Tuesday, February 15, Founders Room, 12 Noon to 1:30 p.m.
Teaching With Your Mouth Shut
A discussion of the book by Donald Finkel facilitated by Rob Schadt, OTLT

In the preface Finkel writes, G���£In this book I argue that our culture's image of 'the great professor' is destructively narrow. The traditional 'great teacher' inspires his students through eloquent, passionate speaking. He teaches by telling. I use my title phrase to move beyond this restrictive notion of good teaching. Each chapter of this book illustrates a different way a teacher can teach with his mouth shut. . . the book is not intended as a manual for teachers. It aims to provoke reflection on the many ways teaching can be organized. It attempts to engage its readers in a conversation about education.G���¥

Through reading and conversation we will look at some of the most central practices of our teaching. Copies of the book will be provided to all participants.

Wednesday, March 23, Founders Room, 12 Noon to 1:30 p.m.
Notetaking or PowerPoint Handouts?
A discussion facilitated by Adrienne Cupples, Department of Biostatistics
Part of our series of Scotch Award-Winning Teachers

Why is it important for your students to take notes? Studies find that note taking helps students focus attention, promotes more thorough synthesis of ideas, and encourages efforts to relate ideas and organize materials. However, with the extensive use of PowerPoint, what are an instructor's best options to help students take and use notes more effectively?

Tuesday, April 19, Founders Room, 12 Noon to 1:30 p.m.
Using The Socratic Method in a Health Law Course
A discussion facilitated by Wendy Mariner, Department of Health Law and Bioethics
Part of our series of Scotch Award-Winning Teachers

The Socratic method is the oldest and arguably most effective pedagogical technique for teaching critical thinking. Its descendents, from Professor Kingsfield's terrifying questioning in "The Paper Chase" to the structured discussions in law schools today, rely on questioning students about real and hypothetical cases to test their assumptions, factual knowledge, reasoning, and conclusions. The elenchusG���¶refutation and cross-examinationG���¶breaks down false or fuzzy assumptions so that students can build up a sound framework for identifying and analyzing problems and testing and defending possible solutions.

The traditional metaphor for the Socratic method is midwifery, because, with the teacher's guidance, the student gives birth to ideas herself, ideas that are retained longer than what is simply memorized. Other advantages include getting students excited and involved, inspiring intellectual curiosity, engaging students in collaborative exploration of evidence and reasoning to reach clarity, distinguishing opinions from defensible conclusions. Ideally, it also encourages respect for individuals and openness to new ideas, so that challenges are directed at facts or ideas, not at people. Effective use of Socratic methods demands as much from teachers as students, because the teacher is the visible example of critical reasoning in action. This technique will be demonstrated by viewing classroom video clips from LW850, Legal Strategies to Reduce Health Risks.

Scheduled for Late Spring (TBA)
How to Write a Case
(A hands-on workshop designed as a special half-day session)
Frank Dinan, Professor, Department of Chemistry and Biochemistry, Canisius College
Editorial Board, National Center for Case Study Teaching in Science

Finding a topic for a case isn't difficult. Cases can be used to teach almost any topic, from mitosis to nuclear fission. The challenge is how to craft a case study so that it achieves your teaching objectives while providing students with a compelling story that is relevant and thought-provoking. In this session we will provide you with a recipe for writing successful cases. Join us and leave the workshop with a rough draft of a case for one of your own courses.