Kevin Lim & Jen Austin // UBlearns: Campus Pack Blogs & Wikis

With the rollout of Campus Pack Journal LX (blogs) and Teams LX (wikis) into UBlearns instructors now have tools to harness the power of Web 2.0 technologies from within their course environment. The differences between blogs, wikis and journals will be discussed during this workshop. Case studies about the use of blogs and wikis in higher education will also be shared. Instructors will learn how to transform assignments and boost the learning potential for students by employing Web 2.0 technologies.

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Roberta (Robin) Sullivan // Principles for constructing good clicker questions

In this session we will discuss how to go beyond rote learning and stimulate active engagement with course content using Clickers. Tips and techniques will also be shared to assist instructors to develop effective questions that can be used with Clickers. The development of effective questions determines the outcome of whether or not the use of Clickers is a useful teaching tool. At first impression, one might think that having students respond to multiple-choice questions inspires a rote-learning environment. If instructors take the time to fully consider the best ways to implement Clicker driven questions that target higher levels of learning, then Clickers can become a very effective learning tool.

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Using groups and academic games for learning and assessment//Barbara Millis - Genteels’ Excellence in Teaching - Spring 2008

A series of workshops about the theory and philosophy behind cooperative and active learning in higher education.

Games can be an effective way to motivate students to learn course material; to encourage them to come to class prepared; and to assess student learning.

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Using cooperative activities to foster deep learning//Barbara Millis - Genteels’ Excellence in Teaching - Spring 2008

A series of workshops about the theory and philosophy behind cooperative and active learning in higher education.

Deep learning emerges from the careful sequencing of assignments and activities orchestrated by a teacher committed to student learning.

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Linking cooperative learning to the research on how people learn//Barbara J. Millis - Genteels’ Excellence in Teaching - Spring 2008

A series of workshops about the theory and philosophy behind cooperative and active learning in higher education.

Participants will come to know the theory and philosophy behind cooperative learning, including its belief in the value and educability of all students and the need to provide cooperative environments that balance challenge and support.

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Scott Paauw, Theresa Winkelman, and Linda McCausland, Janice Jones, Debie Street//Tips for teaching large classes: teaching strategies

This session explores various teaching strategies for effective teaching of large classes. Faculty who have been identified as successful teachers of large classes will discuss and demonstrate strategies they have implemented in their courses.

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Denise Krause, Susan Green, and Maria Picone //Creating a positive, solution focused approach in the classroom

This skills workshop demonstrates how university educators can utilize solution focused techniques in the classroom to engage students in the learning process by being student centered while maintaining their commitment to course objectives. Solution focused instruction techniques emphasize students' strengths and helps to amply their successes. The instructor utilizes the approach to gauge a class's experience, skill and readiness in relation to course content. A solution orientation also assists students to maximize their learning potential by establishing goals and academic priorities based on self assessments. Solution focused pedagogy anchors the delivery of this skills building workshop. The session begins with a brief conceptual explanation of the approach. The traditional teaching paradigm is compared with the solution focused paradigm to introduce the concepts.. Once these conceptual elements are addressed, the workshop makes explicit a number of solution focused classroom skills.

Conventional solution focused skills including exception, scaling, and the miracle questions (deShazer, 1985; deShazer et al 1986; Berg, 1994; & DeJong & Berg, 2006) are applied in the classroom setting. Several examples both from the instructor's and participants' own experience are shared. Building on these, unique techniques for educational venues are explained with examples. An emphasis here is placed on the instructor's self assessment using the same techniques. Participants are encouraged to actively engage with the skills through exercises, examples, and questions. The presenter discusses how additional components of a course including readings and assignments are considered within a solution focused orientation to social work education.

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Jim Jensen//Beyond homework: student assessment through group work and oral examinations

Assessing student achievement of learning outcomes is a vital step in the teaching and learning process. In this seminar, two non-traditional assessment methods will be explored. First, assessment of student learning through group work will be quantified through experiences in engineering design and laboratory courses. Second, the advantages and disadvantages of oral examinations in technical courses will be discussed. Lessons learned will be extrapolated to other disciplines.

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Blyth //UBlearns gradebook

Use the UBlearns gradebook as an effective option for managing student grades.

Kevin Lim //Facebook strategies for the classroom

Facebook is one of the most popular online social network. This workshop explores the potential uses of Facebook for teaching and motivating collaboration between students. Issues of privacy and intellectual property will also be covered, as well as advantages and pitfalls of social networks.

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Elizabeth Colucci//Successful models of minority graduate student recruitment

Departments seek to diversify their graduate student body, but are unsure how to increase the number of qualified candidates. This faculty focused discussion forum will describe three models that have been effective at the University at Buffalo.


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Hendrix //Maximizing Google's research potential

Google is well-established as the most influential search engine of the 21st century, but many of its most powerful features are hidden from the average user. This workshop will help unlock the mysteries of Google and Google Scholar, focusing on advanced search techniques and special features, including how to download references to EndNote.

Mark Bartholomew, Mike Behun, Terry McCormack, and Lewis Rosenthal //Copyright and higher education: beginning the dialog

What do those in higher education need to know about copyright? How does this affect faculty and students within the classroom environment?


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Andrea Greenwood and Euna Oh //Supporting international students: tips from Counseling Services

International students face unique challenges, including language barriers, culture shock, classroom culture differences, academic pressures, regulatory restrictions and increased surveillance in the post-9/11 environment.

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Kelly Ahuna and Christine Gray Tinnesz // Critical Thinking

Students often make judgments mindlessly. They assume the same position as a person whom they respect; they repeat what they hear on television; they choose the easiest solution to a problem. This kind of decision-making is the opposite of critical thinking. Critical thinking requires the mindful employment of criteria to assess how well a judgment is reached. The “Elements of Thought” offers one framework students can use in both reaching judgment and evaluating the judgments of others.

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UBlearns Express

This introduction will show you how to post syllabi, course schedules, assignments, student grades and other course materials to Blackboard on UBlearns.

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