Structured peer feedback activities are a great addition to most writing assignments. I find that students gain confidence in their work by having others read it and provide commentary prior to turning it in. Peer feedback can help a writer identify problems in their own writing; they can see firsthand what it is like to assess a writing critically, rather than just relying on the instructor to find all the mistakes. And honestly, student writing generated with peers in mind stands a better chance of being more engaging than papers written solely for my eyes. Because students will often focus on grammatical improvements unless explicitly directed to focus on other aspects of the writing process, I love giving them specific activities. Some peed back strategies require more time/effort, but this one is quick and easy!

Students should come prepared with a draft of their essay and I ask them to get into pairs. Then ask them to write the following: 

Then ask students to put that first sheet (with the three sections just listed) away and switch and read their partner’s paper. Then ask the students to write down, for their partner’s paper, the same thing they write down for their own: 

Ask students to bring out the original sheets from their self-analysis and then compare the differences between what they thought was in their paper and what an outside reader thought was inherent in their text.

Hopefully, some students will realize that their opinions were not well supported or that they did not express that which they thought as well as possible. Ask the class for some examples/highlights from partner discussion. This exercise also will reveal the different ways in which people read texts and think about them.

– by  Ashley Montgomery, Assistant Dean of Teaching, Learning and Assessment, University of Maine at Farmington

Here are opportunities for students (and maybe you) on campus:

MSU Event  :

Graduate Student Regional Research Conference:

Balancing Graduate School with Mental Wellness

February 27-28, 2020  

University of Louisville/Louisville, KY 

For more information:

https://louisville.edu/graduate/gsc/research-conference

Call for Proposals: The 2020 Pedagogicon

May 15th, EKU

Proposals Due: February 26th

The conference theme, “  Students as Partners in Teaching and Learning,” encourages us to examine and promote students-as-partners strategies for teaching and learning that encourage deep, transferable academic experiences.

Do you have an exceptional strategy to share? Do you have a new theory or practice that might enhance teaching and learning, faculty development, educational practices, or student engagement at your institution and beyond? Presenters are encouraged to engage their audience, so preference will be given to those submissions that specify how this engagement will be provided. The conference will host an opening session on transparency in learning and teaching.

Threads might include but are not limited to:

Presenters will also have the opportunity to submit their work for consideration in the annual Proceedings, to be published in late 2020.  



Submit proposals online at   https://studio.eku.edu/pedagogicon-proposal-form .

19th Annual   Posters-at-the-Capitol

March 5th, Frankfort

The   Link to Register  is:

Closed

 

Posters-at-the-Capitol   , an event hosted collaboratively by Eastern Kentucky University, Kentucky Community and Technical College System, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, University of Kentucky, University of Louisville, and Western Kentucky University, is intended to help members of Kentucky’s legislature and the Governor better understand the importance of involving undergraduates in research, scholarly, and creative work. It provides undergraduates with the opportunity to engage in scholarship, research, and creative work that is important to their educational experience and professional development. We encourage faculty to have their students participate in   Posters-at-the-Capitol to help those in Kentucky who fund higher education understand why these experiences are so important. 

 

View the 2019 Presentations and Program Booklet

View the Report on Morehead State Students at the 2019 Posters-at-the-Capitol

 

Innovative Teaching & Learning Conference:

Lighting the Way to Deeper Learning

March 31, 2020

The University of Tennessee, Knoxville

Teaching & Learning Innovation, UT Knoxville’s home for faculty and educational development, is pleased to present its Innovative Teaching & Learning Conference 2020.

This conference highlights the importance of good teaching in higher education settings by featuring the innovative teaching practices that occur in college classrooms across the state of Tennessee.

 

To Register: https://teaching.utk.edu/itlc2020/registration/

 

Featured Webinars:

How What is the Best Way to Grade Participation?

Faculty members know it is essential for students to be active participants in their own education. The challenge, however, is developing a method to grade class participation. This webinar explores:

How Can I Keep Students Engaged with Instructor Presence?

This webinar explores the importance on faculty presence in the online teaching environment. Learn how to analyze, evaluate and improve the level of instructor presence in your courses.

Accessing Webinars:



These licensed Magna resources are available through a password-protected website. For access, faculty need to:

Benefits of Magna Webinars:

I understand that you have a lot on your plate, so let me give you a few reasons why you should consider trying a Magna webinar:

Ambassadors for Excellence in Teaching

Morehead State University

workshopwednesday@moreheadstate.edu