Please note, the registration is only open to NYUAD Faculty and Academic Support Staff.
There will be regular development workshops, brainstorming sessions, and small group gatherings to discuss our community of teaching.
If you would like to suggest a topic or a specific speaker, email NancyGleason@nyu.edu
Primary resources are an exciting way to engage students in authentic learning. Sources may include personal papers, correspondence, speeches, interviews, photographs and photo albums, moving images, maps, government documents, gray literature, travelogues, institutional records, court cases. When applied through thoughtful pedagogy, primary sources can be a catalyst for creativity and help contextualize a specific time period, region, or topic for our diverse student body. Engaging with primary sources also helps students grow their research and information literacy skills. Join NYUAD archivists Lauren Kata and Brad Bauer for an interactive session on the array of primary resources and archival collections available to you at NYUAD. This workshop-style session is an opportunity to gain some practical advice and connect with other colleagues on ideas for integrating primary sources to help you meet your course learning objectives.
Lauren Kata, Assistant Academic Librarian for Archives and Special Collections, Archives and Special Collections, NYUAD;
Brad Bauer, Librarian for Archives and Special Collections, Archives and Special Collections, NYUAD
Join Director of the Writing Program at NYUAD, Dr. Marion Wrenn, and Writing Instructors Nkem Chukwumerije, Neelam Hanif, & Kimberly Specht for a special session on how to teach your students the art of academic writing. This session will cover a range of teaching strategies with both practice activities for developing writing abilities as well as guidelines and tools for assessment tasks and critical feedback best practices. The session will consider several genres of writing, from academic essays to reflective journaling to research projects and reports across the disciplines. Join this session to enhance your students’ writing skills, and develop your feedback strategies to help move them forward.
Marion Wrenn, Director of Writing Program at NYUAD
Nkem Chukwumerije, Neelam Hanif, & Kimberly Specht
This session will address how to implement a mid-term course evaluation and how to reflect on and respond to the outcome responses. Mid-term course evaluations help students feel more engaged and committed to the course while giving you enough time to make teaching adjustments specific to their needs. They offer ample space for personalization and foster a culture of completion at the end of the semester. Giving students an opportunity to respond to the course in an anonymous format will encourage them to communicate responses that they may not feel comfortable providing in-person – including positive comments. We will discuss how to share the results and take-aways with your students after reviewing the feedback and how to use such a conversation to further illuminate your teaching goals and expectations for students.
Nancy Gleason, Director, Hilary Ballon Center for Teaching and Learning
Students experience deeper learning and recall from being actively involved in faculty research and inquiry-based learning. Authentic learning can happen when students learn research processes and methodologies, as well as explore timely and exciting findings. Join colleagues to learn how they have brought their disciplinary and methodological expertise to their teaching and to their students’ learning. They will share examples from their work in bioengineering, music, and gender studies, for both research-led learning, and research-oriented learning.
Vijayavenkataraman Sanjairaj (Vijay) Assistant Professor of Mechanical Engineering;
Gwenyth Bravo, Assistant Professor of Music, Arts and Humanities,
May AlDabbagh, Assistant Professor of Social Research and Public Policy
Speaker: Kiruthika Ragupathi, Associate Director of the Center for Development in Teaching and Learning, National University of Singapore.
She co-leads professional development programmes and oversees the centralized teaching quality instruments at NUS—student feedback and peer review. Her research work focuses on assessment, student living-learning experiences, academic development, and technology-enhanced learning.
Join Senior Lecturer Sabyn Javeri Jillani for a workshop and discussion on how to diversify your course content for a more inclusive learning experience. Jillani specializes in postcolonial feminism, South Asian literature, and creative writing. She will share insights on how to envision more cultures and knowledge systems in the curriculum with regards to what is being taught, and how it frames the world for our learners. Come join the conversation and take away practical advice for your own course.
Sabyn Javeri Jillani, Senior Lecturer, Writing Program Arts & Humanities, New York University Abu Dhabi
Part of the Spring TechTalk AD Series
Reflecting on our teaching is an important element to enhancing our teaching, and making visible the work we do in preparing our courses and delivering them. It means reflecting on the outcomes regularly, innovating, and improving. End of semester course evaluations are subjected to a variety of factors, which makes them a noisy instrument to measure teacher’s effectiveness. Despite this, they can shed light on areas for potential revision and can ultimately lead to positive improvements. In order to identify and distill representative feedback, we will review how to consider course evaluations in context and read them through the appropriate lens to extract useful feedback. Join this session to receive support in classify comments and identify main themes for reflection.
Nancy Gleason, Director, Hilary Ballon Center for Teaching and Learning
The HBCTL Week Zero Series provided NYUAD faculty and Instructors a selection of teaching-related support sessions from colleagues across the institution. Topics included running effective discussions online, writing learning objectives, belonging and microaggressions, and much more.
Discussions are an excellent way to exercise learning objectives and engage students with the course material. Online discussions come with their own set of challenges but they can be as meaningful as face-to-face. In this session we will cover planning and facilitation strategies to help you foster effective online discussions. We will look at both synchronous and asynchronous modes and help you decide which one is more suitable for your courses.
Alexandra Urbanikova, Research Fellow, HBCTL
Join this session to tackle updating or preparing new learning objectives for your course. Learning objectives help to clarify, organize, and prioritize learning activities for you and your students. Oftentimes the construction of and use of LOs can be viewed as burdensome, however this session is developed to demonstrate how LOs can help you reach your teaching and learning goals in a meaningful way. This session will first address how to write effective learning objectives that align to respective program learning outcomes and your disciplinary goals. The session will then provide practical next steps for linking assessments to learning goals in a way that will appropriately challenge our students and inspire their curiosity for deeper learning.
Nancy Gleason, Director HBCTL, Associate Professor of Practice, Political Science
Making connections with students and building trust are key to successful student engagement and inclusive learning. Establishing communication channels early on, and designing synchronous lessons that build community are just two examples of what will be covered during this session. Join Senior Lecturer of Arabic Language, Laila Familiar, as she shares insights and best practices in getting to know your learners in week zero and week one to set up your learning community to empower each other through their strengths. Dr. Familiar will provide practical next steps to help your students learn best, and actions you can take for a range of learning experiences. Join us to build communication for optimum student engagement and learning in our upcoming remote+ semester.
Laila Familiar, PhD Senior Lecturer of Arabic Language, Arts and Humanities, NYU Abu Dhabi
Join this session with NYUAD Wellness Counselor, Vedrana Mladina, to learn about student wellness and how you can support sustained active learning. This session will provide important NYUAD specific context for practical tips on keeping students engaged and motivated. Advice on how to challenge students academically while respecting and meeting the diverse individual needs and personal circumstances. The session will cover how to teach remotely in a compassionate, engaging and encouraging way. Mladina will address how to recognize that a student is struggling and how to differentiate between providing them directly with support vs. referring them to student support services such as counseling. These are just some of the issues this session will address with practical next steps and key takeaways provided.
Vedrana Mladina, PhD, Clinical Psychologist and Wellness Counselor II, Counseling Team Leader, The Health Center, NYU Abu Dhabi
In response to COVID-19, many colleges and universities around the world rapidly transitioned into online learning. Despite this increased headway into online learning, research on faculty and student readiness for online learning shows that there is an urgent need to understand more how to effectively design, develop, and deliver high quality instruction online. Join this session with Khalifa University Director of the Center for Teaching and Learning (CTL), Dr. Asli Hassan, to learn more about course design principles and processes using Universal Design for Learning (UDL) strategies. You will also get to explore elements of course design for any situation and discuss best practices that enable courses to be equitable across student needs and differences.
Asli Hassan, Director, Center for Teaching & Learning; Assistant Professor, Department of English, Khalifa University
Join this session to learn about how students are experiencing NYUAD — what are their challenges and how can we improve their experiences by being more inclusive in our classrooms and curriculum. Issues that have emerged for our students' challenges will be detailed and addressed. We will discuss how policy and practice within our course and curriculum can foster inclusion and belonging, and enable equitable learning opportunities for marginalized social identity groups. We will discuss microaggressions in the classroom and provide tools for interpreting microaggressions and how best to address them between students, and when inflicted upon you as the faculty member. Join this session to learn about inclusive practices, and apply that knowledge to the distinctive context of our NYUAD learners and your course.
Sara Amjad, Assistant Director, Student Activities and First Year Experience, and
Nancy Gleason, Director, HBCTL and Associate Professor of Practice, Political Science
Come learn about the NYU Abu Dhabi Core Curriculum and what elements make for the best timely and timeless courses interdisciplinary. This session will both discuss the ethos of the Core at NYU Abu Dhabi, and practical next steps for designing your own interdisciplinary course that embraces global challenges, and provides competencies and concepts with which students can grapple. Learn about syllabi templates, program learning outcomes, and how to move your ideas forward.
Bryan Waterman, Associate Professor of Literature, Vice Provost for Undergraduate Academic Development