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Future Faculty Registration November 2, 2012

1. Future Faculty Workshop - November 2, 2012

Register below for "Learner Centered Teaching".

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* 1. Contact Information

First name

Last name

Email

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* 2. Department

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* 3. Field of specialization

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* 4. Status

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* 5. Expected year of graduation/completion

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* 6. Please indicate which Breakout sessions you wish to attend.

	First choice	Second choice	Third choice
Inquiry Based Learning Based on the simple idea that “the best way to learn is to do,” and backed by the most current research on how the brain assimilates knowledge, this workshop shows how to design literacy-rich instructional experiences that engage students at every level of the inquiry process: asking questions, conceiving hypotheses and producing meaningful results.	Inquiry Based Learning Based on the simple idea that “the best way to learn is to do,” and backed by the most current research on how the brain assimilates knowledge, this workshop shows how to design literacy-rich instructional experiences that engage students at every level of the inquiry process: asking questions, conceiving hypotheses and producing meaningful results. First choice	Inquiry Based Learning Based on the simple idea that “the best way to learn is to do,” and backed by the most current research on how the brain assimilates knowledge, this workshop shows how to design literacy-rich instructional experiences that engage students at every level of the inquiry process: asking questions, conceiving hypotheses and producing meaningful results. Second choice	Inquiry Based Learning Based on the simple idea that “the best way to learn is to do,” and backed by the most current research on how the brain assimilates knowledge, this workshop shows how to design literacy-rich instructional experiences that engage students at every level of the inquiry process: asking questions, conceiving hypotheses and producing meaningful results. Third choice
Case Study Method This workshop offers a hands-on illustration of how the case study method of instruction conveys knowledge, develops judgment, and improves communication skill through group discussion. It demonstrates how the discussion leader orchestrates a constructive process of questioning, listening and responding; ways to encourage independent thinking; and tactics for guiding participants in constructive interaction with one another.	Case Study Method This workshop offers a hands-on illustration of how the case study method of instruction conveys knowledge, develops judgment, and improves communication skill through group discussion. It demonstrates how the discussion leader orchestrates a constructive process of questioning, listening and responding; ways to encourage independent thinking; and tactics for guiding participants in constructive interaction with one another. First choice	Case Study Method This workshop offers a hands-on illustration of how the case study method of instruction conveys knowledge, develops judgment, and improves communication skill through group discussion. It demonstrates how the discussion leader orchestrates a constructive process of questioning, listening and responding; ways to encourage independent thinking; and tactics for guiding participants in constructive interaction with one another. Second choice	Case Study Method This workshop offers a hands-on illustration of how the case study method of instruction conveys knowledge, develops judgment, and improves communication skill through group discussion. It demonstrates how the discussion leader orchestrates a constructive process of questioning, listening and responding; ways to encourage independent thinking; and tactics for guiding participants in constructive interaction with one another. Third choice
Problem-Based Learning This workshop focuses on the use of small groups for learning about a subject through collaborative analysis of complex, multifaceted, realistic problems. It demonstrates the instructor’s role as a facilitator of learning, who models and supports a process in which students identify what they already know, what they need to know, and how and where to access information that may lead to resolution of the problem.	Problem-Based Learning This workshop focuses on the use of small groups for learning about a subject through collaborative analysis of complex, multifaceted, realistic problems. It demonstrates the instructor’s role as a facilitator of learning, who models and supports a process in which students identify what they already know, what they need to know, and how and where to access information that may lead to resolution of the problem. First choice	Problem-Based Learning This workshop focuses on the use of small groups for learning about a subject through collaborative analysis of complex, multifaceted, realistic problems. It demonstrates the instructor’s role as a facilitator of learning, who models and supports a process in which students identify what they already know, what they need to know, and how and where to access information that may lead to resolution of the problem. Second choice	Problem-Based Learning This workshop focuses on the use of small groups for learning about a subject through collaborative analysis of complex, multifaceted, realistic problems. It demonstrates the instructor’s role as a facilitator of learning, who models and supports a process in which students identify what they already know, what they need to know, and how and where to access information that may lead to resolution of the problem. Third choice
Learning Through Peer-to-Peer Feedback This workshop demonstrates the use of peer feedback techniques for improving performance in writing and speaking assignments; increasing effectiveness in team projects; and strengthening interpersonal communication skill. It shows how to adapt a simple two-step procedure across multiple contexts and varied disciplines.	Learning Through Peer-to-Peer Feedback This workshop demonstrates the use of peer feedback techniques for improving performance in writing and speaking assignments; increasing effectiveness in team projects; and strengthening interpersonal communication skill. It shows how to adapt a simple two-step procedure across multiple contexts and varied disciplines. First choice	Learning Through Peer-to-Peer Feedback This workshop demonstrates the use of peer feedback techniques for improving performance in writing and speaking assignments; increasing effectiveness in team projects; and strengthening interpersonal communication skill. It shows how to adapt a simple two-step procedure across multiple contexts and varied disciplines. Second choice	Learning Through Peer-to-Peer Feedback This workshop demonstrates the use of peer feedback techniques for improving performance in writing and speaking assignments; increasing effectiveness in team projects; and strengthening interpersonal communication skill. It shows how to adapt a simple two-step procedure across multiple contexts and varied disciplines. Third choice
The Workshop Model This hands-on workshop demonstrates how student-led problem-solving groups work and discusses the adaptation of collaborative learning groups to a wide-range of courses, from large lectures to small seminars to laboratory courses.	The Workshop Model This hands-on workshop demonstrates how student-led problem-solving groups work and discusses the adaptation of collaborative learning groups to a wide-range of courses, from large lectures to small seminars to laboratory courses. First choice	The Workshop Model This hands-on workshop demonstrates how student-led problem-solving groups work and discusses the adaptation of collaborative learning groups to a wide-range of courses, from large lectures to small seminars to laboratory courses. Second choice	The Workshop Model This hands-on workshop demonstrates how student-led problem-solving groups work and discusses the adaptation of collaborative learning groups to a wide-range of courses, from large lectures to small seminars to laboratory courses. Third choice
Engaging the Lecture Hall Audience? Can It Be Done? This workshop shows how to convert the lecture format, in which students have traditionally been passive recipients, into an active, engaging learning environment.	Engaging the Lecture Hall Audience? Can It Be Done? This workshop shows how to convert the lecture format, in which students have traditionally been passive recipients, into an active, engaging learning environment. First choice	Engaging the Lecture Hall Audience? Can It Be Done? This workshop shows how to convert the lecture format, in which students have traditionally been passive recipients, into an active, engaging learning environment. Second choice	Engaging the Lecture Hall Audience? Can It Be Done? This workshop shows how to convert the lecture format, in which students have traditionally been passive recipients, into an active, engaging learning environment. Third choice

If you are eligible to receive accommodations, please contact Jenni Oliver by October 26th at 275-5932 or joliver4@admin.rochester.edu