Faculty Enrichment Day 2019

 

 Thank you to everyone who presented this year!


Faculty Enrichment Day Program

Thursday, Aug. 15, 2019

Session One: 9:30 am - 10:45 am
Session Two: 11:00 am – 12:00 pm 
Session Three: 1:15 pm – 2:30 pm
Session One

9:30 am – 10:45 am

Through the Looking Glass:  Our Bumpy Transition from Traditional Grading to Standards Based Grading

As part of our school’s Institutional Effectiveness work, our math department undertook the task of examining our assessment practices across classrooms, and what we noticed was shocking.  When tasked with grading the same assessment, by the same student, using traditional metrics of grading, our final grade for the student differed by approximately 20%.  
Standards based grading uniquely empowers teachers to dismantle the punitive nature of traditional grading practices by shifting the instructor’s focus towards identifying the strengths of students and praising their progress or growth.  Standards based grading de-centers the traditional grading practices by allowing students to use a combination of representations and words to demonstrate their mastery of a skill.
In this session we will discuss the variety of grading practices across campus and explore the purpose of grades and whether participants’ grading practices fulfill that purpose.  We will also consider more holistic measures of student success in the context of participants’ own assessments or tasks.

Facilitators:  Allison Yokeley and Jennifer White, High School Academic Program

Feldenkrais Awareness Through Movement
The Feldenkrais Method is one of several movement techniques that attempts to better integrate the connections between mind and body through gentle movements and directed attention.  It is recognized for its demonstrated ability to improve posture, flexibility, coordination, and balance and to alleviate muscular tension and pain.  For performing artists, Feldenkrais offers ways to enhance the quality of their performance (and the quality of their rest), greater awareness that will help them prevent injuries, and greater connection to their inner world of thoughts, impulses and emotions. 
During this session I will take participants through a 45- to 55-minute guided exercise.  The movements are slow and gentle and can be done by anyone, at any level.  After the session there will be a 15-minute talk back about the experience. 

Facilitator:  Robin Christian-McNair, School of Drama

Embodiment Practices for Coming Home
We start with where we are and who we are.  Being present.  Engage in finding simple movements from prompts.  Words to movement to writing to moving and repeat.  Play, serious play, improvisation.
Holding the questions:  What is creative process?  What is authentic expression?
Moving out of our minds and into our bodies.
Bring a journal and something to write with.  Wear comfortable clothes.  Bring a sense of humor.  [You will not have to do a split….]

Facilitator:  Trish Casey, School of Dance

Anyone Can Animate!  An Introduction to 3D Computer Animation
After a brief introduction to some of the most important principles of animation we have developed over the last hundred years, we’ll move onto the computers and learn (just enough) to use a 3D animation package called Maya to create our own animation.  We’ll start with the venerable ball bounce, the first animation exercise that every aspiring animator begins with.  The technologically faint-of-heart are welcome because, remember, anyone can animate! 

Facilitator:  Stephen Baker, School of Filmmaking

Come Out of the Shower
This session will encourage participants to “come out of the shower” and sing in front of their peers, no matter their level of experience.  Janine Hawley and Greg Walter, Singing faculty in the School of Drama, want to get you out of your comfort zone and to take a risk by trying something that may be new to you.  We will introduce you to a few breath management, resonance, and articulation exercises that we use in our classroom but will mostly challenge you to commit to the storytelling behind a given song. We find that with our musically less-experienced students, they get caught in their head and forget that they were brought to this school as actors.  We will teach a song and by the end of the session, have everyone committed to the actions of the text as they are supported by the music. 

Facilitators:  Janine Hawley and Greg Walter, School of Drama

The American Other:  Teaching Black Literature
African-American literature exposes our students to the complexity, sophistication and beauty inherent in the African American culture and to the constant struggle African Americans (and other people of color) experience in the oppressive American system.  In this interactive session, we will read and workshop a piece of this literature to explore African-American consciousness, identity and community and what this literature means to be an American.  We will also discuss the influence of this literature on student artists.

Facilitator:  Rosemary Millar, Division of Liberal Arts

What is Art?  (Table Talk)
What is art?  What is its purpose?  How do we teach art that is more than craft?  How do we assess our students’ understanding of what art is and what art is not?  Are we even true to ourselves with respect to our own art?  This session will encourage dialogue between faculty members about some of the compelling and provocative questions that trouble many of us in order to stir up soul searching emotions and thoughts that could lead to a few freeing answers. 

Facilitator:  Julian Semilian, School of Filmmaking

Session Two

11:00 am – 12:00 noon

Rigor Doesn’t Have to Mean More Work:  How to Increase Depth of Knowledge for All Students
Rigor is a common term that students equate to more work and harder assignments.  Instructors view rigor as a rich environment where students learn at a high level.  As an educator, what kinds of thinking do you want students to engage in?  What is the most effective way to accomplish this with limited class time? 
In this session participants will use Norman Webb’s Depth of Knowledge Levels to evaluate tasks.  Participants are invited to bring an activity, lesson plan or assignment for evaluation.  Examples of using Depth of Knowledge in both content areas and arts curricula will be discussed. 

Facilitator:  Marci Harvey, High School Academic Program

Using Classroom Simulations to Enhance Learning
This session will focus on using classroom simulations to create meaningful experiences for students.  As a government teacher I find that students often learn best and are the most engaged when they can act out different government jobs.  This has led me to design simulations in which students act as the Supreme Court to brief, argue, and decide upon actual constitutional cases and others in which they act as Congressmen and women writing, debating, and voting upon bills to become law.  The goal of this session is for participants to experience the value of role playing to enhance learning. 

Facilitator:  Kate Douglass, High School Academic Program

A Gateway to Tai Ji Quan  
Tai Ji Quan (太極拳) is a traditional Chinese martial art form that is practiced by people around the world.  Developed in China well over 700 years ago, it is rooted in Qi Gong which dates back thousands of years.  Often described as a moving form of meditation, it is recognized for its health benefits and could equally be described as "medication in motion.”  Through its slow and gentle movement practice which incorporates breathing, participants regain strength, increase flexibility and enhance balance.  This session will start with a gentle warm-up of Qi-Gong exercises, followed by an introduction to the Yang style. 

Facilitator:  Ming-Lung Yang, School of Dance

Amusing Ourselves to Death (Table Talk)
The vast majority of information provided to Americans today is electronic.  The speed and volume of this information (which must be paid for by advertising) has splintered our ability to understand the world we live in.  This is because the news, Politics, education, economics, religion, etc. is presented as entertainment.  This has come at a great cost in terms of cultural discourse.  Information presented as video, Memes, and other forms of entertainment loses the thread of coherence.  The modern media has robbed our students of the merit and value of reading.  The act of reading requires a focus of attention to sit and reflect on ideas in print in a linear, critical, and experiential way.  Reading teaches students critical thinking skills.  To bounce sentences quietly off their own experiences and spark their imagination is what reading has done since the printing press unleashed the Enlightenment. 
Electronic media today is decontextualized, irrelevant, and incapable of dealing with abstractions and interpretations.  To read is to comprehend.  To watch is to observe.  How are we to teach the value of literacy to a generation addicted to spectacle? 
This is a conversation about how we might encourage our students to understand the value of reading in a post literate world. 

Facilitator:  Bob Gosse, School of Filmmaking

The Greening of UNCSA  (Table Talk)
On a personal level we know we should recycle, limit our disposable waste and energy use, and buy products with low “carbon footprints.”  What does this mean at the School/Division and institutional levels and what more can we do to enhance the environmental health and integrity of our surroundings?  I have ideas to share for greener practices in the School of Filmmaking and in the film industry, and I’m certain there are equally compelling ideas circulating among my peers across disciplinary fields.  This session is a conversation for colleagues about how we can reduce the environmental impact of our campus and its related activities.  
Given that “modeling” what we want students to learn is one of the most effective ways of teaching, imagine the impact our deliberate attention to how we work and where we work might have on our graduates. 

Facilitator:  Michael Miller, School of Filmmaking

Designing with Light
Stage lighting is too often an underappreciated art for theatergoers.  In the performing arts light is a part of the performance.  Not only does light illuminate the action the audience is watching, it also directly affects the emotion and subtext of a scene.  But like most everything else, technological advances have had an enormous impact on professions that use light to design.  Come interact with various light sources and types of equipment to create different affects, and learn more about this art form and the challenges lighting designers face. 

Facilitator:  M. Eric Rimes, School of Design & Production

Session Three

1:15 pm – 2:30 pm

Transitioning from Industry to the Classroom (Table Talk)
Like so many of my peers, I have come to UNCSA as a professional working artist and choose to maintain a professional presence in my work in the classroom.  I am working through the process of adapting my teaching from the lessons of my instructors many years ago in order to find my own voice and create practices that support student learning.  
I have had some success but wish to continue to explore better ways to teach and design curricula for the rapidly changing way in which students learn.  So many of the tools used to train me, when I was a student, seem to be unacceptable or ineffective today.  In this session I’d like to create a space where it is OK to “not know”―one that allows us to explore together some concerns that confront “new” teachers and create channels of support for one another. 

Facilitator:  Cameron Knight, School of Drama

Beating the Law of Diminishing Returns:  Cognitive Load and Neurological Recovery (Repeat from FED 2018)
Like muscles, nerves get tired, too!  When we try to engage the same system (physical, emotional, or cognitive) for too long, the performance of that system declines because of neurological fatigue.  We can avoid this by changing activities to engage different systems, by timing the application of the “loads” that we apply, and by building in sufficient time for recovery.  Join me for a discussion of the science behind diminishing returns and the specific techniques we can employ to avoid them. 

Facilitator:  Jeffrey George, High School Academic Program

Doing vs. Being Told:  Learning Known Processes Using the Engineering Design Process
Skyscrapers and suspension bridges may seem like engineering masterpieces, but these century-old human designs cannot compare to the natural marvel of living organisms, constructed over the course of 4.6 billion years through the process of evolution.  The human body can be particularly awe-inspiring for students and lead to a list of never-ending questions. How can the human body undergo upwards of 2 trillion cell divisions in a single day?  How can the human heart pump blood to every cell in the body in less than 60 seconds?  As teachers we could simply explain the process of cellular replication or the structure/function relationship of heart valves, but why not give students the tools to figure out answers for themselves? 
Join this engineer-turned-teacher as she explains how to use the engineering design process to help students construct their own knowledge when it comes to learning complex procedures.  Using the human body as a model, this session will suggest a framework for breaking down known processes using a list of needs and corresponding constraints.  Participants will then have the opportunity to choose their own “known process” and look at it through the lens of a novice, learning how to guide students through a series of design steps to achieve a desired goal. 

Facilitator:  Aaron Willey, High School Academic Program

Devising Before Your Very Eyes
Devised Theatre has come to UNCSA.  What is it?  What does it all mean?  Come see Devising in action.  In this session a company of your peers will actively engage in devising around an exciting theme, and will produce a short, in-progress piece of performance, before your very eyes.  We invite you to watch your colleagues try… and fail… and fail again, and notice what starts to grow from the rubble. 

Facilitator:  Andy Paris, School of Drama

How Do We Teach Creativity?  (Table Talk)
How do artists begin?  How does an author find or make-up a story to tell?  What causes a painter to choose a particular subject for her painting?  Why does a filmmaker choose one location over another?  How does an actor decide posture, voice, and mannerism of her character?  What possessed Beethoven to first play the motif for his 5th symphony?  
Can we teach students how to find ideas?  Can/should we teach them how to choose a subject to study?  What methods do we employ to encourage students to identify and then dig deeply into their ideas?  And then how do we assess whether they indeed dug deeply?
Within our various disciplines there are no doubt similar originations that lead to creating; and there are bound to be differences.  I think that we all might benefit from hearing different points of departure as we all approach the task of helping our students to be imaginative and inspired.  Join me in this roundtable discussion about the nature of the creative process.  My intention is to get the ball rolling and then invite your thoughts and reflections. 

Facilitator:  Sean Sullivan, School of Dance

Achieving Flow in the Classroom and Beyond
In this session I hope to explore with colleagues a variety of strategies for igniting the creative process in students, including play, mindfulness and rest.  Participants will be asked to engage in a few free improvisation exercises. This will be a fun way learn how to be present with others.

Facilitator: Tadeu Coelho, School of Music