Saint Louis University


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Multiple dates


Online Seminars-Summer 2016

Online seminars are offered for participants in the Certificate in University Teaching Skills (CUTS) program only. If you are not yet a CUTS participant, please fill out a Statement of Intent Form, found on the Certificate Program's "Program Requirements" page.

Teaching Philosophy: June 20 - July 1
Course Design: July 11 - 22
Learning Technologies: July 25 - August 5

Registration is required and can by found here

August 11

8:30 a.m. - 4:30 p.m.

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The Mississippi Project Workshop

Interested in exploring how to incorporate sustainability into your curriculum? Are you searching for new ways to empower students with the tools and knowledge they need to be leaders in a future characterized by rapid social, inequality, and environmental changes? Attend the Mississippi Workshop and learn how!

Click here for an informational flier.

RSVP by August 7th
Maximum of 20 Attendees, so register early!

Co-sponsored by SLUstainability, SIUE Office for Sustainability, and STL Higher Ed Sustainability Consortium. 

Questions? Contact Brandon Verhoff at

September 6

1:30 - 3:00 p.m.

Boileau Hall

Beyond Because: Preparing Students to Think Critically During Essay Exams (Praxis)

Praxis Workshop with Flannery Burke

This workshop will address how to prepare students for essay exams that assess critical thinking skills. We will discuss how to identify, communicate, and assess the critical thinking skills that teachers wish to impart to their students. We will practice designing essay questions that capture critical thinking. Participants should come prepared with a sample reading or an example of a question that elicits critical thinking from their students.

September 16

1:30 - 3:00 p.m. 

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Against Correction: Giving Effective Feedback (Praxis)

Praxis Workshop with Paul Lynch

For some, grading an essay means correcting the grammatical mistakes, writing a brief end comment, and then assigning a grade. This approach suggests to students that writing is "the performance of correctness," the attempt to go as long as possible without making a mistake. This workshop will discuss how to move from summative feedback to formative feedback--feedback that encourages better writing.

September 27

1:30 - 3:00 p.m.

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Teaching Large Classes (Praxis)

Praxis Workshop with Mike Lewis & Elena Bray Speth

In this workshop, we will model theory- and evidence-based practices that we use in our large-enrollment classes, including flipped, interactive, and cooperative group learning approaches. Participants will reflect on what they perceive as significant challenges and opportunities with teaching large classes, and will share thoughts and experiences in a structured discussion format.

October 7

1:30 - 3:00 p.m.

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Lessons from Cognitive Science for the Classroom (Praxis)

Praxis Workshop with Lisa Willoughby

The focus of this workshop is to highlight the roles of recent research findings from cognitive psychology as they relate to learning in university classroom settings. The workshop will include an overview of recent research findings, demonstrations for experiential learning, and opportunities for participants to reflect on and discuss the relevance of cognitive psychology in past, current, and future courses.

October 25

1:30 - 3:00 p.m.

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Active Learning: What, Why and How (Praxis)

Praxis Workshop with Russell Blythe

Most likely we've heard the catch phrase "Active Learning," and we may have some idea of what it means (for example, we may have been exposed to some active learning techniques in classes we've taken). In this workshop we'll examine more deeply what active learning might encompass, consider why active learning strategies seem to help improve student learning, and explore how to incorporate active learning into participants' teaching/learning environments, with a particular focus on working in small groups.

November 1

1:30 - 3:00 p.m.

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Facilitating Diversity Discussions for Any Discipline (Praxis)

Praxis Workshop with James Fortney

This workshop considers diversity as both a pre-designed and spontaneous topic of discussion across disciplines. Participants will develop and practice evidence-based strategies for effective ways to facilitate diversity discussions in any course. Faculty and graduate students from all disciplines are invited to attend.

Higher purpose. Greater good.
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