| DATE | GOAL | MISSION | RESOURCES |
| August 31 | First meeting - "Lemons to Lemonade" and Learning Goals | Please bring a story to share that is a "lemons to lemonade" teaching story; that is, a story where something went wrong in your class or was heading in a bad direction and where you turned it around to create something good from it. We encourage you to make yourself a glass of lemonade to join the call (we will not ask if it has some vodka in it; that's your business). | Fink, p. 11. We will think about various learning goals. |
| September 7 | The Values you chose and Your goal(s) for the discussion session | Choose three teaching values, beliefs, and goals:
Take three minutes and reflect on the values you chose. Why are those values important to you? How do they inform your teaching practices (your course design, your assignments, the way you give feedback, the way you deliver content, etc.) | See the teaching values here: "Gradschool.com" |
| September 14 | No meeting | CAS Writing Retreat | |
| September 14 | Active Learning? | Bonwell and Eison (1991) says, “Anything that ‘involves students in doing things and thinking about the things they are doing.’” Students actively participate in the co-construction of what they are learning. Then, what is Active Learning? Let us think about problems with traditional lecture, and how we can we provide active learning to students. Also, let’s think about how active learning will be possible in teaching philosophy. | Fink, pp.15-16. Melissa Jacquart offers tons of ideas for active learning in philosophy classrooms here. James Lang’s book, Small Teaching, provides a practical guide for small changes that can have a big impact on student learning. |
| September 21 | Designing a Course | Let us think about the following four steps: learning goals for course, ways of assessing this kind of leaning, actual teaching-leaning activities, and helpful resources. Please fill out at least one of the blanks in the worksheet. It won’t take long. | Fink, p.23 (worksheet) Fink, pp.23~9. (Castle top) |
| September 28 | Feedback and Assessment | Based on your designed course, let us think about how you will give feedback and assessment to students. | Fink, pp. 13-17 Assessment |
| October 5 | UNL Syllabus Policy | Let us look into the UNL syllabus policy. What elements should be included in your syllabus? | UNL Syllabus Policy |
| October 12 | Diversity and Inclusion | Let us think about the ways to support diversity in the classroom. We will share some difficulties that we've experienced in the classroom. | GoGuardian.com Prodigygame.com |
| October 19 | No Meeting | Fall Break | |
| October 26 | Analyzing Syllabus | 1. Greek/Modern/History Syllabus | |
| November 2 | Analyzing Syllabus 2 | 2. Ethics/Current Issues 3. Logic/Metaphysics/Science/Mind Syllabus | |
| November 9 | Making Syllabus | Course design and assignments | |
| November 16 | Making Syllabus 2 | Grading and Feedback | |
| November 23 | Syllabus presentation 1 | We will present our own syllabus and get feedbacks from each other | |
| November 30 | Syllabus presentation 2 | We will present our own syllabus and get feedbacks from each other | |
| December 7 | Syllabus presentation 3 and Snack Party | We will present our own syllabus and get feedbacks from each other & Snack Party |