Event Schedule

Calendar of Events

Come back soon to see our schedule of events for Fall 2017.

Spring 2017 Teaching Development Programs

The NYU Center for the Advancement of Teaching is pleased to announce its teaching development programming for Spring 2017. These programs are offered at no cost to full- and part-time NYU faculty as well as graduate students. Refreshments will be provided at all programs. Space is limited and registration is required; registration information is included below.

In addition to a variety of lunch programs and intensive workshops, CAT offers the Teaching at Carroll Place series. The Carroll Place talks offer a chance for faculty to come together to discuss pedagogical issues with experts and peers alike, while enjoying drinks and refreshments in an informal and relaxed setting.


Teaching at Carroll Place - Teaching Across the Generations Part II

  • Wednesday, February 15, 2017
  • 5:00-6:30 p.m.
  • Carroll Place
  • 157 Bleecker Street (between Sullivan and Thompson Streets)

FEATURING: Catharine Stimpson, University Professor and Dean Emerita GSAS

Join University Professor of English and Dean Emerita of the NYU Graduate School of Arts and Science Catharine Stimpson, who will—by audience request—continue the conversation begun last spring about the complex relationship between aging and teaching. Shakespeare once again provides the poetic prompt: Does age wither one’s teaching? Or stale its variety?


Writing and Learning Workshop

FEATURING: Bob DiYanni and Anton Borst, Center for the Advancement of Teaching

Writing and learning, like writing and reading, are reciprocal acts: they inform and sustain each other. Putting pen to paper or fingers to keyboard prompts thinking; considering what to say and how to say it sharpens ideas, locks in learning, and leads to further discoveries. In this workshop, we will discuss different modes of writing to learn, including formal and informal writing, exploratory and generative writing, writing that invokes real-word contexts and applications, graded and ungraded writing, writing for assessment, writing to stimulate discussion and improve classroom atmosphere, scaffolded writing projects, writing to read critically, and, above all, writing to inspire and enrich thinking across disciplines. As part of this interactive session, we also will consider how instructors can respond to student writing - whether through comments, grades, peer review, or oral feedback - to benefit student learning.


The Neuroscience of Learning

FEATURING: Tom Carew, Faculty of Arts and Science; Clancy Blair, Steinhardt School of Culture, Education, and Human Development; Lila Davachi, Faculty of Arts and Science; and Panel Moderator Michael Purugganan, Faculty of Arts and Science

Research in neuroscience and cognitive psychology is revealing important insights into how people learn. This symposium features a panel of experts who will explain how research discoveries can inform and enhance the practice of teaching and learning. Topics will include the neurological mechanisms of learning, the role of specific brain regions in the formation and retention of memories, and the importance of executive function for academic success. The presentations will be valuable for instructors in all disciplines who wish to gain a greater understanding of the relationship between neuroscience and learning.


Creating a Space for Diversity in the Classroom: Strategies for Engaging Difference Workshop

FEATURING: Robert DiYanni and Anton Borst, Center for the Advancement of Teaching; and Fabienne Doucet, Steinhardt School of Culture, Education, and Human Development

Diversity manifests itself in every classroom. Differences in race, culture, age, class, gender, sexual orientation, personality type, and academic preparation enrich learning environments with a wealth of perspective and insight. They require us as teachers to cultivate an inclusive classroom atmosphere, to be self-aware, and to respond productively to issues emerging from ever-varying classroom dynamics. In this workshop, we will develop strategies for adapting to diversity in our teaching and course planning.


Diversifying the Curriculum

FEATURING: Stella Flores, Steinhardt School of Culture, Education, and Human Development; Jason King, Tisch School of the Arts; and Mark Siegal, Faculty of Arts and Science; Ulrich Baer (Panel Moderator), Vice Provost for Faculty, Arts, Humanities and Diversity

Questions about curriculum are at the center of our work as college and university educators, and at the heart of promoting diversity in higher education. As we plan our courses, our syllabi, our readings, our assignments and exams, all must be aligned with our course goals, and the resulting curricula must engage—must connect with—all students. This may mean many different things, including choosing topics and materials that represent diverse populations; discussing exemplary minority figures in the history of a discipline; or utilizing a variety of teaching methods that create inclusion in the classroom. In some disciplines, immediate strategies for diversifying the curriculum may present themselves; in others, instructors may need to be more creative or even challenge existing conventions. This presentation will explore what instructors can do in their classrooms, departments, programs, and schools to promote diversity in and across the curriculum.


Syllabus and Course Design Workshop

FEATURING: Robert DiYanni and Anton Borst, Center for the Advancement of Teaching

A good syllabus reflects thoughtful course design, which begins with defining appropriate learning goals for the level of class and students. The goals should be attainable in a single term and should be rooted in the discipline and clear to the students. Additional considerations include the educational philosophy that underlies the syllabus, the teaching methods to be used during the course, the conceptual framework for the course, the responsibilities of instructor and students—and much more.


Teaching at Carroll Place - What Teaching Teaches Teachers: Conversations on Race

  • Wednesday, March 8, 2017
  • 5:00-6:30 p.m.
  • Carroll Place
  • 157 Bleecker Street (between Sullivan and Thompson Streets)

FEATURING: Sheril Antonio, Tisch School of the Arts

As discussions about race percolate again in America, sometimes violently, we need to realize that we are always talking about race even when we are not talking about it. Omission is an essential part of the conversation.

Given that conversations seem to get stuck in a whirlpool of blame and lack of acknowledgement, or hinge on the need for someone to take responsibility, how do we move forward?

As educators, how can we work with students who are constantly grappling with their identity in an ever-changing world? How do we make every effort to show how the topic at hand relates to our shared history and their work? We invite all of you to join the conversation.


Designing Digital Formative Assessments Online and in Class Workshop

FACILITATED BY: Teaching and Learning with Technology, NYUIT

Assessment in online learning contexts often differs from assessment in face-to-face contexts, mainly due to the asynchronous nature of student and instructor interactions. While designing summative assessments of products and deliverables may be more manageable online than in the classroom, evaluating process and progress is more challenging online. This is where formative assessments come in. Formative assessment strategies are helpful during the learning and instructional process, providing feedback to both instructor and students. This live feedback allows for adjustment of ongoing teaching and learning practices.

This two-hour interactive workshop will provide an overview of formative assessment strategies in the context of online and blended courses. It will include demos of tools and strategies that support formative assessment. Participants will have ample opportunity to engage in discussion of formative assessments and related strategies as they apply to their own courses.


Supporting the Success of First-Generation Students

FEATURING: Trace Jordan, Faculty of Arts and Science, and a panel of students

Approximately 20% of undergraduates at NYU are first-generation students. Based on national studies, first-generation students tend to have lower academic achievement, persistence, and graduation rates compared to students who arrive at college with greater financial and cultural resources. However, these educational pioneers are also characterized by their tenacity, adventurousness, and eagerness to contribute to their communities. This event features a panel of first-generation students who will share their educational experiences. Please join us to learn more about the classroom practices and university programs that support the success of first-generation students.


Discussion-Based Teaching Workshop

  • Friday, March 31, 2017
  • 9:30-11:30 a.m. (Breakfast will be offered beginning at 9:00 a.m.)
  • Kimmel Center for University Life
  • Rooms 905/907 (60 Washington Square South) 

FEATURING: Robert DiYanni and Anton Borst, Center for the Advancement of Teaching

Discussion-based teaching provides a useful complement or alternative to lectures. Leading productive discussion classes, however, requires both preparation and practice. Effective discussions occur when they are prepared in advance, when they are led with a purpose, and when they are summarized and assessed. Good discussions lead to further thinking and more directed discussion. In this workshop we will demonstrate the principles of effective discussion-based teaching, and explore strategies for beginning, sustaining, and concluding discussions.


Employing Action-Based Analytics to Your Course Workshop

FACILITATED BY: Teaching and Learning with Technology, NYUIT

Effective course design requires evaluating the design’s impact on student learning. Learning analytics can help us make sense of assessment data and take appropriate pedagogical action to improve our design, either during or after a course.

This workshop will focus on how learning analytic tools, data, and reports can be used in the design, delivery, and re-design of a course.

We will consider common challenges of implementing learning analytics:
• When to use and consult learning analytics
• How to interpret data or the results of data analysis
• How to decide on courses of action based upon the results of data analysis

Attendees will learn how implementation design can avoid potential problems and ensure that learning analytics promote learning.