Faculty Prepare to Integrate Personal and Social Responsibility Outcomes into Courses for Next Academic Year
Twenty-three faculty and staff members participated in a recent Faculty Development Workshop focused on personal and social responsibility as student learning outcomes.
Topics covered during the workshop included “Backwards Design: A Critical Look at Outcomes, Topics, and Assignments”; “Writing Academic Discourse”; “Experiential (Critical) Teaching and Learning”; and “Active Learning in the Classroom.”
The two-day workshop was designed to prepare faculty to integrate personal and social responsibility outcomes into various courses for the 2017–2018 academic year.
The QEP (Quality Enhancement Plan) Implementation Committee hosted the workshop on May 8 and 9.
“Participants included faculty teaching undergraduate courses that satisfy general education distribution and major-area requirements, which can be added to the QEP curriculum,” noted Dr. Karen Callaghan, chair of the committee. “The workshop format was interactive, and faculty members were engaged throughout.”
In addition to Callaghan, the workshop facilitators were Dr. Tamara Hamilton, associate professor of chemistry; Dr. Kathryn Comer, assistant professor of English; Dr. Glenn Bowen, director of the QEP; and Liz James, experiential learning coordinator.
The workshop participants were as follows: Drs. Laura Alonso-Gallo, Beatriz Calvo-Peña, Nichole Castater, George Cvejanovich, Olena Drozd, Luigi Esposito, George Fisher, Sean Foreman, Pamela Hall, Ana Jimenez, Peter Lin, Hugh Murphy, Katherine Nelson, Jorge Presmanes, Victor Romano, Leticia Vega, and Sanja Zivanovic, as well as Isabel Benavides.
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