Understanding and Supporting First-Generation College Students
There is growing recognition of the need to support first-generation college students (students from families in which neither parent has earned a bachelor’s degree) as they navigate higher education. First-generation students bring much to campus – strengths, experiences, and perspectives different from non-first-generation students – but they also tend to need support, given that they are often unfamiliar with the tacit norms, values, and practices of higher education. In this community of practice, we will work collaboratively to understand the first-generation experience in the college classroom and the pedagogical practices we can use to better support them.
Registration Link: https://forms.gle/oyZ53NCAqvEeMfMA9
Facilitator: Kevin Murray, CTL Postdoctoral Fellow
Dates: Thursdays, Feb 27, Mar 5, Mar 12, and Mar 19; 3:30 – 5:00 p.m
Location: Wormser Room, Miller Library (snacks provided)
In his landmark study, the teaching scholar Ken Bain established the concept of “deep learning.” Teachers who foster deep learning help their students learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel. By reading Ken Bain’s book, “What the Best College Teachers Do,” and working with other materials, this community of practice will examine the concept of deep learning. Discussion will also focus on how deep learning has implications for our courses, our teaching, and our ongoing interactions with students.
Registration Link: https://goo.gl/forms/hVDhofxzIfWrXwGp2
Facilitator: Jordan Troisi, Ph.D, Research Fellow, Center for Teaching and Learning
Dates: Thursdays 3-4:30pm , February 21, March 7 & 21, Miller 208 (Snacks provided)
Disability, Difference & Academia: Access for All Students
Creating accessible learning experiences for Colby students provides opportunities for exploring the concepts of disability and differences in academia. Inspired by Ron Mace, a pioneer of the concept of universal design, a group of scientists, architects, researchers and designers outlined principles that support the inclusion of all persons in society. Today, these principles inform pedagogical practices impacting access of higher education to all learners. In this community of practice, participants will explore key texts, examples, materials, and resources to consider what it means to provide access at Colby and how this impacts the teaching endeavor.
Registration Link: https://goo.gl/forms/XDtrnZ2vBpH8ENVD3
Facilitator: Kate McLaughlin, Associate Director of Student Access & Disability Services
Dates: Fridays 3-4:30pm, March 1, 8, & 15, Miller 208 (Snacks provided)
Teaching Across Cultural Strengths
Teaching effectively across cultures is a daily challenge and opportunity for faculty to reflect on how diverse populations experience teaching and learning from differing cultural frameworks, epistemologies, and worldviews. During this Community of Practice, participants will examine the Teaching Across Cultural Strengths framework developed by Chavez and Longerbeam. More importantly, participants will engage in cultural introspection and in-depth conversations related to their teaching beliefs and practices.
Registration Link: https://goo.gl/forms/vHpGC4qdyduIXzdu1
Facilitator: Carol A. Hurney, Ph.D. Director, Center for Teaching & Learning
Option I: Tuesdays 3-4:30 (Feb 13, 20, 27, March 6, 13, 20) – Grossman 210