Center for Faculty Excellence

Center for Faculty Excellence Workshops

 Most of our workshops take place from 11:30am to 12:30pm at Rhodes Tower, Room 401, unless a different room has been announced. Keep this page bookmarked, as more workshops will be posted here soon.

Click here for more information on our Book Discussions.

November Workshops

Pre-production Planning for Lecture Capture

Date: Thursday, November 15, 2018
Time: 11:30 a.m. to 12:30 p.m.
Location: RT 401
Presenter:  Jacob Bowman, Online Course & Material Developer in the Center for eLearning      
Description: Are you interested in recording lectures for your online or blended course? Attend this workshop to learn how to prepare for recording lectures to achieve great lecture videos!  

The Lightboard

Date: Tuesday, November 27, 2018
Time: 11:30 a.m. to 12:30 p.m.
Location: RT 401
Presenter:  Chris Rennison, Sr. Instructional Technologist    
Description: Do you use the whiteboard when you teach face-to-face? Have you wondered how you might use that important tool in an online or flipped classroom? Do you think it could help you create more engaging video lectures?  You’ve heard of a whiteboard.  Cleveland State also owns a Lightboard.  It’s a teaching tool that allows the instructor to write notes, sketch diagrams, and reference PowerPoint information all while talking to the camera. It’s difficult to describe with words alone.  You can see the Lightboard in action at:

Spring 2019 Workshops to be posted here soon! 

Book Discussions - Spring 2019

Applying Psychological Science to Teaching and Learning to Improve Student Success 

Application now open for Spring 2019! Click the link above to fill out an application. Application rules and guidelines can be found here.

Faculty who teach gateway courses, defined as those 100 and 200 level courses that have more than 100 students enrolling over a calendar year, are invited to apply to participate in a faculty learning community that will examine how to apply current psychological science to their teaching to improve student success in their courses. Below is a list of topics and dates. All sessions will be 90 minutes and begin at 2:00pm.

Session 1: 1/28/19 - Cognitive psychology of teaching and learning: an overview

Session 2: 2/11/19 - Application and examples from the content areas

Session 3: 3/04/19 - Small teaching: predicting, growing

Session 4: 4/01/19 - Fostering metacognitive strategies to improve study skills: making exams worth more than the grade

Session 5: 4/29/19 - Wrap up and planning to share our findings

*Note: If your course does not meet the definition of a gateway course, but you have evidence to suggest that it is an impediment to retention or graduation in your program, you may still apply. Please provide an explanation of this in your rationale for applying.


Spring 2019 Group - "Small Teaching: Everyday Lessons from the Science of Learning" by James M. Lang

"Cognitive psychologists, neuroscientists, and biologists all have produced a revealing body of research over the past several decades on how human beings learn, but often translating these findings into the classroom is overwhelming for busy instructors. Small Teaching bridges the gap between research and practice by providing a fully developed strategy for making deliberate, structured, and incremental steps towards tuning into how your students are hardwired to learn." James M. Lang

Join the Center for Faculty Excellence as we discuss the book Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang. 

Details of the meetings

Time: Mondays, 10:15 to 11:45am

Location: UR 247 conference room

Session schedule:

February 4 - Knowledge

February 25 - Understanding

March 25 - Inspiration

April 15 - Conclusion & Assessment strategies


Spring 2019 Group - "Using Reflection and Metacognition to Improve Student Learning" by Kaplan, Silver, Lavaque-Manty, and Meizlish

"Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material. This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education."

Details of the meetings

Time: Thursdays, 2:00-3:30pm

Location: BH 105 conference room

Session schedule:

January 24

February 21

March 21

April 11