Teaching Circles Program
A teaching circle is a small group of faculty and/or teaching staff (6-10 members are ideal) who come together—with the support of the Center for Teaching and Learning (CTL)—for at least one term to discuss a teaching and learning topic that they can delve deeply into during group discussions.
Unlike a typical course or workshop, in a teaching circle people collaborate together to develop expertise rather than being taught by someone who already has more expertise.
Propose a Teaching Circle for Spring 2024
The Center for Teaching and Learning (CTL) is seeking RIT faculty and/or teaching staff (full-time and part-time, visiting, lecturer, academic support specialist, tenured, tenure-track, adjunct, etc.) who are interested in proposing a topic and facilitating a teaching circle in Spring semester 2024. Facilitators may offer their teaching circle in an on-campus space, via Zoom, or a combination of these modes.
Please submit your Qualtrics proposal form as early as possible but no later than January 2, 2024. Applicants will be notified on a rolling basis.
CTL will announce the roster of Spring teaching circle facilitators and topics to the RIT community on January 9 and 18, 2024. Interested participants will be strongly encouraged to contact circle facilitators as early as possible but no later than January 22, 2024.
If you have questions, email Michael Starenko, Senior Teaching and Learning Consultant, CTL.
Overview
Each Fall and Spring semester, CTL will release a call to form a teaching circle approximately six weeks prior to the start of the semester. An individual or small group of faculty/teaching staff who want to explore a specific topic will make a brief proposal. After facilitators and topics have been confirmed, CTL will release a call to join a teaching circle approximately two weeks prior to the start of the semester; the call will list the respective facilitators, titles, and descriptions of every circle offered that semester. Prospective participants should directly contact facilitators of their interest prior to the end of Week 2 of the semester. Circles typically hold their first meeting around Week 3.
Topics and Activities
Teaching circles can be about just about anything you wish, so long as it is related to teaching and learning. For example, some teaching circles might focus on interdisciplinary work (e.g., Technology/Art/Design, Sustainable Development, or methods to encourage interdisciplinary undergraduate research), while others may focus on a single academic discipline (e.g., Packaging Science faculty sharing materials and ideas they’ve developed for their own classes). Some groups may explore relatively narrow pedagogical topics (e.g., discussing contemporary books on teaching, using case-study teaching techniques, or sharing ideas and strategies to foster student-generated media), while other circles may select broader topics (e.g., fostering inclusive learning or the scholarship of teaching and learning).
Teaching circle meetings and other activities can take a variety of forms to stimulate conversation and help members investigate teaching/learning topics. Teaching circle members may make use of one or more methods for sharing knowledge, including, but not limited to:
- Guided discussion: Members come prepared to discuss an item (article, chapter, video, etc.) or issue selected by the group.
- Round-robins: Members share personal experience and knowledge on a topic of interest to the group.
- Ask the expert: An “expert” (or expert panel) is invited to share insights on a topic. This can include an outside guest speaker or bringing in experts from across our own campus.
- “Progress” reports: Members report on experiments they have conducted with new ways of teaching. This can be especially helpful as a support mechanism while trying a new teaching style or project.
- Peer tutoring: Members of the group take responsibility for learning different aspects of the topic being explored by the group. At each meeting, one or two members report back on the material they have researched.
- Open discussion: Meetings can be occasions for informal conversations about the Circle’s general topic. There is no set agenda. Participants bring in issues, questions, and/or problems that are of interest to them.
Organization
Each teaching circle will be organized by one or more facilitators drawn from the RIT community, with support from the CTL. The facilitator(s) is more of a champion of the circle topic than a leader with specialized knowledge. Once formed, circles should devote sufficient time to discuss and establish their collective goals, participant responsibilities, sharing of findings, and organizational structure. Circles are intended to be egalitarian with all members playing an equal role in their success.
Expectations
Circles can be as large as 10-15 members (though 6-10 is ideal), including the facilitator(s). If more people are interested, the circle can be split into two circles. Members are expected to attend and contribute to the majority of meetings. Circles may decide to produce a brief final report or other output on what the group discussed and found that could be shared with the RIT community.
Support from the CTL
CTL supports teaching circle facilitators and participants in many ways, including:
- Assisting circle facilitators in the development of titles, descriptions, and meeting options for their circles
- Matching circle facilitators/topics with prospective circle members through RIT-wide communication channels
- Orienting and advising facilitators on group communications and logistics (e.g., scheduling, appropriate and available on-campus or virtual meeting spaces, circle activities)
- The CTL will also consider facilitating the purchase of supporting materials (e.g., books) on a per-request basis
Contact
For more information about current circles, the call to form future circles, or the teaching circles program, contact Michael Starenko, Senior Teaching and Learning Consultant, CTL.
Fall 2023 Teaching Circles
The Center for Teaching and Learning (CTL) is pleased to announce the following teaching circles for Fall semester 2023. A teaching circle is a small group of faculty and teaching staff who meet regularly on-campus and/or Zoom to discuss a specific teaching and learning topic.
Interested participants are strongly encouraged to email circle facilitators as early as possible but no later than September 5, 2023. Unless otherwise noted, circles usually hold their first meeting in the third week of the semester.
Anti-Walled Garden: Get to Know Other RIT Colleges and Majors
Samuel Malachowsky, Software Engineering, GCCIS
The goal of this in-person circle will be a more personal understanding of other majors outside of our own buildings. Each meeting will highlight a different major via a short, structured presentation, Q&A time, and general discussion. Participants will seek to challenge their assumptions about other areas of study and signature pedagogies, connect with colleagues across campus, and gain perspectives on how others may view/ask about their unit/major.
Proposed circle activities include each participant preparing a 15-minute presentation of their academic unit/major, with slides such as what type of student is attracted to it, what inspired you (the faculty) to join it, and practical information such as program structure/elements, stereotypes vs. realities, unique teaching challenges/methods, student careers, relationships to other majors/units, etc. After this, participants can ask questions to really get to know and understand what each unit/major is, why it's important, etc.
This circle is open to all faculty, with a goal of trying to represent as many units/areas/majors as is practical. We will poll participants to determine the most suitable, on-campus meeting times. If you would like to join this circle, email Samuel Malachowsky.
Has RIT lost its bricks? - Teaching in the SHED/Wallace Complex
Sandi Connelly, School of Life Sciences, COS; Center for Teaching and Learning, Academic Affairs
While some are looking forward to being in a new space, teaching in the SHED-Wallace complex will be a daunting task for some faculty this fall semester. While this is all new, the basic foundations of teaching in the spaces are not. Good pedagogy is good pedagogy regardless of class size, classroom hardware/software, or the students themselves. We will focus on a return to foundational course design and content delivery so active learning can bloom in these flexible spaces.
Faculty teaching in the SHED-Wallace Complex in Fall semester are strongly encouraged to join this teaching circle as we work through the implementation of our active learning strategies in flexible classroom spaces. Faculty / staff who will be assigned to the spaces in future semesters are also encouraged to join as “tigers on the wall” to get ideas of what is working well in the spaces and what might need a little revamping for their own courses.
Members of this circle will support one another through dialogue and implemented activities to generate a “best practices manual" for both the new SHED (150 students) and Wallace classrooms (36-60 students) throughout the Fall semester. In Spring semester, any individuals interested will be invited to work with the facilitator to produce the "manual" that will be shared internally, parts of which may be submitted for publication to peer-reviewed, teaching-focused journals. The materials that will be generated, such as prompts and deliverables adaptable to any discipline, will be presented at CTL’s Summer Institute in May 2024.
Email Sandi Connelly to join this group and to be included in the initial polls for meeting times and locations. Gatherings will begin in Week 3 and will be held every two weeks thereafter (in person preferred, zoom will be accommodated by request).
How Might Generative AI Change the Marketplace and Therefore Our Teaching of Software Technology?
Keith Weber, Management Information Systems, SCB
This circle will investigate how our teaching of software tools and methodologies might evolve as generative AI (genAI) is adopted in contemporary organizations. We will consider how genAI might transform the environment for us as teachers, for our students as learners, and for our graduates as workers.
While we acknowledge the importance of genAI's potential risks, public policy, and ethical implications, this circle will not focus on these issues. Similarly, topics such as plagiarism, exam integrity, or the use of genAI for instruction preparation, delivery, or grading will not be the center of our discussions. These vital subjects are explored in other academic and professional forums and discussing them here would divert our focus. This circle supplements, rather than replaces, those discussions.
This circle is designed for instructors preparing students for technological roles impacted by genAI, particularly (but not limited to) those involving systems design and development, programming, engineering, math, statistics, analytics, data science, economics, finance, digital marketing, and content creation. We will forecast, discuss, and analyze:
• How our students can better understand genAI and integrate it into their work
• How this new level of abstraction will eliminate or elevate job roles
• Emerging software tools, approaches, and methodologies in our fields
• Student insights on genAI and methods to stimulate those discussions
• Preparing students to prevent potential displacement by genAI
We will meet using Zoom five times during the Fall semester. We will poll participants to determine the most suitable meeting times. Each session will feature a subtopic and begin with a short introduction to seed the discussion. Participants are encouraged, though not required, to provide examples from their own teaching. If you would like to join this circle, email Keith Weber.
Implementing Generative AI in STEM Courses to Enhance Student Learning
Amanda Bao, Civil Engineering Technology and Environmental Management and Safety, CET; and Garret Arcoraci, School of Information, GCIS
Generative AI has been rapidly spread into higher education. While the power of generative AI initially caused some panic about academic integrity, the positive impact of generative AI on STEM fields has received more and more attention. For example, generative AI has been adopted in the construction industry to provide technical project support and best practices, as well as offering job training and education.
The rapid growth and implementation of technology and AI in higher education is the trend, and there is no going back. It is important for higher education instructors in the AI era to effectively implement generative AI tools to enhance students’ learning experience. In this teaching circle, participants will share and discuss their experiences and teaching practices with generative AI-powered tools, either success stories or lessons learned.
This teaching circle aims to foster discussions and collaborations on generative AI in all of RIT’s STEM fields, explore potential opportunities for grant applications, and summarize effective practices in teaching and learning with generative AI. We will meet in-person bi-weekly 2:00-3:00pm on Fridays, from September 8th to December 1st, 2023. If you are interested in joining this circle, email Amanda Bao.
Previous Topics and Facilitators
"Active Learning - Party of ____?"
Sandi Connelly (Center for Teaching and Learning, Academic Affairs; and School of Life Sciences, COS)
Decoding Teamwork
Alex Lobos (Industrial Design, CAD)
Implementing Intentional Low-Stakes Writing Exercises and Effective Feedback Practices
David Yockel, Jr. (University Writing Program, SOIS)
Student Engagement Techniques in the Modern College Classroom
Amanda Bao (Civil Engineering Technology and Environmental Management and Safety, CET) and Michelle Chabot (School of Physics and Astronomy, COS)
Ungrading: What Is It and Should We Try It?
Michael Starenko (Center for Teaching and Learning, Academic Affairs)
Computer Aided Design: The Original CAD
Kate Leipold (Mechanical Engineering, KGCOE)
Easy-to-Implement Online Teaching Strategies for NTID Faculty
Austin Gehret (Science & Mathematics, NTID) and Rebecca Carpenter (Office of the Associate Dean for Research, NTID)
Focusing on the Flip
Michelle Chabot and Kristina Driscoll (School of Physics and Astronomy, COS)
Integrate Transdisciplinary Perspectives on Grand Challenges and the Sustainable Development Goals in Your Courses!
Sarah Brownell (Dean’s Office, KGCOE)
Interrupting Passive Classrooms – 5 Minutes at a Time
Sandi Connelly (Center for Teaching and Learning, Academic Affairs; and School of Life Sciences, COS)
Active Teaching and Learning in Large Classes
Jessamy Comer, Stephanie Godleski, Rebecca Houston, and Tina Sutton (Psychology Department, CLA)
Review: Active Learning in Large Classes: A Teaching Circle Report
Being the Best NTID Tutors We Can Be
Karen Tobin and Sarah Sarchet (Science and Mathematics Department, NTID)
Capstone Connections
Beth DeBartolo (Multidisciplinary Senior Design Program, KGCOE)
Exploring Extended Reality (XR) and Immersive Learning
Susan Lakin (School of Photographic Arts and Sciences, CAD; Director, Frameless Labs, RIT Magic Center)
Fostering Active Learning in Advanced Graduate Courses in the Physical Sciences
Michael Zemcov (School of Physics and Astronomy, COS)
Making Great Writing Assignments with Threshold Concepts and Backward Design
Luke Daly, Xia Wu, and David Yockel, Jr. (University Writing Program, CLA)
Pre-Tenure and Pre-Promotion Accountability Buddy Group
Kierstin Muroski (ASLIE Department, NTID)
What Makes an NTID Faculty Member an Effective Online Educator?
Austin Gehret (Science and Mathematics Department, NTID) and Rebecca Carpenter (Office of the Associate Dean for Research, NTID)
Integrating Transdisciplinary Perspectives on Grand Challenges into Course Activities
Sarah Brownell (Grand Challenges Scholars Program, Engineering Leadership, KGCOE)
Effective Teaching in Large Classes
Jessamy Comer, Stephanie Godleski, Rebecca Houston, and Tina Sutton (Psychology Department, CLA)
Fostering Augmented Reality at RIT Through Interdisciplinary Conversations and Collaborations
Susan Lakin (School of Photographic Arts and Sciences, CAD; Director, Frameless Labs, RIT Magic Center)
Metacognition, Critical Thinking, and Social Annotation Tools: Developing Instructional Models
Rebecca Johnson (Innovative Learning Institute, Academic Affairs)
Problem Solving Studio in Action
Patti Cyr and Robin Borkholder (Industrial and Systems Engineering Department, KGCE)
Success Strategies for Women Faculty
Betsy Dell (Director of AdvanceRIT and Senior Faculty Associate for Women Faculty) and Sarah Sarchet (Faculty Associate for Non-Tenure Track Faculty)
Teaching a Writing Intensive Course
Gretchen Wainwright (Civil Engineering Technology, Environmental Management and Safety; CET)
Flexing into the Future: Creating Flexible Courses for Students
Joseph Lanzafame (School of Chemistry and Materials Science, COS)
Fostering Applied Critical Thinking (ACT) Across the Disciplines
Jennifer Schneider (Fram Chair, Academic Affairs, and Department of Civil Engineering Technology, Environmental Management and Safety, CET)
How Am I Doing on Diversity, Equity, and Inclusion (DEI)? – Towards a Social Justice Curriculum
Elisabetta D’Amanda (Department of Modern Languages and Cultures, CLA)
Lean In, Listen & Learn: Developing as Allies for Women of Color
Betsy Dell (AdvanceRIT and Department of Manufacturing & Mechanical Engineering Technology, CET)
Promoting a Community of Inquiry in Online Teaching and Learning
Bridgette Yaxley (University Writing Program, CLA)
Threshold Concepts of Writing Assignments Across the Curriculum
Luke Daly and David Yockel, Jr. (University Writing Program, CLA)
Exploring Games for Teaching and Learning
David Simkins (School of Interactive Games and Media, GCCIS)
Success Strategies for Women Faculty
Betsy Dell (AdvanceRIT and Manufacturing & Mechanical Engineering Technology, CET)
Inclusive Pedagogy
Taj Smith (Division of Diversity and Inclusion, Diversity Education)
Infusing the Entrepreneurial Mindset Among Our Students
Beth DeBartolo (Multidisciplinary Design, KGCOE) and Jen O’Neil (Manufacturing & Mechanical Engineering Technology, CET)
Integrating Jupyter Content into STEM Courses
Tony Wong, (School of Mathematical Sciences, COS); John Whelan, (School of Mathematical Sciences, COS); and Ben Zwickl, (School of Physics and Astronomy, COS).
Teaching Online and Hybrid Psychology Courses
Alan Smerbeck (Department of Psychology, CLA)
Breaking Down the Ivory Tower: Getting to Know Our Students/Getting Our Students to Know Us
Kristin Kant-Byers (Department of Sociology and Anthropology, CLA)
Enhancing English Language Learners’ Educational Experience: Teaching and Supporting ELL Students
Kari Cameron (School of Communication, CLA)
Facilitating Classroom Dialogue Through Self-Authorship
Linda Pratt (Student Life, Academic Support Center)
Inclusive Pedagogy
Taj Smith (Division of Diversity and Inclusion, Diversity Education)
Place-Based Education
Lisa Hermsen (Department of English, CLA), Kristoffer Whitney (Department of Science, Technology, and Society; CLA), and Rebekah Walker (Reference Librarian Group, Wallace Library)
Solving the Equation: The Variables for Women’s Success in Engineering and Computing
Marcos Esterman (Department of Industrial and Systems Engineering, KGCE) and Sonia Lopez Alarcon (Department of Computer Engineering, KGCE)
Supporting Male Students
Rebecca Charry Roje, (Department of English, RIT Croatia-Dubrovnik Campus)
The Learning Development of RIT Students
Cha Ron Sattler-LeBlanc (Student Life, Academic Success Center) and Melodie Kolmetz (Physician Assistant Program, CHS)
Threshold Concepts of Writing across the Curriculum
Luke Daly (University Writing Program, CLA)
Infusing the Entrepreneurial Mindset Among Our Students
Beth DeBartolo (Multidisciplinary Design, KGCOE) and Jen O’Neil (Manufacturing & Mechanical Engineering Technology, CET)
Use Writing to Improve Student Learning and Engagement
David Martins (University Writing Program, CLA)
Inclusive Pedagogy
Taj Smith (Division of Diversity and Inclusion, Office for Diversity and Inclusion)
Teaching English with Second Language Learners
Kari Cameron (School of Communication, CLA)
Solving the Equation: The Variables for Women’s Success in Engineering and Computing
Marcos Esterman (Department of Industrial and Systems Engineering, KGCE) and Margaret Bailey (Department of Mechanical Engineering, KGCE)
Place-Based Education
Lisa Hermsen (Department of English, CLA), Kristoffer Whitney (Department of Science, Technology, and Society; CLA), and Rebekah Walker (Reference Librarian Group, Wallace Library)
Infusing the Entrepreneurial Mindset into the Undergraduate Curriculum
Beth DeBartolo (Multidisciplinary Design, KGCOE) and Jen O’Neil (Manufacturing & Mechanical Engineering Technology, CET)
Defining Mentoring and its Application / Value for Today’s College Student
Barry Strauber (School of Communication, CLA)
Teaching in a World of Extroverts
Suzanne O’Handley (School of Chemistry and Materials Science, COS)
Fostering Social Impact Design and Engagement Opportunities for Students
Rob Stevents (Mechanical Engineering, KGCOE), Sarah Brownell (Multidisciplinary Design, KGCOE), and Ann Howard (Science, Technology, and Society; CLA)
Best Practices in Modern Languages
Elisabetta Sanino D’Amanda (Modern Languages and Cultures, CLA)
Integrating Research into Classroom Teaching
Kaitlin Stack Whitney (Science, Technology, and Society; CLA)
Defining Mentoring and its Application
Barry Strauber (School of Communication, CLA)
Teaching in a World of Extroverts
Suzanne O’Handley (School of Chemistry and Materials Science, COS)
The Importance of Metacognition/Learning About Learning
Melodie Kolmetz (Physician Assistant Program, CHS)
Fostering Social Design and Engagement Opportunities for Students
Rob Stevents (Mechanical Engineering, KGCOE), Sarah Brownell (Multidisciplinary Design, KGCOE), and Ann Howard (Science, Technology, and Society; CLA)
Best Practices in Teaching Modern Languages
Elisabetta Sanino D’Amanda (Modern Languages and Cultures, CLA)
Using Active Learning to Foster Critical Thinking
Melodie Kolmetz (Physician Assistant Program, CHS)
Using Imagery to Help Stimulate Critical Thinking
Colin Mathers (Philosophy Department, CLA)
Put the WOW back in STEM
Sandi Connelly (School of Life Sciences, COS), Jeff Mills (School of Chemistry and Materials Science, COS), and Paul Craig (School of Chemistry and Materials Science, COS)