Winter and Spring 2018 Institutes and Workshops

Institute 1 (Teaching Enhancement Certificate 1)

Note: Click on your preferred date to register and on the workshop title for description.

THURSDAY, MARCH 8  and repeated Tuesday, April 10, Sunday, April 22

9:00 – 10:45 am      The Enhanced Lecture Aziza Ellozy

Some of us would argue that lecturing is still the most prevalent way of teaching at AUC and at most universities. However, numerous research findings have shown that listening to a lecture is not the best way to promote deep and lasting learning, and that students typically lose attention after 20 minutes. For faculty members who are more comfortable lecturing and who think that this is the best approach to fulfill their course objectives, this workshop will introduce low-risk, high-impact active learning strategies that will minimize the weaknesses of the lecture and have been found to increase student engagement and learning.

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11:00 – 12:15 am   CATs to Improve Student Learning Aziza Ellozy, Hoda Mostafa and Caroline Mitry

Classroom Assessment Techniques (CATs) are simple techniques that provide feedback on how well students are learning, which faculty members can collect and act upon. In this workshop, we will discuss the benefits and challenges of using CATs, introduce a few simple CATs and discuss the merits of each in light of particular teaching goals. Participants will also take the Teaching Goals Inventory (TGI) using a course they are presently teaching, and based on the results of the TGI, they will identify the assessment technique(s) that could address the specific goals they wish to accomplish in class. Faculty are asked to bring their own device/laptop.

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View the workshop handouts
50 CATs by Angelo and Cross
Getting Started with Classroom Assessment Techniques

12:15 – 12:45 pm   Lunch 

12:45 – 2:00 pm    Technology to Support Good Practice in Undergraduate Education Hoda Mostafa and                                  Maha Bali

Many faculty members are familiar with Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education. This workshop explores possible ways of integrating technology into our teaching to better enable us to achieve good practices, including ways of enhancing communication, encouraging active and cooperative learning, providing timely feedback and addressing diverse ways of learning.

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2:00 – 3:15 pm      Understanding by Design (UbD) Azza Awwad, Caroline Mitry, Sherif Osman and                                                  Fady Morcos

In this workshop, participants will explore some basic ideas in student-centered course design, employing the framework of backward design, with a focus on the alignment of basic course elements.

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Stand-alone Workshops

Note: Click on the date to register and on the workshop title for description


1:00 – 2:15 pm           Introduction to Blended Learning                         
                                     Gihan Osman

An effective blended classroom is said to combine the best of traditional face-to-face teaching and online learning. However, transitioning to an effective hybrid format requires more than putting lectures online or integrating web-based components. The goal of this introductory information session is to provide some practical guidelines to blended learning redesign. It clarifies what blended learning is, describes techniques and pedagogical strategies to engage students, discusses the practical aspects of planning the transition and making decisions regarding technology and assessment, and shares possible scenarios and examples for blended course designs for different disciplines.


1:00 – 3:00 pm           Tips for Inclusive Teaching                         
                                     Maha Bali

In this workshop, faculty will be invited to reflect on how to make their classes more inclusive for diverse learners. They will explore strategies for recognizing differences among students in terms of comfort, interest and ability, and discuss possible ways of modifying their classroom practices and assessments in order to create opportunities for different students to learn more fully.

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Assessment for Learning Track Institute

​Note: Click on the date to register and on the workshop title for description.


9:00 – 10:15 am           Engaging Learners with Digital Narratives and Multi-modal Projects  
                                       Aziza Ellozy and Hoda Mostafa

For learners to thrive in a digital world, they need a set of 21st century skills, which include visual and information literacy skills as well as technological literacy skills. A digital narrative assignment is one that uses visual media to help students cultivate some of these skills. This workshop focuses on the use of digital narratives as a way of engaging students with science and other disciplines and helping them appreciate the complex process of constructing knowledge. Through the process of researching the topic, outlining the narrative, writing a storyboard, selecting appropriate images and creating a movie, students develop a diverse set of skills: effective communication, peer collaboration, critical thinking, visual literacy, and technological efficiency

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10:30 – 11:45 am          Student-Generated Exams Sherif Osman Ellozy and Fady Morcos

One of the effective ways to promote content engagement, and assess students’ comprehension of course material, is to have them generate test questions with model answers. Student-generated questions for examination allow faculty to assess what their students consider the most important or memorable content, what they understand as fair and useful test questions, and how well they can answer the questions they have posed. This information not only provides direction for teaching, but can also stimulate deeper learning and reduce student test anxiety. The workshop will focus on different applications and techniques of this practice, followed by examples of small-scale case studies of student-generated exams at AUC.

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12:00 – 12:30 pm         Lunch

12:30 – 1:45 pm           Are My Assessments Really Promoting Learning? Maha Bali and  Azza Awwad

“No system of academic assessment is intrinsically good, only good for a purpose. That purpose must be established first.” - Kris Shaffer This workshop invites participants to consider ways to enhance the learning value of assessments, in order to ensure assessments, achieve their purpose. We will explore elements such as intrinsic motivation, feedback, pacing, approaches to grading, attitudes towards failure, and space for student choice/relevance.

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2:00 – 3:15 pm             Creative Formative Student Assessment (New)

                                       Hoda Mostafa and Maha Bali

Every good educator knows the value of student feedback. It can be as simple as looking at your students' facial expressions as you talk, to gauge their understanding or emotional response, or as complex as conducting multiple surveys and focus groups throughout the semester to get their input on an innovative new methodology you're trying. Needless to say, it is about more than the end-ofsemester student feedback results that are filled out by a small number of students with little room for reflection and thought. This workshop shares our experiences with creative formative assessments and will include opportunities for faculty to reflect on how they can design low risk, high impact creative assessments for learning within their classes

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CLT Half-Day Institute 

Note: Click on the date to register and on the institute title for description.


9:00 am – 12:00 pm           Bringing Problem Based and Team Based Learning to your Classroom  

Come explore how you can enrich your students’ learning experience, and boost their engagement, through these evidence-based collaborative learning strategies. Learning is quickly shifting towards learner-centered collaborative environments, where trained faculty act as facilitators to scaffold the group learning process. Frameworks like Problem-Based Learning (PBL) and Team-Based Learning (TBL) provide the necessary skeleton to drive successful learning experiences that ensure effective collaboration, deep learning and individual accountability. In these learner-centered teaching practices, students collaboratively engage in solving complex and challenging real-world problems, where the problem becomes a vehicle for stimulating the cognitive process and developing problem-solving skills. In this experiential approach institute, you will participate first-hand the TBL & PBL cycles, progressing from initial preparation to complex problem solving that deepens learning. You will also get hands-on experience designing and writing your own PBL challenge to pilot with your students in your next class. Join us for a collaborative, stimulating experience with no previous experience needed!


Active Learning Track Institute II

Note: Click on the date to register and on the workshop title for description.

Sunday, MARCH 18

9:00 – 10:30 am               The Art of Discussion Leading II Aziza Ellozy

In this workshop, we will view and analyze excerpts from videos showing two Harvard professors (known for their teaching excellence) engaging their students in discussions, one in a small group and the other in a large lecture hall. We will discuss and contrast the strategies used in both situations. A framework for integrating critical thinking will be discussed.

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10:45 am – 12:15 pm     Active Learning: Tool Parade Hoda Mostafa, Sherif Osman and Caroline Mitry

Active learning is no longer a new notion in education, many instructors are now familiar with the terminology and the research backing up its success in the classroom. Nevertheless, as a teaching strategy it is still widely underused. This workshop will showcase a wide variety of classroom tested, active learning strategies of various complexity and generate discussions on their implementation in the classroom. Faculty will have the opportunity to share their own experiences and strategies as well as participate in activities to motivate and direct future inclusion of active learning strategies in their classrooms.

12:30 – 1:00 pm             Lunch

1:00 – 2:30 pm               Active Learning: What ,When and Why Hoda Mostafa, Sherif Osman and Caroline Mitry

This workshop aims to engage participants in a discussion on factors to consider when selecting active learning strategies to use in their classrooms. We will look at student, teacher and circumstantial factors that may influence a faculty member’s selection of teaching strategies and work interactively on a challenge to select appropriate strategies for difficult lessons.


CLT Forum

Note: Click on the date to register and on the forum title for description.


9:00 am – 12:00 pm     Dealing with Unprepared Students 

This forum marks the first of many fora and CLT community events that we hope will focus on key issues among faculty and students as we explore the teaching and learning environment at AUC. How often have students come into your class unprepared? How does this affect how you handle your class session? Faculty responding to the CLT teaching challenges survey in 2017 reported “having students come unprepared to class” as the most challenging issue for nearly half (47.7%) of the courses they teach. We invite AUC faculty and students to come to this half day institute to share their questions and answers regarding this pressing issue. In this forum, we tackle the issue of unprepared student via discussing three questions: A. Why are students unprepared? Students and their perceptions and perspectives on "preparedness" B. How can we better motivate students to prepare? What are some successful strategies for doing so that have worked in the past? Faculty and experiences in the classroom C. If students come unprepared, how can we ensure a beneficial learning experience regardless? Both Students and Faculty

Stand-alone Workshop

Note: Click on the date to register and on the workshop title for description.

WEDNESDAY, April 18  

1:00 – 2:15 pm           Dealing with Unprepared Students                         
                                  Hoda Mostafa and Caroline Mitry

This workshop will focus on issues highlighted during March 25th forum, collaborating with faculty on designing methodologies and practices to deal with unprepared students in different disciplines.