Each semester the Koehler Center partners with faculty to support Faculty-Led Workshops. These are events organized and promoted by the Koehler Center, but they are developed and led by TCU faculty and instructional staff to help enrich the TCU community. There are two types of events: Teaching and Learning Conversations (TLCs) and Pedagogy in Practice Workshops (PinPs).

View upcoming TLCs and PinPs on our Events page.

View the archive below for information about past TLCs and PinPs.


Bystander to Upstander (Fall 2019 – Spring 2020)

The Bystander to Upstander workshop empowers participants to transform from bystanders to upstanders in order to build communities that support difference and unify against intolerance. An upstander is an individual who chooses to take positive action in the face of injustice or intolerance. Participants will learn how to identify harmful behaviors such as sexual violence, racism, and sexism. Participants will also learn and apply upstander skills to impact positive change and promote a culture of nonviolence. This interactive workshop allows each participant to practice upstander strategies that match their personality and comfort level.

Bystander 2 Upstander

Bystander to Upstander: Transforming Culture

  • September 20, 2019 9:00 AM – 11:00 AM
  • October 1, 2019 1:00 PM – 3:00 PM
  • February 4, 2020 9:00 AM – 11:00 AM
  • February 10, 2020 1:00 PM – 3:00 PM

Bystander to Upstander: Train-the-Trainer

  • October 7, 2019 9:00 AM – 11:00 AM
  • October 17, 2019 1:00 PM – 3:00 PM
  • February 20, 2020 9:00 AM – 11:00 AM
  • February 26, 202 10:00 AM – 12:00 PM

Learn more on our Bystander to Upstander page.


Spring 2020

 

pedagogy in practice

Pronoun Fluency Workshop:
Creating Safer Spaces Through Inclusive Language
with Lindsay Knight & Nino Testa

January 19, 2020 from 2:00 PM – 4:00 PM

Nino TestaLindsay Knight

This workshop is designed to give faculty and staff an opportunity to develop familiarity with pronoun usage and strategies of address. Do you have questions about non-binary pronouns? Do you keep calling someone in your life by the wrong pronouns? Are you unsure how to talk to new people without gendering them? This workshop includes practical, hands-on opportunities to improve your knowledge or usage of pronouns, especially if you struggle to get other people’s pronouns right. We will also share best practices for inclusion of this information into syllabi and classroom settings. All genders and identities are welcome.

Register for this workshop.


pedagogy in practice

Supporting Mental Health in Your Students
with Brad Stewart & Yvonne Giovanis

March 5, 2020 from 1:00 PM – 3:00 PM

Yvonne GiovanisBrad StewartThe status of students’ mental health is a growing concern for universities across the nation. From the National Collegiate Health Assessment, three of the top five impediments to academic performance as reported by TCU students are stress, anxiety, and depression. Faculty play a key role in recognizing the warning signs of mental health and facilitating referrals. Question, Persuade, Refer (QPR) is a nationally recognized workshop which trains individuals to become “gatekeepers.” According to the Surgeon General’s National Strategy for Suicide Prevention (2001), a gatekeeper is someone in a position to recognize a crisis and the warning signs that someone may be contemplating suicide. This training will provide faculty with the tools to identify warning signs and risk factors for suicide and poor mental health, will cover how to ask a student if they are having thoughts of suicide, and how to refer these students to a variety of campus resources for help. We will finish with a deeper discussion for strategies on how faculty can support the mental health of their students.

Register for this workshop.


Teaching and learning conversations

Interrogating Whiteness in the Higher Ed Classroom
with Breinn Richter

March 18, 2020 from 2:00 PM – 3:00 PM

Headshot of Breinn RichterAs White researchers, educators, and practitioners in predominately-White organizations, understanding how we perpetuate racial inequities in our higher education classrooms is the key to truly embracing campus diversity and inclusion initiatives. As educators, it is our job to create classroom spaces where students engage in transformational learning through critical self-reflection, as well as embrace the possibility of pursuing social or political risk to improve the education of others. We must commit to examining our own core beliefs as a starting point, dissect them in order to understand how our beliefs frame our thoughts and behavior, then question them continuously, as these beliefs serve as the foundation for learning/un-learning and action in the classroom.

So how do we do this within predominately-White, traditionally-structured classroom environments? We interrogate Whiteness by seeking to understand how we, as White educators, perpetuate inequities in our curriculum design and instructional practices. First, we must recognize the work we do in higher education is done within the bounds of White-dominated, patriarchal, hierarchical, capitalist systems of oppression and power. As educators then, we must evolve beyond mere tolerance into truly anti-racist teaching – learning to embrace a radical posture in order to deconstruct oppressive structures while reconstructing human agency and resistance. Critically interrogating Whiteness in the classroom requires a political critique of prevailing relationships, social structures, and symbol systems where we seek to understand the forces and patterns behind, within, or beyond the dominant ideas and structures which inform our lives. As critically-minded educators (and teacher-learners), we must learn to embrace temporary actions of resistance and become comfortable in the discomfort of constant change, the possibility of failure, the transparency of vulnerability, and the recognition of personal, positional risk.

Register for this workshop.


pedagogy in practice

Calling Out / Calling In:
Facilitating Classroom Conversations on Challenging Concepts
with Margaret Lowry

April 1, 2020 from 2:00 PM – 4:00 PM

Margaret Lowry

Facilitating classroom conversations about difficult topics can be challenging for many reasons. Faculty members often don’t feel prepared to respond to students who make comments that are sexist, racist, or heterosexist, even when those students are earnestly trying to grapple with course texts and concepts. On the flip side, students who are eager to learn more about controversial topics are often too scared to voice their ideas for fear of being called out, shamed, or labeled as ignorant. As longtime social justice advocate and public intellectual Loretta Ross argues, “Call-outs make people fearful of being targeted. People avoid meaningful conversations when hypervigilant perfectionists point out apparent mistakes, feeding the cannibalistic maw of the cancel culture.”

The challenges of helping students feel more comfortable discussing challenging topics is intertwined with our own abilities as instructors to feel confident about how to handle the ill-informed or hurtful comments that students sometimes unintentionally make as they grapple with the concepts they are learning.

This workshop addresses ways for instructors to create a class climate in which students feel comfortable thinking through their ideas out loud and faculty members have tools for “calling in” students whose comments are unintentionally inappropriate. As Ross argues, “Calling-in engages in debates with words and actions of healing and restoration, and without the self-indulgence of drama.”

In this workshop, instructors will learn how to:

  • Create a “call-in” statement for the course syllabus
  • Work with students to develop effective community guidelines for class discussion
  • “Call in” students who unintentionally make ill-informed or hurtful comments

This workshop meets Koehler Center Outcomes 1.1, 1.2, 2.1, 2.2

Register for this workshop.


Teaching and learning conversations

Teaching Human-Animal Studies Workshop

April 24, 2020 from 2:00 PM – 3:30 PM

What do other than human animals mean to us, and what do we mean to them? How do we impact each other’s lives, for good or ill? And how can we teach our students about these topics in a way that is intellectually rigorous, yet also caring and respectful of the deep emotional ties many of us feel to animals? In this Teaching and Learning Conversation, four experienced instructors, each from a different discipline and all affiliated with TCU’s Human-Animal Relationships minor, will share a specific pedagogical practice they have used multiple times to successfully teach human-animal studies.

Presenters and topics will include:

  • Carol Thompson (Sociology) on developing new views of the zoo through an ethnography project
  • Dave Aftandilian (Anthropology) on contemplative practices for knowing animals
  • Kristi Argenbright (Environmental Science) on a children’s storybook project about primate conservation
  • Chris Powell (Studio Art) on using found materials such as wood to make animal imagery

Each presenter will briefly describe their overall learning goals and specific details for each project, as well as lessons they have learned and changes they have made to the projects over time. Attendees will also be encouraged to share their own pedagogical practices for teaching human-animal studies, so that we can all learn from each other.

This workshop is sponsored by the Koehler Center, and cosponsored by the Human-Animal Relationships Minor (HARE).

Register for this workshop.

Kristi Argenbright headshot Chris Powell HeadshotDave Aftandilian & Carol Thompson Photo

 

 

 

 


Fall 2019

pedagogy in practice

Pronoun Fluency Workshop:
Creating Safer Spaces Through Inclusive Language
with Lindsay Knight & Nino Testa

September 23, 2019 from 2:00 PM – 4:00 PM

Nino TestaLindsay Knight

This workshop is designed to give faculty and staff an opportunity to develop familiarity with pronoun usage and strategies of address. Do you have questions about non-binary pronouns? Do you keep calling someone in your life by the wrong pronouns? Are you unsure how to talk to new people without gendering them? This workshop includes practical, hands-on opportunities to improve your knowledge or usage of pronouns, especially if you struggle to get other people’s pronouns right. We will also share best practices for inclusion of this information into syllabi and classroom settings. All genders and identities are welcome.

Register for this workshop.


Writing Workshop: Being a Productive Teacher-Scholar
with Michelle Bauml

Michelle BaumlBoth before and after tenure, managing responsibilities of scholarship, teaching, and service can be challenging. Numerous books and articles offer recommendations for establishing and maintaining a healthy publication record. Many faculty members experience the pre-tenured frenzy to “publish or perish,” the post-tenured writing slump, or the challenge of protecting writing time within a sea of other obligations. This two-part workshop will bring together faculty members of all ranks, departments, and disciplines to offer support in the area of scholarship.

Part 1 of 2

September 24, 2019 from 8:30 AM to 9:45 AM

In the first session, we will explore various productivity tips, set writing goals, and organize accountability groups as needed. First, attendees will identify challenges to scholarly productivity and discuss strategies they have used in the past to address those challenges. We will examine several recommendations for making time to write. Steve Sherwood from the William L. Adams Center for Writing will help attendees identify specific, measurable goals for scholarship, and map writing plans for the semester. Attendees seeking accountability as they work toward their goals will have an option to form or join a writing group.

Register for this workshop.

Part 2 of 2

November 19, 2019 from 8:30 AM to 9:45 AM

In the second session, attendees will review writing goals, discuss progress, and determine next steps. Here, attendees will create a plan to maintain productivity as the winter break approaches and a new semester begins.

Register for this workshop.


pedagogy in practice

Creating an Inclusive Environment with the Interpersonal Classroom Model
with Tee Tyler

October 7, 2019 from 2:00 PM – 4:00 PM

Tee Tyler

The Interpersonal Classroom Model (ICM) places student-to-student dialogue as the central focus of classroom instruction (Tyler, 2017). The ICM employs weekly experiential dialogue groups, Qualtrics evaluation surveys, and online reflection journals to enhance student learning. This approach is guided by experiential learning theory (Kolb, 2015), which describes learning as a four-phase cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The ICM employs each phase on a weekly basis. Each week, students participate in an experiential dialogue group (concrete experience), complete surveys and reflection journals (reflective observation), apply course content to their classroom experiences (abstract conceptualization), and set new goals for the following week (active experimentation).

Educators can use this approach in any dialogue-focused university course as a mechanism to encourage students to learn from the diverse perspectives of other students in the classroom. This Pedagogy in Practice workshop will make the ICM teaching approach accessible to any TCU educator interested in using this approach in their classroom. Attendees will learn how to immediately apply the ICM teaching approach protocol, how to integrate technology in the classroom in a manner that enhances face-to-face learning, and how to measure student progress using a pretest and posttest rating scale.

Register for this workshop.


Teaching and learning conversations

Creating a Culture of Wellness
with Yvonne Giovanis & Brad Stewart

October 9, 2019 from 2:00 PM – 3:00 PM

Brad StewartYvonne GiovanisWellness-related issues are a top concern for our students. According to TCU’s most recent National College Health Association data, the top 5 self-reported impediments to academic success for TCU students are: (1) stress; (2) anxiety; (3) sleep difficulties; (4) depression; (5) illness. Also included in the top ten are issues related to relationships (family or significate others), substance use, and musculoskeletal issues. Clearly, the demands faced by our students are affecting their ability to thrive.

Fortunately, there are multiple departments at TCU dedicated to the health and wellness of our students. These departments provide a variety of trainings, dialogues, and experiences for students that aim to increase help-seeking behavior and promote positive bystander responses. In this workshop, we will discuss the wellness opportunities provided to students, what TCU is doing to create a culture of wellness on campus, and how professors can support these efforts in- and outside the classroom.

Register for this workshop.


pedagogy in practice

Inclusive Teaching 101
with Margaret Lowry

November 11, 2019 from 9:00 AM – 11:00 AM

Margaret LowryWhat is inclusive teaching? How does inclusive teaching benefit instructors and students? How can instructors use the principles of inclusive teaching to revise our courses in large and small ways? This workshop is a great first step for those who are interested in learning more about inclusive teaching.

First, we will discuss the principles and benefits of inclusive teaching. Next, we will consider how inclusive teaching principles can inform our teaching across disciplines. Finally, we will focus on a key aspect of inclusive teaching: students’ sense of belonging in the classroom. Research shows that students’ sense of belonging plays a key role in their motivation, engagement, and performance. But why is fostering students’ sense of belonging part of our responsibility as instructors? And what can we do to increase students’ feelings of belonging in our courses? Strategies introduced in this workshop will help instructors develop a course syllabus and classroom climate that incorporate diverse perspectives and foster student engagement and motivation.

In this workshop, instructors will learn the following:

  • Common principles of inclusive teaching
  • How inclusive teaching benefits instructors and students
  • How to apply the principles of inclusive teaching to your own discipline and teaching style
  • What research says about how a sense of belonging benefits students’ motivation, engagement, and performance
  • How to foster students’ sense of belonging

Instructors will leave the workshop with practical ideas for how to incorporate inclusive teaching strategies in your courses for Spring 2020.

Register for this workshop.