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Monday, November 6: "Curricular & Pedagogical Change"

Lots of us who have been around a while have weathered down-to-the-roots pedagogical and curricular revision (new core, anyone?). Even when faculty are entirely committed to such ambitious undertakings, it’s typically not pretty, not easy, and not fast. Join us as we talk about the process with Ed Shaefer (Math/CS), Elizabeth Dahlhoff (Biology), Christelle Sabatier (Biology) and Tracy Ruscetti (Biology) as they reflect on the process of upending and rebuilding pedagogies and curricula.

Resources from Ed, Elizabeth, Christelle, and Tracy:

Find helpful resources from previous CAFEs or faculty development events you might've missed 


Monday, October 9: "Teaching (with) R"

Michael Kevane and Bill Sundstrom (Economics), winners of this year’s Brutocao Family Foundation Award for Curricular Innovation, shared their work on techniques and approaches to teaching with R, a powerful open-source statistical software package. They talked about:

  • why R has become a particularly marketable skill for students;
  • what they have learned in discussions with faculty across the disciplines who have begun to incorporate R in their courses;
  • how you can get started using R and find campus and online resources to make it easy.

Missed it, but you’d like to learn a little more? Check out these links:

Resources from Bill and Michael:

Wednesday, January 25: "What is Design Thinking, and how does it connect with teaching?"   

Design Thinking is described as a process, a strategy for innovation, problem-centered learning, and a pathway to change in higher education. Chris Kittts (Engineering) and Michelle Stecker (Miller Center for Social Entrepreneurship) will talk about how they're applying principles from design thinking in areas as diverse as engineering,  business, women's studies, first-year experience programming, and social entrepreneurship.


Resources from Chris:

Thursday, December 1: "Syllabus Design and Camino"  

Want a little inspiration for next quarter before you put up your feet and enjoy a mug of something? (Don’t have the feet up and mug thing in your December calendar yet? Go ahead and do that. We’ll wait.) Join us as colleagues share practices and examples of syllabus design. We are pretty sure you’ll get some new ideas--maybe even inspiration--from colleagues talking about syllabus design, including graphic syllabi (and making the most of Camino). Who knows, you might even get your winter syllabi done early...

Missed it, but you'd like to learn a little more? Here are a few guides to writing a syllabus from colleagues at other institutions:

Wednesday, November 2: "Faculty panel on teaching online Summer Session courses at SCU" 

  • Are you interested in hearing from your colleagues about their experiences teaching an online summer session course?
  • Are you interested in how teaching online courses is different from, and similar to, face-to-face teaching?
  • Are you interested in hearing how designing an online course can impact your face-to-face courses?

Please come and hear from Jackie Hendricks (English), Robin Tremblay-McGaw (English), Graeme Warren (OMIS), and Lisa Whitfield (Psychology), who have taught online summer session courses at SCU, bringing experience ranging from 1 year to many.


​Co-Sponsored by Academic Technology, the Faculty Collaborative for Teaching Innovation, and the Summer Session Office in the Drahmann Center.


Resources from Jackie:

Thursday, October 20: "Making 'group work' work: Planning, facilitating, and assessing."  

Students come to SCU with many experiences with group work, but often without the skills to engage in collaboration effectively. What role can faculty play in designing collaborative learning experiences so that students not only deepen their learning of project content,but also develop accountability, interdependence, and the ability to give and receive constructive feedback? How do faculty fairly evaluate work produced in teams?

Faculty colleagues, Kathy Stoehr and Kathy Sun (Education) and Andrew Ishak (Communication) discuss their approaches and strategies for promoting effective group work.


Resources from Andrew Ishak, Kathy Sun, and Kathy Stoehr:

Wednesday, October 5: “What I've been doing lately in my class and why."  

Like many of us, you may have approached fall quarter thinking about what changes to make to your courses. Many of us are drawn to innovate to keep our teaching and the learning environment fresh. Rebecca Adler, an editor for Edutopia, commented, "We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogical bag of tricks. But it's important to focus on purpose and intentionality -- and not on quantity. So what really matters more than 'always trying something new' is the reason behind why we do what we do." 

Come hear from Amy Eriksson (Communication), Leslie Gray (Environmental Studies and Sciences) and Amy Lueck (English)  about changes they've made to their classes and why. There will be time to explore some of the innovations you're trying or considering.


Resources from Amy Lueck:

April 20, 2016

How do you plan your courses or your class sessions each week? Here you'll find materials about how your colleagues are using the practice of "Backward Design" to design effective and engaging learning-centered experiences.

Stephen Carroll and Tonya Nilsson

CAFE Backwards Design Presentation

Action Verbs

February 5, 2016

PowerPoint, Keynote, Prezi, Google Slides... whichever tools you use to convey information, we know from research and experiences here at SCU that there are many strategies and guidelines designed to prevent "death by PowerPoint." Here are some materials from your colleagues to help you keep your students engaged and help them learn better. 

Julie Hughes


Katy Bruchmann

Bruchmann Faculty Cafe


March 8, 2016

Reports from Faculty Collaborative Grant receivers (colleagues from a variety of disciplines including Mathematics, Physics, Biology, Liberal Studies, and others) on their innovative projects designed to transform units of study or entire courses, with the common goal of enhancing student learning.

Maribeth Oscamou and Norm Paris

Bridging the Gap Between Math 14 and Physics 33

Natalie Linnell, Nicholas Tran, and Carol Gittens

Redesigning CS1

Christelle Sabatier

BIOL21 video proposal report


October 22, 2015

Even as many of us move away from lecturing as the primary teaching approach we use in the classroom, the lecture can still fills an important role in student learning by helping frame an area, providing explanations and examples, and stimulating student interest in a topic. Here you can find resources from colleagues who describe how they design lectures to engage students.

Nancy Unger 

Engaging Lectures Script

Engaging Lecturing Presentation