On behalf of the Center for Teaching, Learning & Research, I am pleased to announce the Pedagogy Enrichment Fund for the 2014/15 academic year. This fund is designed to support new directions in teaching. Those new departures could range from preparing new modules in a course to developing new courses to exploring new approaches to teaching and learning. The fund could, for instance, cover the costs for attending a workshop or conference on pedagogy, for materials for a new class exercise (such as charges associated with a class-wide poster session), or for bringing to campus an expert on some aspect of curricular development.
If interested, please send a description of the proposed pedagogical enrichment with a proposed budget to Jim Ralph, the CTLR director (email@example.com) and please cc JoAnn Brewer (firstname.lastname@example.org). Proposals will be reviewed until the fund is exhausted.
The fund has two tracks. Requests for funding under $500 will be reviewed on a weekly basis. Requests ranging from $500 to $1500 will be reviewed at the beginning of each month of the rest of the 2014/15 academic year. Those awarded funding will be expected to file a report to CTLR on the impact of support from the Pedagogy Enrichment Fund.
Director, Center for Teaching, Learning & Research
The pedagogy series provides an opportunity for faculty members to learn from their colleagues and to reflect on their own teaching experiences. The topics range from practical suggestions for introducing new ideas into a syllabus, to theoretical frameworks for understanding different pedagogical approaches, to current research on how students learn and engage with the world. CTLR is pleased to partner with a variety of campus organizations and offices to present the pedagogy series.
Many events are in a roundtable discussion format: at these events, the participants listed on the schedule have made a commitment to engage in discussion with others who choose to come. All faculty are warmly invited to every event; lunch or other refreshments are provided.
CTLR welcomes suggestions for future pedagogy series events, as well as questions and comments. Please contact Jeanne Albert at email@example.com or at 443-2220.
The 6th Annual CTLR Pedagogy Series
The 6th Annual CTLR Pedagogy Series begins Monday, January 10, 2011 with a roundtable discussion: The Pedagogy and Practice of Learning Management Systems. Several more events follow in January and February-- a link to the full schedule is at left.
The theme of the 2011 Pedagogy Series is Mindfulness and Balance. Whether it is through intentional curriculum design, contemplative pedagogical practices, sustainability in the liberal arts classroom, or the weaving together of environmental studies and issues of race and cultutal diversity, this year's events explore the theme from a variety of perspectives.
Please join us for these events:
Meditation for Academic Excellence and Beyond: An Interactive Talk with Arthur Zajonc
Thursday, February 10 • 4:30 – 6 pm
McCardell Bicentennial Hall 216
Arthur Zajonc is professor of physics at Amherst College, author of the book Catching the Light, co-author of The Quantum Challenge, and co-editor of Goethe's Way of Science. He serves as scientific coordinator for the Mind and Life dialogue with H.H. the Dalai Lama and directs the Center for Contemplative Mind in Society which supports appropriate inclusion of contemplative practice in higher education.
Co-sponsored by the Faculty-Staff Meditation Group and funded by an Alfred P. Sloan Work/Life Balance mini-grant through the Office of Faculty Development
Contemplative Pedagogy Seminar: A Workshop for Faculty and Staff led by Arthur Zajonc
Friday, February 11 • 1 – 4 pm • Lunch provided at 12:30
Research shows that secular contemplative practices such as silent focus on an image, concept or the breath can help the brain process information, sustain inquiry into contradictions and promote well-being. In this seminar, Arthur Zajonc will present research on the effects of mindfulness techniques, describe how faculty across the disciplines have incorporated such techniques into their classes, and lead participants in contemplative practice.Co-sponsored by the Faculty-Staff Meditation Group and funded by an Alfred P. Sloan Work/Life Balance mini-grant through the Office of Faculty Development
The Education Studies Program is grounded in and grows out of the strength and excellence of the Middlebury College liberal arts curriculum. The College's aim has been to educate students in the liberal arts tradition who can bring their learning to bear on practical and significant real-world problems and concerns. In gaining a well-balanced liberal arts education, the Middlebury student majors in a recognized field of inquiry and undertakes a minor in education studies which provides a cross-disciplinary focus on the teaching and learning process. Taken together with distribution requirements in the humanities, social sciences, natural sciences and mathematics, and foreign languages and cultures, the course work in the major and the education studies minor provide prospective teachers with the analytical framework and content knowledge pivotal to engaging in reflective instruction in the practicum and in their first years of teaching.