and how you can expand the circle of influence that your teaching or work currently has?

    Interested faculty and staff will be invited to facilitate one or more meetings of the reading group by selecting discussion approaches and sharing other relevant resources.

 
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