each april, the cft hosts the scholarship of teaching and learning (sotl) symposium which was held most recently on april 12, 2012 from 4:00-5:30 at the 2022年世界杯中国小组赛积分.

the format included:

• roundtable sessions with fellow graduate students who’ve successfully applied their research skills to their teaching
• reception

who is this event intended for?

• graduate students, as well as faculty & staff, interested in improving their teaching
• anyone interested in learning practical strategies and methods for developing, applying, and analyzing research projects
• those in all stages of the teaching certificate program who either are currently or will be engaging in sotl during cycle three.
• anyone wondering: why does sotl matter and why should i care about this? (we’ll answer those questions and more)

the 2012 symposium featured these teaching certificate cycle 3 participants:

• cassandra s. koontz
  missing the forest for the trees: concept map horizontality and performance in an introduction to biological anthropology course
• katie mcewan
  learning german on the internet:  how does a collaborative course wiki impact student learning in a fourth-semester german course?
• angela cowser
  using rubrics to improve student comprehension and writing

• kim scott
  a comparative analysis of teaching methods: lecture only, demonstration and hands-on activities, and written instructions and hands-on activities
• wenyue du
  impact of online vs. traditional paper-and-pencil homework assignments in student learning in an introductory biology
  
• rebecca st. clair
  students prefer standard multiple choice questions
  
• menghun goh
  the use of semiotic in teaching koine greek

the 2011 symposium featured these participants:

• gretchen selcke
  a&s, spanish – task-based activity for implicit grammar instruction
• hang wang
  a&s, mathematics – effect of daily practice in calculus classroom
• jenny retherford
  engineering, civil & environmental engineering – “pacing” homework due dates: a lesson in time management
• joseph conrad
  medical school, microbiology & immunology – influence of formalized technical/contextual lab intros
• kristin jernigan
  medical school, cell & developmental biology – cooperative learning – effect on student performance
• jim wilburn
  peabody, lpo – improving leadership through simulation
• kate o’doherty
  peabody, psychology – collaborative testing: does it work/do students like it?