TEC Workshop Schedule

Spring 2015 Schedule

Rethinking the Flipped Classroom by Dr. Lodge McCammon & Colleagues

Friday, April 10, 2015

Prepare to create, move around, collaborate and reflect!

Join us for this unique and engaging day of professional development facilitated by expert flipped classroom researchers and instructors. The session will consist of model lessons and activities that demonstrate how flipped teaching and learning can increase classroom efficiency. The facilitators will also model scalable strategies for creating active, rigorous and student-centered learning environments. By the end of the day, each participant will have seen/experienced what excellent flipped classroom instruction looks like…as well as what it feels like from the student perspective. Of course, the participants will also have time throughout the day to ask questions about, reflect upon, and discuss how this teaching method might be integrated into their classrooms and content areas.  

Dr. McCammon's colleagues include Dr. Steven Toaddy, Dr. Anthony Dove, and Dr. Brandy Parker.

Steven is a flipped classroom professor at Louisiana Tech University in the Department of Psychology and Behavioral Sciences. Anthony is a flipped classroom professor at Radford University in the Department of Mathematics and Statistics. Brandy is a member of the Organizational Analytics team at Johnson & Johnson. She will discuss her role & model the flipped method she uses to increase efficiency in the corporate environment.

Learn more about Dr. Lodge McCammon at http://lodgemccammon.com.



Fall 2014 Schedule

What’s New in Blackboard?

Monday, September 15, 2014

Presentation in Room 302, 1 Washington Park in Newark
Broadcast to Room 4095, 100 RR in New Brunswick
Broadcast to Room CLJ 392 in Newark

Debbie Beaudry, Joe Mathew, and Joy McDonald
Academic Computing Services (Newark) and RBS OTIS

Please join us on September 15 to learn about the new features that are available in Blackboard. We’ll begin by demonstrating the new features and then we’ll open the session up for your Blackboard questions.

Below are the highlights of what you’ll see.

Get to your current courses faster

With a few clicks, you can change your settings so that every time you open Blackboard, your courses are grouped by semester and your courses in the current semester are listed at the top.

Test out your course

See how you can use the Student View to test how your course works for students. With this feature, you can even take tests and submit assignments as a student.

Quickly create and add videos to your course

See how you and your students can easily use Kaltura within Blackboard to record and securely share videos.

Easily change dates in your course

Watch how the new date management feature makes it easy for you to copy a course from one semester to the next and have Blackboard automatically adjust all the dates for you.

Save time with written assignments

See how the new inline grading feature can save you time when providing feedback for student assignments.  

“Post first” to discussion boards

See how to use the new “Post First” feature so that students have to first post their submission to a discussion board before they can see what their classmates have posted.

Test availability exceptions

If you give online tests and need to provide extra time for a student, see how the new Test Availability Exceptions can be used to automatically give a student or group of students additional time.


Effective Use of Student Response Systems

Monday, October 20, 2014 | 11:30 am - 12:50pm

Presentation in Room 4095 at 100RR, New Brunswick
Broadcast to Room 302 at 1 Washington Park, Newark

Professor Arnold Glass
Department of Psychology SAS, New Brunswick

The use of student response systems (clickers) in lecture and recitation classes can greatly increase student academic performance. However, like any tool, its effectiveness depends on the skill of the user.

A considerable amount of preparatory effort is required to ultimately use clickers effectively in class. This workshop will review what techniques have been shown to be effective and what the future is likely to bring.


Spring 2014 Schedule

Wednesday, February 26, 2014 at 2:30 pm - 3:50 pm
RBS Room 302 in One Washington Park and Broadcast to Conklin 449 and Room 4087 in 100 RR

“Student Engagement and Motivation in the College Classroom”

Dr. Roberta Schorr, Associate Professor of Urban Education; Dr. David Shernoff, Visiting Associate Professor; Dr. Lina Sanchez-Leal, Senior Research Associate, Department of Urban Education

This panel discussion will examine current theories and research for understanding and fostering student engagement in your class across students with various motivational profiles. During this session, we also share some of the different ways in which students engage in learning, and how to support them in the process.

Examples of topics that will be covered include:

  • Concepts of motivation and student engagement
  • Applications of these concepts to educational practice
  • Theory and research on enhancing motivation and engagement in learning
  • The role that the learning environment plays in shaping students’ engagement


Wednesday, April 9, 2014 at 2:30 pm to 3:50 pm
Room 302 1 Washington Park and Broadcast to Room 4087 100 RR

“Teaching the Tough Stuff: Racial, Ethnic, Gender, Cultural and Other Sensitivities in the Classroom”

Professor Jerome Williams, RBS

Since the 1960’s the make-up of a typical undergraduate business school classroom has changed dramatically.  Fifty years ago the students predominantly were White, male, and U.S. citizens.   Today the typical RBS-Newark undergraduate classroom, based on Fall 2013 numbers, is 28% Asian, which is higher than Whites at 25%, 24% Latino, and 12% African American.   Furthermore, the class is 50% female and includes students from a number of foreign countries.   There is a significant disparity in the statistics reflecting the make-up of the students sitting in the seats and the statistics reflecting those standing in front of the classroom instructing them.  This disparity has given rise to challenges that faculty members must face in making students from diverse backgrounds feel welcome and to allay fears that they may encounter subtle and implicit, and sometimes explicit, forms of bias in instruction, grading, and overall receptivity.  This seminar will focus on what is labeled the “tough stuff” in terms of dealing with racial, ethnic, gender, religious, sexual orientation, cultural, and other sensitivities in a diverse classroom.  A number of examples will be used where attendees will be asked “what would you do?”  There are no universal solutions or specific rules for responding to these situations.  However, using the concept of “rhetorical cleaning” borrowed from other disciplines, i.e., engaging in dialogue on sensitive issues to arrive at workable and reasonable solutions, it is hoped that faculty attendees will come away from the seminar with a heightened sensitivity and enlightened approach to dealing with these issues.


Monday, April 28, 2014: 10:00 am to 11:20 am
Room 302 1 Washington Park and Broadcast to Room 4087 100 RR

“Constructing an Online Class and Best Practices in Online Teaching”

Professor Irfan Bora and Amanda Prieto

The Master’s Program in Accountancy in Governmental Accounting is the first fully online RBS program. The program attracts students from around the country who are interested in earning an advanced degree in governmental financial management, through both synchronous and asynchronous learning. Irfan Bora, who directs this program, will discuss the primary issues involved in delivering an effective classroom experience to online students. The seminar will cover the current IT infrastructure available to faculty at Rutgers for delivering hybrid and fully online classes.  In addition, a discussion of the range of pedagogical approaches for a successful learning experience for students as well as a live tour of a fully online class will be presented. Key components of a successful online course involve an innovative design and rich content, which utilize a multitude of currently available technologies.  The challenges of teaching an online course will be addressed along with the range of opportunities that are available to bring together the best of an in-classroom experience within the online environment.


Fall 2013 Schedule

Friday, September 20th, 9:30 – 11:00am
Room 302 in 1WP, Videoconference with BRR 3087 in 100 Rock

Tips to Enhance Personal Presentation Skills in the Digital Age

Marc H. Kalan

What makes one presenter so much more interesting, engaging and successful than another?  This workshop will share some tips, tools and skills Marc has picked up during his professional and academic careers that might just help your presentations be more engaging and impactful.


Thursday, October 17th, 1:45 - 3:15pm
BRR 4087 in 100 Rock, Videoconference with Room 302 in 1WP

The Case Method of Teaching

Michael A. Santoro

This seminar will detail how to select cases from the Harvard Business School online case collection, how to use teaching notes that accompany cases, and how to integrate cases with other course materials. We will also discuss the art of case teaching – how to start a case discussion, how to lead it to key points with a light touch, how to avoid some of the common pitfalls, and how to conclude a discussion and offer students a focused take away. Finally, we will discuss how to grade case discussion participation and the use of cases for exams and paper assignments.


Friday, November 15th, 10:00–11:00am
Room 302 in 1WP, Videoconference with BRR 3087 in 100 Rock

Fostering an Optimal Learning Environment: The Four Learning Styles

Ben Sopranzetti

Many of us are naturally predisposed to design and teach our classes in a way that jibes with our own learning style. Unfortunately, students’ learning styles often differ substantially from our own, often resulting in frustration, excessive visits to and monopolization of office hours, disgruntlement, and poor performance. Ben will discuss the four learning styles, help you to identify your own learning style, and discuss how to adapt your teaching and course design to more effectively reach students whose learning styles differ from your own.