UAA Teaching Effectiveness Academy for Instructors
April 24, 2019 | 10:00 am – 3:00 pm
Luskin Conference Center
The academy will offer two teaching-related workshops, which will run parallel to one another. If you wish to be considered for both, you will be prompted during the application process to rank the workshops in your order of preference. Please note that we received three times as many applicants as we admitted last year. Accordingly, the more detailed your answers are, the better chance you have at being admitted.
Application submission deadline extension: Sunday, December 9, 2018
Selected participants will be notified by January 11, 2019
IMPORTANT: Selected applicants must register for the UAA conference, to participate.
These two half-day pre-conference workshops are specifically designed for instructors at any stage of their careers who are seeking theory and practice-based strategies to inform and/or improve their teaching. In both workshops, participants will have the opportunity to exchange ideas, discuss challenges, and share strategies based on their own teaching experiences. This is the second year that UAA is offering pre-conference workshops aimed at creating a teaching and learning community of practice, which is specifically geared towards helping instructors strengthen their theory and practice-based teaching.
Dr. José W. Meléndez, University of Oregon, Eugene
- Describe and differentiate between key concepts and theories for course planning
- Explain the reasoning behind strategies to establish a constructive learning environment
- Identify theory-based approaches to connecting classroom content to practice
- Use of hidden curriculum as a means to highlight instructional strategies to learning outcomes
Barbara Ferman, Ph.D., Temple University, Philadelphia
April Jackson, Ph.D., Florida State University, Tallahassee
José W. Meléndez, Ph.D., University of Oregon, Eugene
Workshop 2: Teaching Effectiveness Workshop for Instructors Serving First-Generation College Students will cover the following:
- Describe and assess research and concepts that delve into the challenges and opportunities faced by first generation students
- Develop an asset, rather than deficit-based approach, to teaching first-generation students.
- Describe, adapt, and practice evidence based approaches and strategies for addressing challenges and supporting success of first-generation students
- Create a needs assessment of instructor’s, as well as University’s needs and resources for working with first-generation students
Colby King, Ph.D., Bridgewater State University
José W. Meléndez, Ph.D , University of Oregon, Eugene
Marla Parker, Ph.D., California State University, Los Angeles
Rubia R. Valente, Ph.D., Baruch College, City University of New York