2009–2010 Schedule of Events

When I asked a colleague, "What can I do to make lecture sessions (in a stats class) less boring, and more interesting and meaningful for students?" his simple suggestion turned out to be a great idea, "Why don't you have the students lead the lecture sessions?" It took me a while to get over not being in charge during lectures, but having students lead the class is working out well. Here is the recipe:

• "Raffle off" the topics early in the term, letting students pick which module to do, with one student-led module per week
• Provide some course materials used in previous years as well as other resources
• Student presenters review the provided resources, modify them as they wish, and use them to present their module
• Provide student presenters a "life line' and support as needed
• After each student-led module, provide discussion questions and problem sets

Using this model, I can actually tell the student presenters REALLY get the material, and the students that have participated have reported, "I would not have understood this as well had you just 'lecturated' and I just listened."

Dr. Christopher Brown is actively involved in the study of binational water resource issues on the U.S.-Mexico border. Dr. Brown's specific areas of interest include binational water resource policy and the use of applied GIS tools to examine water quality and supply in twin city regions along the US-Mexico Border. Dr. Brown has a particular interest in comparative studies of these twin cities; at the root of these studies is the desire to see how the regional geographies and political ecologies involved in each area support various policy initiatives. For the last five plus years he has also served in the NMSU Faculty Senate and on various advisory committees at NMSU dealing with international issues. During this time, he has worked to advance international research and education activities for students and faculty at NMSU, and he has also taught classes on the US-Mexico border region, Latin America, and world regional geography.

This informal get-together affords ADVANCE Mentoring Program participants a chance to network with other members in the program. Snacks will be provided. Beverages are to be paid for by attendees.

One way that colleges and universities can build better student connections and address more varied learning styles is by taking advantage of Web 2.0 learning tools. During this seminar, you'll learn about actual instructors who have used Web 2.0 resources to integrate their personalities into their courses. You'll also see examples of available Web 2.0 technologies from YouTube to Ning, and you'll learn how these can be implemented into online courses.

Following this seminar, you'll be able to:

• Incorporate your presence as an instructor into online courses with discussion boards and by bringing Web 2.0 products into content management systems
• Identify commercial products to help capture your lectures more effectively
• Use Web 2.0 tools in your online courses to share ideas, using blogs as e-portfolios and using photo-sharing sites
• Integrate your personality into online courses and audio, using tools such as videos (YouTube) and audio software (Audacity)
• Understand how to use Web 2.0 technologies in a less time-consuming way
• Become literate in Web 2.0 terminology and better understand what tools are available
• Develop the necessary skills for developing a professional portfolio of your work
• Use the Internet to identify professional development opportunities.

Professors may be among the most highly educated members of society, but when it comes to negotiating our daily professional relationships, we sometimes seem to check our intelligence at the door. Ostensibly the bastion of reasoned and collegial discourse, academe is often plagued by inexcusably rude and uncollegial behavior. Olson, G., 2007, Chronicle of Higher Education

The question of civility in academe/the work place has become a serious topic of discussion within the community of Employee Assistance Professionals in Education. EA professionals are frequently consulted by faculty and university staffs that have experienced uncivil behavior from presidents, deans, department heads, supervisors and co-workers. Contributing factors to uncivil behavior include injustice, lack of funding or scarcity of resources, tenure hazing, harassing behavior by supervisors, others taking credit for one's work, and just plain rudeness. This workshop will address the moral and dollar cost of uncivil behavior, characteristics of uncivil persons, the culture of incivility, and solutions to addressing uncivil behavior from administrator to individuals.

Dario Silva, Ph.D., is the director of the Employee Assistance Program at New Mexico State University. He earned his doctorate degree in counseling psychology from NMSU in 2002 and a masters of divinity from the Oblate School of Theology in San Antonio, Texas, in 1990. From 1991 to 2001, Dr. Silva worked at the NMSU Student Counseling Center.

Dr. Silva's current work includes counseling faculty and staff of NMSU as well as supervising masters and doctorate level graduate students in their clinical counseling experiences. Dr. Silva is a licensed professional clinical mental health counselor (LPCC) in the state of New Mexico. He utilizes an eclectic and intentional model in his work with individuals and organizations. Dr. Silva's most current project is called the Civitas Project, in which he is studying and addressing civility and violence issues in the workplace.

Research assignments usually specify only what should be in the final product, assuming that students are adept at research. Yet the research process is composed of discrete tasks, and students may fail at any one.

This workshop offers an alternative to the typical assignment, showing how it can be broken down into several smaller assignments, each directed toward a specific set of tasks. One advantage of this alternate approach is that it is now possible to direct the students toward suitable resources for each task, reducing the chances of failure. It also makes it possible for instructors to monitor student progress and intervene when necessary.

Lunch and a discussion.

We provide the lunch; you provide the discussion.

The topic for this luncheon is "Formative evaluation of courses."

At this workshop, college P&T committee members, deans, department heads, full professors, and invited speakers will cover many aspects of this important career step, including:

• What does it mean to be a full professor?
• When do you decide to go up?
• Who should you contact for advice?
• When should you override negative advice?
• How do you establish regular communication with your department head and P&T committee?
• How should you develop/refine your packet?

Round table and lunch discussions will allow time for individual questions.

From the classroom to the boardroom, bad PowerPoint has become the bane of audiences' existence. But it doesn't have to be. Done right, PowerPoint presentations can be engaging, dynamic, valuable additions to your teaching repertoire.

During the first segment of this presentation, you'll learn about the fundamental design principles that determine presentation quality: contrast, repetition, alignment and proximity. You'll also see how to make best use of background, color, text and images, and get important tips on:

• Simplifying templates
• Creating meaningful charts
• Selecting appropriate fonts
• Choosing the right images
• Using bullets judiciously

Next, you'll review the latest tools for easily bringing your presentations online. See how SlideShare, Camptasia, GoView and others can help you seamlessly and quickly transfer your PowerPoints to your online classes. You'll even discover how to integrate them into learning systems like D2L!

We hear a lot about lecturing these days: It's bad; students don't learn anything; it should be done only by "performer" types, otherwise it's boring. WRONG on all counts! There are some very good reasons to lecture when you are teaching-and good reasons why you've heard that lecturing does not work for student learning. The key is "strategic activation" of the information and ideas that you are trying to communicate, so students are engaged in what you are saying. In this workshop you will experience elements of an interactive lecture, discover when and how lecturing can be a good tool for learning, and learn how to avoid the pitfalls that have given "The Lecture" a bad name.

Bill Roberson has been in pursuit of teaching excellence-for academic programs, for institutions, and for himself-since entering academe in 1987 as a faculty member and later as a faculty development professional. His primary area of interest is the design of courses, activities and assignments that ensure intellectual engagement of students and the development of their ability to think critically. His career in university faculty development includes positions at UNC-Chapel Hill and Indiana University. He has served as founding executive director of the Instructional Support Services division of the University of Texas-El Paso and in 2006 founded the Institute for Teaching, Learning, and Academic Leadership at the University at Albany, State University of New York.

Tine Reimers has been a university teacher on three continents, having taught in settings ranging from large Research I institutions, to small colleges. Her 20 years of classroom experience, combined with 14 years of faculty development experience have helped her build a thorough understanding of the strategies best suited for effective learning in higher education. After positions at UNC-Chapel Hill and Indiana University, she went on to direct the Center for Effective Teaching and Learning at UT-El Paso for 6 years, before serving as founding Executive Director of the NSF ADVANCE program at Cornell University. She was recently hired as Special Assistant to the Provost for Faculty and Program Development at the University at Albany, State University of New York.

You've heard that today's students need to learn actively, and that you should incorporate active learning strategies into your teaching, but how, exactly, does that translate into what you will do in the classroom tomorrow? And how do we know when students are "actively learning"? Is this some kind of entertainment designed to undermine the intellectual rigor of your courses? Using active learning strategies essentially means putting students into the role of thinking and discovering in the discipline, and of developing a sense of responsibility for building their own structures of understanding. It's a strategy that also includes holding them accountable for what they've learned. This workshop will give participants the chance to experience and design exercises that engage and challenge students intellectually, and will also clarify the research on and rationale for active learning in the classroom.

Bill Roberson has been in pursuit of teaching excellence-for academic programs, for institutions, and for himself-since entering academe in 1987 as a faculty member and later as a faculty development professional. His primary area of interest is the design of courses, activities and assignments that ensure intellectual engagement of students and the development of their ability to think critically. His career in university faculty development includes positions at UNC-Chapel Hill and Indiana University. He has served as founding executive director of the Instructional Support Services division of the University of Texas-El Paso and in 2006 founded the Institute for Teaching, Learning, and Academic Leadership at the University at Albany, State University of New York.

Tine Reimers has been a university teacher on three continents, having taught in settings ranging from large Research I institutions, to small colleges. Her 20 years of classroom experience, combined with 14 years of faculty development experience have helped her build a thorough understanding of the strategies best suited for effective learning in higher education. After positions at UNC-Chapel Hill and Indiana University, she went on to direct the Center for Effective Teaching and Learning at UT-El Paso for 6 years, before serving as founding Executive Director of the NSF ADVANCE program at Cornell University. She was recently hired as Special Assistant to the Provost for Faculty and Program Development at the University at Albany, State University of New York.

Are we really successful at teaching critical thinking? In this interactive workshop participants will experience practical, immediately usable notions of critical thinking, which will help make visible what is often left invisible in the work of the university teacher. Participants will experience a sequence of increasingly complex learning activities designed to clarify the challenge of teaching critical thinking. The final outcome of the session will be participants' application of "A Simple Plan," which can be used by anyone, however skeptical, to develop assignments that promote critical reflection. Participants will design critical thinking exercises both in teams and individually, inside and outside their disciplines, and will discover how to design assessment strategies that measure the critical thinking students are doing.

Bill Roberson has been in pursuit of teaching excellence-for academic programs, for institutions, and for himself-since entering academe in 1987 as a faculty member and later as a faculty development professional. His primary area of interest is the design of courses, activities and assignments that ensure intellectual engagement of students and the development of their ability to think critically. His career in university faculty development includes positions at UNC-Chapel Hill and Indiana University. He has served as founding executive director of the Instructional Support Services division of the University of Texas-El Paso and in 2006 founded the Institute for Teaching, Learning, and Academic Leadership at the University at Albany, State University of New York.

Tine Reimers has been a university teacher on three continents, having taught in settings ranging from large Research I institutions, to small colleges. Her 20 years of classroom experience, combined with 14 years of faculty development experience have helped her build a thorough understanding of the strategies best suited for effective learning in higher education. After positions at UNC-Chapel Hill and Indiana University, she went on to direct the Center for Effective Teaching and Learning at UT-El Paso for 6 years, before serving as founding Executive Director of the NSF ADVANCE program at Cornell University. She was recently hired as Special Assistant to the Provost for Faculty and Program Development at the University at Albany, State University of New York.

How do we move from talking about critical thinking to doing it in the classroom? The answer lies in a 'data-intensive" instructional approach, which transforms mundane textbook content into student learning activities that foster an "attitude of inquiry." This session will demonstrate ways to problematize the material of a discipline so as to invite students into authentic engagement with significant discipline-specific questions. Participants will experience and analyze critical thinking tasks that place students into activities common among university faculty: inquiry, discovery, interpretation, invention, scholarship, and application of research. Each of these tasks illustrates different ways in which the common textbook material of academic study and research-the ordinary "data" of a discipline-can be transformed into inquiries that turn students into analysts, questioners, judges, decision-makers, and research designers. Session participants will be immersed in hands-on activities, and will begin developing their own Critical Thinking experiences for students.

Bill Roberson has been in pursuit of teaching excellence-for academic programs, for institutions, and for himself-since entering academe in 1987 as a faculty member and later as a faculty development professional. His primary area of interest is the design of courses, activities and assignments that ensure intellectual engagement of students and the development of their ability to think critically. His career in university faculty development includes positions at UNC-Chapel Hill and Indiana University. He has served as founding executive director of the Instructional Support Services division of the University of Texas-El Paso and in 2006 founded the Institute for Teaching, Learning, and Academic Leadership at the University at Albany, State University of New York.

Tine Reimers has been a university teacher on three continents, having taught in settings ranging from large Research I institutions, to small colleges. Her 20 years of classroom experience, combined with 14 years of faculty development experience have helped her build a thorough understanding of the strategies best suited for effective learning in higher education. After positions at UNC-Chapel Hill and Indiana University, she went on to direct the Center for Effective Teaching and Learning at UT-El Paso for 6 years, before serving as founding Executive Director of the NSF ADVANCE program at Cornell University. She was recently hired as Special Assistant to the Provost for Faculty and Program Development at the University at Albany, State University of New York.

Looking for a citation management tool?

EndNote© Web is a Web-based program that is free (to university affiliates). It is used to collect and organize references, manage citations in papers, and create bibliographies.

EndNote© Web allows you to

• import citations, abstracts, and links.
• search and import references from library catalogs.
• share references with other EndNote© Web users.
• format and export bibliographies.
• use Cite While Your Write™ in Microsoft® Word to easily cite references in your paper while automatically creating a bibliography.

In this hands-on workshop, you will create an EndNote© Web account and learn the basics of importing, managing, and exporting citations.

From physical assaults to fatal shootings, it is no secret that the number of disruptive incidents on college campuses nationwide is increasing. These rising incidents underscore the critical need to better understand troublesome personality types and to anticipate problems before they occur.

This seminar will enable you to recognize the ways that students with certain personalities can undermine your ability to teach effectively, and it will provide you with a set of uncomplicated responses for dealing with these individuals.

During this seminar, you will learn about the seven disruptive personality types that include the:

• Explosive personality style-characterized by attributes that include abusive epithets, bullying, and physical or verbal threats.
• Anti-social personality style-usually characterized by behaviors that include cheating, stealing, forging or defrauding academic documents, contempt for the rights of others, and menacing and dangerous behavior toward others.
• Passive-aggressive style-often characterized by procrastination, inattentiveness, bogus obtuseness, and covert acts of obstruction and uncooperativeness.

In addition to learning how to recognize and respond to various troublesome personality styles, this insightful, content-rich seminar will enable you to:

• Flexibly set standards, expectations and boundaries with students related to their personality styles.
• Recognize the "red flag" signals that portend physical risk when dealing with frightening anti-social students.
• Know when or whether to report incidents of disruption.
• Deal with passive-aggressive behavioral styles such as sleeping in class, lateness and procrastination.
• Understand essential principles for collaborating with on-campus resources to resolve disruptive crises

Lunch and a discussion.

We provide the lunch; you provide the discussion.

The topic for this luncheon is "Getting students to use the textbook."

This workshop offers five easy ways to retain your students. These ideas come from the work of retention guru, Vincent Tinto (2005). They are important for all students, but especially first-year students.

• Set high expectations.
• Advise effectively.
• Provide academic, social and personal support.
• Engage in frequent and high quality contact with students.
• Involve students with their learning-get them to spend more time on task.

Is it possible to travel the various paths towards-and in some cases even away from-tenure and still have a life that is balanced and rewarding for you and your family? The answer is "yes" and this workshop will examine, through several specific examples, a variety of paths that can lead you toward your goal of a satisfying professional career. In so doing we will also discuss seven-not so obvious-keys to keeping your sanity along the way. The goals of the workshop are to help participants understand that:

• there are many paths toward-and away from-tenure.
• significant insights about tenure can be gained through examining other people's experiences (stories).
• senior faculty and administrators can do many things to further support tenure-track faculty. Topics to be covered include:
• Why Professors Have Tenure and Business People Don't
• Paths Toward-And Away From-Tenure
• Insights From Five Tenure Stories
• The Ten Commandments of Tenure Success
• The Politics of Tenure
• Work-Life Balance: Seven-Not so Obvious-Keys to Surviving and Thriving in Academia

Richard M. Reis, Ph.D., is currently the director of special programs and lecturer at the Product Realization Network at Stanford University. He is also the director of the Engineering Schools of the West Initiative of the William and Flora Hewlett Foundation in Menlo Park, California. From 1990 to 2007 Reis was the executive director of the Alliance for Innovative Manufacturing at Stanford and a consulting professor and lecturer, respectively, in the Electrical Engineering and Mechanical Engineering departments. From 1997 to 2000 he was the director of academic partnerships at the Stanford Learning Laboratory, now part of the Stanford Center for Innovations in Learning. From 1982 to 1997 he was the executive director of the Stanford Center for Integrated Systems, a major research partnership between Stanford and 15 industrial companies.

Reis is also the founder and editor of the Tomorrow's Professor Mailing List, a bi-weekly electronic publication with over 26,000 subscribers at over 750 institutions in over 100 countries. He is the author of Tomorrow's Professor: Preparing for Academic Careers in Science and Engineering (IEEE Press 1997).

Reis holds bachelor's degrees in physical geography (1964), and physics (1965), both with honors, and a master's degree in science education (1968) from California State University at Los Angeles in Los Angeles, CA. He also holds a master's degree in physical science (1969), and a Ph.D. in higher education (1971) from Stanford University, in Stanford, CA.

Do you wish you could use student evaluations that:

• Consider what you are trying to teach?
• Allow you to write some of the questions?
• Are nationally normed?
• Compare your classes with courses of the same size and difficulty and with the same level of student motivation, effort, and work habits?
• Contain a special diagnostic section that specifically suggests what you might do to improve the amount of learning in the course?
• Are confidential-between just you and the students?

If so, consider using the IDEA Evaluation from Kansas State University. This instrument has been used since the 1970s by hundreds of campuses across the country. It is updated and maintained by a staff of nine full-time workers. Read more about it at theideacenter.org.

The Teaching Academy will pay for the first 25 NMSU instructors who would like to use this instrument to evaluate a class this term. This offer is open to all instructors at NMSU (faculty, adjunct faculty, and teaching assistants on all campuses).

Be one of the first 25 to register at www.teaching.nmsu.edu by Monday, November 9.

After the cutoff date, you will receive an email from the Teaching Academy that asks for the number of students in each of the classes you want evaluated so we can send you the appropriate number of evaluation forms.

Burnout is the index of the dislocation between what people are and what they have to do. It represents an erosion in values, dignity, spirit, and will-an erosion of the human soul.

• The Truth about Burnout, C. Maslach & M.P. Leiter, 1997, p. 24

Stress is a fact of life. Unrelieved stress can lead to burnout, however. And because of the nature of academic work, faculty members are at greater risk of burning out than those in many other professions.

This workshop will identify:

• chronic workplace stressors that lead to burnout
• risk factors for burnout
• symptoms of burnout.

The workshop will also provide strategies to:

• reduce risk
• promote personal and professional balance
• maintain and increase energy
• embrace challenges as opportunities for growth and development.

Dario Silva, Ph.D., is the director of the Employee Assistance Program at New Mexico State University. He earned his doctorate degree in counseling psychology from NMSU in 2002 and a masters of divinity from the Oblate School of Theology in San Antonio, Texas, in 1990. From 1991 to 2001, Dr. Silva worked at the NMSU Student Counseling Center.

Dr. Silva's current work includes counseling faculty and staff of NMSU as well as supervising masters and doctorate level graduate students in their clinical counseling experiences. Dr. Silva is a licensed professional clinical mental health counselor (LPCC) in the state of New Mexico. He utilizes an eclectic and intentional model in his work with individuals and organizations. Dr. Silva's most current project is called the Civitas Project, in which he is studying and addressing civility and violence issues in the workplace.

Team-based learning (TBL; Michaelsen, Knight, & Fink, 2002) is a teaching paradigm in which students are assigned to permanent teams and grades are based on students' performance on individual and team tasks. TBL creates several positive outcomes, including social support that can aid in student retention, practice working with other people, and improved course performance. In one introductory course, TBL cut the D/F/W rate in half and nearly doubled the A/B rate. The presentation will introduce teachers to TBL and the tools necessary to integrate TBL into their own course.

Laura Madson has taught at NMSU since earning her Ph.D. in social psychology from Iowa State University in 1996. She has won three teaching awards, including the Teaching Academy's Innovation Award for her use of team-based learning. She teaches 500 students annually in introductory psychology and supervises graduate students who teach introductory psychology using team-based learning materials she developed. She studies gender issues and the scholarship of teaching and serves as the director of the graduate program in psychology.

Nancy Chanover earned her Ph.D. in Astronomy from NMSU in 1997 and a Masters in Education in 2008. After working as a postdoctoral fellow at NASA's Goddard Space Flight Center, she returned to NMSU and is now an assistant professor in the NMSU Astronomy Department, where she studies giant planet atmospheres and instrument development for astrobiology. She has taught a number of undergraduate general education and Viewing the Wider World astronomy courses, and she strives to incorporate current technologies into her instruction. After trying Team Based Learning two semesters ago, she is hooked and vows never to return to 'traditional' lecturing!

Please join us for lunch and learn how i>clicker can significantly change the way you and your students interact by enabling you to assess your students' knowledge, keep their attention, provide immediate feedback, and encourage all students to participate. We will provide a detailed demonstration to help you better understand how i>clicker enhances the teaching and learning environment.

We are excited to announce our new developments and software updates for i>clicker. We will show you how your students can poll from their laptop, web-enabled phone, or even from another campus.

Dustin Jensen resides in Colorado Springs, CO, and provides i>clicker training and support for instructors.

Peer coaching is a process in which teachers work in teams to learn how to observe each other's teaching and practice giving meaningful feedback. Whether you teach in classrooms or online, teammates will visit each other's classes, and interview each other's students using a time-tested protocol. Later, teammates meet to share the students' comments as well as their own observations and expertise.

Peer coaching acknowledges that other teachers and students have a wealth of knowledge to share, and that teachers can improve our teaching by systematically tapping into their knowledge and following some of their specific, concrete suggestions for change.

Participant response to peer coaching has been positive. At NMSU, three times as many participants judged peer coaching as the most effective teaching improvement strategy compared to all of the following: teaching workshops, reading about teaching, and formal evaluations from students, peers and administrators. Respondents wrote:

• My peer coach provided a sanity check for me. It was nice to hear someone say I was doing something right.
• I got the opportunity to observe other teachers interact with students and learned invaluable lessons from a student perspective.
• I felt companionship and support in the difficulties I face. The most important part of the program was breaking the silence.

All faculty and graduate instructors are invited to participate. The successful participant will:

• Attend the orientation on Monday, January 25 or Thursday, January 28, 2:30-5 p.m., Milton Hall Room 50
• Attend a "microteaching" session with your team (classroom educators only), Monday, February 8 or Thursday, February 11, 2:30-5 p.m., Milton Hall Room 50
• Attend the closing workshop, Monday, April 5 or Thursday, April 8, 2:30-5 p.m., Milton Hall Room 50
• Conduct two or three class visits, and share observations afterwards

Successful participants will earn a Teaching Academy membership and a $100 gift card from Amazon.com.

Do you want feedback on your next journal article or grant proposal?

Writing groups are forming! Writing groups are made up of 3-4 scholars from different disciplines. These groups give structured feedback on a manuscript to one member each week. Comments are shared in "rounds": one in which readers share positive comments about something specific they liked; one in which readers respond to the title, thesis, abstract, introduction and conclusion; another in which readers respond to the writer's stated questions; and, one in which other issues are addressed.

"I found the writing groups to be a wonderful experience. It was somewhat intimidating, but it didn't take long to recognize that everyone was intimidated, and we grew comfortable with the process together."

"I appreciated my group's comments and having more pairs of eyes to find ways to improve my writing before I submitted it."

The orientation provides a demonstration of what happens during a typical writing group meeting. During the mandatory orientation, writing groups are also formed and decide together when and where to meet. Bring your calendar.

Orientation
Friday, January 29
3-4:30 p.m.
Milton Hall, Room 50

Writing groups will meet for one hour, 3-4 times at mutually agreed upon times. Meeting times will be arranged by participants during the mandatory orientation.

Lunch and a discussion.

We provide the lunch; you provide the discussion.

The topic for this luncheon is "Getting students to use the textbook."

Workers spend three-fourths of their time on the job communicating, both orally and in writing. Nonetheless, fewer than ten percent of college teachers teach writing intensive courses (Boice 1990). When faculty were asked questions about why they resisted bringing writing into the classroom, the most common responses included:

• Grading writing assignments requires too much time
• My classroom time is already full
• My students will dislike the extra work
• I am not an expert at teaching writing

The objective of this workshop is to help teachers overcome each of these concerns.

In this two-hour workshop, participants receive a sample writing assignment that you can modify for use in your own classes. This writing assignment helps faculty teach writing like an expert and:

• Teach writing quickly, using only four percent of class time (about 1.5 hours)
• Provide sample "A," "B" and "C" papers that students practice "grading"
• Grade papers quickly by assigning short papers and grading with a rubric or checklist

What Participants Say:
Very beneficial-lots of clear info presented in a quick, concise format you broke it up beautifully: lecture-hands on grading-group discussion-whole group discussion-lecture. The time flew by.

What Participants Learn:

Participants receive a paper and electronic copy of a handout and a PowerPoint show explaining a sample writing project as well as permission to adapt both and use them in your own courses.

Tara Gray serves as Director of the Teaching Academy at New Mexico State University. Previously, she taught criminal justice and economics for ten years each. She has published three books and won seven awards for teaching and service. Tara has given faculty development workshops, including Publish & Flourish and Be All You Can Be-Teach! to 5,000 participants in more than 20 of the United States, and in Guatemala, Mexico, Thailand, and Saudi Arabia.

Do you want to earn higher student evaluations? Now you can!

Did you know that instructors who don't give midterm evals earn end-of-term ratings at the 50th percentile? In contrast, instructors who give midterm evals earn end-of-term ratings in the 58th percentile. Best of all, instructors who give midterm evals and discuss them with a consultant (like Tara, Jean or Michaela) earn end-of-term evals in the 74th percentile.

Tara and Jean, Teaching Academy, and Michaela, Teaching Academy and Physics, are available to visit your classroom or online course, observe your teaching or online materials, give mid-term evaluations to your students and consult with you afterwards. All observations are confidential and provide formative feedback only.

Enroll online at www.teaching.nmsu.edu by Friday, February 6th to be contacted for a classroom visitation.

Not a lecture or a workshop, but a hands-on working session. Your deans and representatives from your college-level promotion and tenure committee will be available to answer your questions and to review your materials.

Attendees should bring:

• Departmental promotion and tenure guidelines
• Packets-in-progress (if you have them)

Come with what you have and bring your questions! Even if your tenure review is not imminent, this is a good chance to learn the process.

Lunch and a discussion.

We provide the lunch; you provide the discussion.

The topic for this luncheon is "Getting students to use the textbook."

In 1990 the Carnegie Foundation for the Advancement of Teaching published a special report written by Ernest Boyer entitled "Scholarship Reconsidered: Priorities of the Professoriate." It provided an alternative interpretation of scholarship to the singular notion prevalent at the time, and outlined the risks in emphasizing basic research over teaching to American society. In a time of great change and UTEP's ambitious pursuits of higher research status, the 2010 Sun Conference provides a venue to examine and discuss the roles and values of the various types of scholarships --discovery, application, integration, and especially teaching-- and how they may be synergistically integrated to contribute to the professional development and success of faculty and students.

Presentations by key note speakers Dr. Marilla Svinicki (UT-Austin) and Dr. Ann Gates (UTEP) will focus on the impact of scholarship of teaching and learning on best practices in higher education, and the benefits of effective integration of research and teaching respectively.

Podium presentations will focus on scholarship of teaching and learning and best practices, while round table discussions, Topical Interest Groups, poster presentations, and workshops will allow faculty and student instructors to explore questions, exchange ideas, and learn novel approaches to effective teaching and learning.

The 2010 Sun Conference will be held on MARCH 4 and 5, 2010 in the Tomas Rivera Conference Center in the UTEP Union. You can read more about the conference, find proposal submission guidelines, complete the proposal submission form, and register for the conference at http://cetalweb.utep.edu/sun/

The biggest mystery for most faculty is how to motivate students to want to learn and not just work for a given grade. There is no real answer for this question, and we'll never be free of the specter of grades hovering over our heads. However, there are some very helpful theories about motivation from the psychology and education literature that can suggest ways of increasing the positive impact of intrinsic motivation, and decreasing the negative impact of extrinsic motivation in college students. The purpose of this session is to review what the literature on academic motivation has to say about this issue and to spend most of the time attempting to identify opportunities to foster this change within the structure of your existing classes.

Marilla D. Svinicki, Ph.D., currently holds the positions of Full Professor in Educational Psychology and also in Educational Administration at the University of Texas at Austin and Director of Curriculum and Evaluation at the Clinical Education Center at the University Medical Center at Brackenridge. She is the Chair of the Learning, Cognition, Instruction and Motivation area in the Educational Psychology Department. Prior to these positions she served as the University of Texas Faculty Development Director for 30 years. She was twice the President of the POD Network, an international organization for professionals in faculty development.

Her expertise is in the design of teaching and learning and the application of educational psychology principles to both of those areas. She has published primarily in the areas of faculty and graduate student development and teaching expertise, including serving as the editor in chief of the series, New Directions for Teaching and Learning, which specializes in understanding the educational process at the post secondary level

Note: Enrollment limited to 30, so register early!

Campus Power Dynamics Got you Down?

Bring your ideas for making a stronger, more equitable campus to a workshop with Kathe Kollwitz and Frida Kahlo, founding members of the Guerrilla Girls.

In two hours the GGs will take you thru the chaotic process of brainstorming, collective give-and- take, and larger group input that has helped them perfect their own brand of in-your-face activist work for the last 20 years.

What people are saying:

• "Their work is taught in art history classes, they are written about in doctoral dissertations and for years they've been regulars on the college circuit. But that doesn't mean they've removed their masks or lost their bite."
  Phoebe Hoban, The New York Times
• "...waging what they call cultural warfare... where the main ammunition is wit."
  CNN
• "The Guerrilla Girls present our facts of life... making the art world take notice and face up to the enormous disparity between the sexes."
  Maya Lin
• "All of us dads who have daughters ought to want them to become Guerrilla Girls when they grow up and never, never tell us of it."
  Russell Banks, novelist
• "When the Girls leave town, the women left behind have been empowered to speak out, and there is no one to blame except a bunch of monkeys from New York."
  from But Is It Art? "Guerrilla Girl Power: Why the Art World Needs Conscience" by Elizabeth Hess.

Lunch and a discussion.

We provide the lunch; you provide the discussion.

The topic for this luncheon is "Getting students to use the textbook."

Want to document your greatest teaching accomplishments in an unforgettable and convincing way? Then write a teaching portfolio!

What is a teaching portfolio? It's an 8- to 10-page essay, with appendices, that explains why you do what you do as a teacher, how you do it, and documents how well you do it. The supporting documents can come from your students, your colleagues, yourself, and others, and may include syllabi, tests, student work, and more. Although writing a teaching portfolio "does not automatically confer the mantle of a good teacher on its author, the act and the product can allow the serious teacher to chart a roadmap to becoming one" (Seldin 2004, pp. 54-55).

When one dean studied a stack of promotion and tenure documents, he noted that the ones that included a teaching portfolio "jumped out of the pile" (Seldin 2004, p. 82). The same is true for applications for teaching awards.

What people at NMSU are saying:
"Phenomenal help preparing for P&T. Everyone in the tenure track should do this."
"This was the single most significant activity I've ever engaged in for improving and evaluating my teaching. The combination of self-reflection and peer review was extremely effective."
"Superb. Never miss it! Never!"

To participate, you promise to:
1. Fill out a questionnaire before the workshop begins, which takes about 3 hours
2. Attend the writing groups and work 4-5 hours a day on drafting your narrative
3. Bring 4 copies of the days' writing to your writing group each morning:

Monday, May 24, 9:30-11:30 a.m.
Writing Groups share answers to the questionnaire (rough draft of portfolio)
Tuesday, May 25, 9:30-11:30 a.m.
Writing Groups share draft one
Thursday, May 27, 9:30-11:30 a.m.
Writing Groups share draft two
Friday, May 28, 9:30-11:30 a.m.
Presentation of draft three of all the teaching portfolios created in the workshop

The Teaching Academy will be open and supplied with food from 8 a.m.-5 p.m., Monday, May 24-Thursday, May 27, 2010. If you'd like to work on your portfolio with others in the workshop room, bring your laptop with all of your course materials on it.

Successful participants will earn 20 Teaching Academy hours and a sustaining membership in the Teaching Academy for 2010-2011.