Meets three times this semester (9/16, 9/30 & 10/14) from 12:30-1:30
In a world where students are often seen as test scores and not as human beings, where their well-being is challenged by poverty, intolerance, and bullying, and where technological innovations frequently erode genuine personal contact, compassionate teachers are needed more than ever. Teaching with Compassion: An Educator’s Oath to Teach from the Heart (Kaufman & Schipper, 2018) offers practical tools and strategies designed to help educators foster a culture of care and compassion.
Meets three times this semester (9/25, 10/23 & 11/20) from 12:00-1:00
Join your colleagues in exploring what it means to be an inclusive teacher. This reading group will meet once a month throughout the academic year. We will begin with a general reading or two on inclusive teaching and then as a group identify resources and/or readings we want to delve into more deeply.
Meets every third Monday of the month (9/23, 10/21 & 11/18) from 12:00-1:00
The purpose of this group is to create an interdisciplinary STEM community that is interested in talking about teaching, sharing strategies, keeping up with the latest educational research in their fields, and gathering together regularly for discussion and encouragement. Participants are encouraged to suggest topics to discuss and papers to read.
Meets three times this semester (9/19, 10/3 & 10/17) from 3:30-4:30
Join us this Fall to discuss the book, Dynamic Lecturing: Research-Based Strategies to Enhance Lecture Effectiveness (Harrington & Zakrajsek, 2017). Is the lecture an outmoded teaching method that inhibits active learning or is it a potentially powerful tool that is an essential part of every teacher’s repertoire. This book presents up-to-date research on the different types of lecture, on what constitutes effective lecturing, and on the impact of lecturing when done appropriately and well. Harrington & Zakrajsek present a range of strategies that enhance student learning during lectures.
Meeting dates and times forthcoming
As Wake Forest considers an ethical inquiry requirement within the core curriculum of the College, it is worth investigating the nature and function of moral education in the modern university. Is it ever appropriate to encourage students to adopt particular moral commitments? How can we create ethical agents while respecting diversity and student autonomy? What is the difference, if any, between moral education and indoctrination? If these questions interest you, please join the CAT for a lively discussion of the collection of essays that appear within Debating Moral Education: Rethinking the Role of the Modern University. Dates and times will be set in consultation with those who have expressed an interest this fall.