We are also trying to arrange for each workshop's facilitator to make a short video clip of the material for those who cannot attend--not a recording of the actual workshop, but a seperate session just to present the basics of the content.  We will advertise those as they become available.

What Questions Should I Answer to Develop Innovative Teaching?  
To improve learning in higher education, teachers benefit by reflecting on just the right questions.  Audience members in this session will respond to questions that help pedagogues innovate. These "powerful" questions facilitate the construction of "How To" guides and the changing of incentives and disincentives to increase student engagement in meaningful learning behaviors.
Facilitator: David Concepcion (Philosophy and Religious Studies)
Dates: 1/23, 1/30, 2/6, 1:00-2:30, TC 405 

Helping Students Read Difficult Texts
Students don't read for a variety of reasons, including that they don't know how to engage complicated texts (or even relatively simple ones).   How can we help them learn to read better for our courses, ideally without an excessive amount of time commitment on our parts?
Facilitator: Karen Ford  (Elementary Education)
Date: Tuesday, February 12, 2:00-3:30, TC 405

Assessment Primer
Confused by all the talk about assessing student learning and how it impacts classroom teaching and departmental planning?  Not sure what we mean by terms like "direct measures," "learning outcomes," and "closing the loop"?  This session will present you with the basics of assessment and help you get up to speed with its role in departmental and university planning.
Facilitator: Brian Pickerill (Academic Assessment and Institutional Research)
Date: February 29, 1:00-2:30, TC 405

Using Case Studies as Teaching Tools 
The use of case studies in teaching has become commonplace in certain disciplines—particularly business and health sciences—and the approach has great potential for other disciplines because of its problem-based approach to learning and grounding in realistic situations.  This workshop will explore the basics of teaching via case studies and will prepare participants to devise their own cases and build instruction around them.
Facilitator:  Doug Johnson (Marketing and Management)
Date: March 4, 2:00-3:30, TC 405

Creating a Teaching Portfolio
Do you need to start assembling a teaching portfolio to support your promotion and tenure efforts?  This workshop will provide an overview of teaching portfolios and give participants a jump-start in gathering and organizing the necessary documents. 
Facilitator: Melissa Holtzman (Sociology)
Date: March 19, 1:00-2:30, TC 405

Making Technology-Enhanced Teaching Accessible to Everyone
As we seek to enhance learning for our students via technology, we have to be aware how those technologies can assist or complicate learning for students who have special needs—e.g., visual, hearing, or learning disabilities—including those who may enroll in online or hybrid courses.  This workshop will examine various technologies and how our use of them can be modified to make them more accessible by all of our students (aka "universal instructional design").
Facilitators: Larry Markle (Disabled Student Development) and Carlos Taylor (University Computing Services)
Date: April 3, 3:30-5:00, TC 412

Involving Students in Classroom Discussions
There are many reasons students do not participate in classroom discussions—fear of embarrassment, lack of preparation, cultural differences, introverted learning styles, etc.  This workshop will examine some of these reasons and explore ways of encouraging participation through structured discussion techniques.
Date: TBA

Time Management for Online Teaching
Experienced online teachers will quickly tell you that planning and delivering an Internet-based course can take significantly more time than a traditional face-to-face one.  In this workshop, a panel of experienced online teachers will share the ways they manage their time and workload.
Date: TBA

Dealing with Students in Distress
Students often have many other concerns and stressors that interfere with their work in our classes, and often these issues put students at more risk than a failed quiz or essay.  How can we recognize the signs of students in distress, how can we respond to both their personal and learning needs, and how can we get them professional help? 
Date: TBA

Thriving as a Senior Faculty Member
This discussion is designed specifically for senior faculty members and will examine issues that are particularly important to them during their last decade (or so) on campus.  A panel of venerable BSU faculty members will lead a discussion of the following issues:

1. What issues and challenges are senior faculty members most likely to encounter late in their careers at the university?
2. What strategies or approaches can be used to deal with these challenges?
3. What makes being a senior faculty member rewarding, and how can this understanding be used to enhance and enjoy late-career work?
4. What can the institution do to help faculty members make the most of their last decade on campus?

Date: TBA