COVID Update:

EFSC has returned to normal pre-COVID operations, with full capacity on-campus classes and events. Click for the COVID Reporting Requirements and the Return to Campus Approval Process which remain in place. See the Student Services Guide for on-campus services available on a walk-in basis or by appointment, plus virtual options. Read the latest updates.

CETL Workshop Follow-up Materials

When you attend a workshop sponsored by the Center for Excellence in Teaching and Learning we want you to have access to resources shared by the presenter, including a PowerPoint of the presentation when available. Check out the links below and if you have a workshop topic to suggest let us know.

Workshop Resources

Topic: Disruptive Students

This workshop helped identify which behaviors are dangerous, disturbing and disruptive versus those that are simply annoying. It is important to know when a situation has reached the dangerous range so that appropriate measures can be taken.

[View workshop PowerPoint]

Topic: Self-Confidence and Resilience

Tips from the workshop on recognizing and helping students who have personal issues which could affect their academic performance, their personal lives or their well-being in general.

[View workshop PowerPoint]

Topic: Students with Dyslexia

Noted learning disabilities researcher Dr. Tim Conway led an afternoon workshop on the causes, treatments and long-term outcomes for children and adults with dyslexia. 

Part I
Dr. Conway discusses the three key principles of neuroplasticity – the brain’s capacity to learn. These are critical to the success of rewiring the brain and addressing learning difficulties.

Part II
Dr. Conway discusses stroke rehabilitation and how the principles of neuroplasticity still apply. The brain has an amazing capacity to learn and is designed to make new connections.

Part III
Dr. Conway discusses the sensory systems required in the production of speech. Dr. Conway explores the multisensory method that we indirectly use to teach our children, as early as infancy. Dr. Conway explores the research on language acquisition, which is the foundation to NOW! Programs.

Part IV
Dr. Conway discusses some of the root causes of dyslexia, and some of the typical warning signs that an adult or child may have a learning disability.

Part V
Dr. Conway discusses Developmental Building Blocks for Literacy. He explores the foundational development followed by NOW! Programs and the natural byproducts of developing phonemic awareness (ability to recognize sounds) versus compensatory strategies other programs use to help other students try to keep up with their peers. He further discusses the impact of learning difficulties and the amount of practice these students get in relation to their same-age peers.

Part VI
Two systems responsible for comprehension. He discusses how deep imprinting of information (efficient comprehension) comes more from imagery than from rote memorization. There is a substantial difference between active imagery (self-generated) versus passive imagery (that which is provided).

Part VII
Dr. Conway talks about concepts such as Dual Coding Theory, which involves words to help imprint information and then use these movies to effectively communicate back ideas using words - both spoken and written.

Dr. Conway discusses the brain activity and patterns typically seen in strong readers versus those with reading difficulties. He also discusses whether we can improve the efficiency of those who are struggling, why they are struggling and how we can tell.

Part IX
Dr. Conway provides hard data on the prevalence of reading problems in our society. Dr. Conway explains what dyslexia really is, and what dyslexia is NOT and explores anecdotal information regarding dyslexia.

Part X
Dr. Conway discusses the progression of one of the many students who have benefited from NOW! Programs. This student made substantial gains and was able to return to school, graduate with a standard diploma at the high school level. He then went on to graduate from college after originally being documented as severely behind his same-age peers.

Topic: Eating an Elephant - How to Develop & Structure a Research Project and Speech

Topic: Process Oriented Guided Inquiry Learning (POGIL)

POGIL uses guided inquiry and discovery activities to teach core concepts and encourage a deep understanding of the course material while developing higher-order thinking skills.

[View/Download POGIL PowerPoint]
[View/Download POGIL Experiment Criteria]
[View/Download POGIL Team Roles]
[View/Download Guidelines for Developing POGIL Classroom Activities]
[View Chemistry Lab POGIL Example]
[View a TED Talk on POGIL]

Topic: Increasing Student Confidence

Learn to lead students through fun and engaging classroom activities in an effort to increase personal power and confidence.

[View/Download Student Confidence PowerPoint]

Topic: Students with Disabilities

EFSC's Office for Students with Disabilities is responsible for providing services and accommodations for students with documented disabilities that significantly impact major life functions.

[View/Download Students with Disabilities PowerPoint]

Topic: Flipped Learning

Learn about a highly effective flipped classroom technique to move away from a teacher-centered class and create a learner-centered environment.

[View Morning Workshop Video]
[View/Download Flipped Learning Morning Workshop PowerPoint]

[View Afternoon Workshop Video]
[View/Download Flipped Learning Afternoon Workshop PowerPoint]