The CUT seminar series offers a crash course in the essentials of teaching in higher ed. Most departments require a certain number of seminars to earn the CUT: consult the FPP website to find out about your CUT requirements.

Spring 2017 Schedule

Lesson Planning as Learning Planning, with Prof. William Robert, Religion. Tuesday, January 31, 5:00-6:30 pm. Hall of Languages 114.

  • How can you plan learning? How can you plan class meetings that encourage and enkindle learning in and with your students, however diverse they might be? This workshop explores the stakes of these questions and possible cross-disciplinary responses to them. We will consider dynamic, creative approaches to planning and leading activities that seek to engender learning and achieve various kinds of learning objectives. The seminar will be in workshop format, so participants should bring a lesson plan from a class or discussion section that they have taught (or will teach, or would like to teach).  REGISTER HERE

Crafting the Teaching Statement, with Glenn Wright, The Graduate School, and Frank Ridzi, Professor of Sociology, Le Moyne College. Monday, February 13, 4:00-5:30 pm. Hall of Languages 214.

  • If you plan to pursue a faculty job at any but the most research-oriented institutions, the teaching philosophy statement is an essential document that can make or break your application. It is also the one that requires the most care and deliberate self-reflection. This seminar will offer strategies for answering such basic questions as “What is my teaching philosophy?” and will highlight some of the key qualities of effective teaching statements. In addition, Dr. Frank Ridzi, Professor of Sociology at Le Moyne College and an FPP alum, will discuss how preparation for the teaching role factors into the academic hiring process at non-R1 institutions, and how you can talk about your teaching in a way likely to advance your candidacy.  REGISTER HERE

Universal Design for Learning: Foundations and Applications, with Dr. Diane Wiener, Director, Disability Cultural Center. Tuesday, February 28, 5:00-6:30 pm. Hall of Languages 214.

  • This workshop will provide individuals new to the idea of Universal Design (UD) with foundational concepts and frameworks as well as opportunities for application, while empowering individuals with UD familiarity with hands-on contexts and approaches for bringing UD directly into the classroom. Dr. Diane Wiener directs SU’s Disability Cultural Center. REGISTER HERE

Fall 2016 Schedule

Fundamentals of Instructional Design, with Prof. Tiffany Koszalka, IDDE. Wednesday, September 28, 5:15-6:30 pm. Hall of Languages 202.

  • This seminar will explore how incorporation of instructional design principles into instruction can help enhance success in reaching expected learning outcomes. The session will begin with a brief overview of the principles of learning (what is learning and how does it work) and instruction (how can instruction be designed so that it facilitates learning). This will be followed by a review of a variety of higher education cases, focusing on the nature of the learning in each case and what the instruction might look like. Finally, to encourage sharing of ideas, attendees will have the opportunity to present a case of their own for feedback from the audience. We will summarize with a debrief session emphasizing how you might go about critiquing and enhancing your instruction to more fully engage your students and help them achieve expected learning outcomes.

Active Learning: Making the Most of “Lecture” Time, with Prof. Jason Wiles, Biology. Wednesday, October 12, 5:30-6:45 pm. Hall of Languages 202.

  • At universities everywhere, the academic teaching day is divided into blocks typically labeled as laboratory sessions, recitations, and lecture time, with lectures being the most common mode of instruction. However, education research has clearly shown that didactic lecture is probably the worst way for students to learn. So why is it so ubiquitous? Perhaps it is because teachers tend to teach the way they were taught. If this is true, it’s up to us to break the chain of passing down ineffective lecture modalities and move to more student-centered methods. In this workshop, we will explore a few ideas about how to use “lecture” time in more engaging ways. Click here to register.

Effective and Efficient Assessment, with Prof. Jerry Evensky, Economics. Tuesday, October 18, 5:00-6:15 pm. Hall of Languages 102.

  • This workshop, led by Meredith Professor for Teaching Excellence Jerry Evensky (Economics), will focus on the purposes of and effective/efficient strategies for both formative and summative assessment that can inform your teaching tomorrow and beyond. Click here to register.

Creating Effective, Engaging, and Enjoyable Online Courses, with Prof. Alan Foley, Teaching and Leadership. Friday, October 28, 2:15-3:45 pm. Hall of Languages 102.

  • Many of the decisions affecting the success of an online course take place well before the class begins. Careful planning at the course design stage not only makes teaching online easier and more enjoyable, it also facilitates student learning. In this workshop we will discuss issues that are crucial for effective online teaching and explore practical approaches to creating online courses. The workshop will be organized around 5 primary principles for online course planning and design:
  1. Collaborative and active learning (for students and teachers!).
  2. Connecting course concepts to other ideas (and students’ “real world” experiences).
  3. Creating instructor’s social presence and active interaction.
  4. Balancing the amount of course content with student experience, commitment, and persistence.
  5. Matching course outcomes with technological options while ensuring access and inclusion.

Click here to register.


Leading an Effective Classroom Discussion? Questions Are the Answer, with Prof. John Tillotson, Science Teaching. Wednesday, November 2, 5:15-6:30 pm. Hall of Languages 202.

  • One of the critical features of an active learning environment revolves around students having opportunities to engage in productive classroom discussions about important concepts. Classroom discourse can take on many forms and requires thoughtful consideration and planning by the instructor to be truly effective. This workshop will focus on facilitating effective classroom discussions using a variety of questioning strategies to promote student engagement, at the same time serving as an assessment tool for instructors. Participants will observe a model teaching lesson that highlights various questioning techniques in action, critique a short videotaped lesson segment regarding the instructor’s questioning skills, and learn tips for improving their own questioning skills in various instructional situations.

Click here to register.