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Workshop Ideas

College & University Only

First-Year Seminar Design:


  • Whether you are newly implementing a first-year seminar or restructuring your program, this workshop can be tailored to assist you in designing a seminar that is consistent with your persistence and completion goals and incorporates the unique needs and characteristics of your students and campus. While there are five common types of seminars (extended orientation, academic/uniform, academic/topic, discipline-based, study skills, hybrids), this workshop will help you identify the elements of student success courses and assist you designing something uniquely yours.




Turning Your First-Year Seminar into a First-Year Experience: Program Cohesiveness in an Era of Multiple Interventions:


  • Borrowing a concept from curriculum development, this workshop will explore how your courses and programs can identify and agree on through-lines to create a cohesive and intentional first-year experience. Through-lines are larger ideas and themes that are exemplified across all curricular and co-curricular activities during the first-year. By elaborating through-lines, your students will understand the purpose of their learning across all contexts and develop a deeper sense of value, motivation and engagement for learning experiences.




Don’t see what you’re looking for?


I’d be honored to collaborate with your campus on identifying a workshop agenda that meets your current needs and goals. Reach out with an email and we'll start talking!





K-12 through College

Using the Textbook to Promote Learning


  • Do you require students to purchase a textbook for your courses? Do they really read it? Do faculty assess student’s understanding of what they’ve read? This workshop explores these questions and provides a number of in and out-of-class activities that will foster critical thinking, acquisition of course material while maximizing student’s investment in their textbook.




Beyond Growth Mindset


  • A student with a growth mindsets believes that capabilities and traits can be improved with effort, practice, and/or strategy use. Launching from Dweck’s theory, this workshop focuses on how to incorporate learning and teaching strategies into your courses so that students concretely understand how to apply effort, practice skills and deploy strategies that lead to increased academic outcomes.
    • This workshop can be tailored to elementary, middle and high school or higher education professionals and the roles of both faculty and learning assistance professionals can be addressed.




Metacognition: A Necessary But Not A Sufficient Condition for Learning


  • This workshop unpacts what metacognition is (and isn’t!), the different types of metacognition and metacognitive processes. After generating this understanding, the workshop will shift to helping you identify pedagogical and learning opportunities to trigger metacognitive moments that lead to engaged learning.
    • This workshop can be tailored to elementary, middle and high school or higher education professionals and the roles of both faculty and learning assistance professionals can be addressed.




Learning, Design, & Engagement: Integrating Effective Practice


  • This workshop engages faculty in identifying opportunities for deeper learning and engagement through class activities and out of class assessment. Creating course cohesiveness between learning outcomes and pedagogy to optimize academic success is the overarching goal of this session.




Learning Strategies Are Good for Everyone


  • This workshop will engage faculty in understanding the different types of learning strategies and their congruity to different learning outcomes. This workshop will then address how to incorporate the use of learning strategies into various course assessments as well as how to assess student’s use of learning strategies. The benefits to faculty and programs of incorporating learning strategies into course assessment will be considered.
    • This workshop can be tailored to elementary, middle and high school or higher education professionals and the roles of both faculty and learning assistance professionals can be addressed.




Building a Model for Student Success


  • This workshop examines different approaches to creating a model for student success that can be embraced by your entire campus. Critical questions such as, “what constitutes student success” will be examined and the outcome of this workshop will be a student success model that could be adopted campus-wide.
    • This workshop can be tailored to elementary, middle and high school or higher education professionals and the roles of both faculty and learning assistance professionals can be addressed.




The Master Syllabus: Creating Course Integrity and Increasing Academic Success


  • The course syllabus provides students with their first impression of a course, it’s pacing, activities and assessments. When multiple sections of a course exist, syllabus creep can effect course consistency and integrity and has the potential to negatively impact accreditation and program outcomes. This workshop covers syllabus issues large and small to help your faculty develop cohesiveness and foster academic success across all sections.
    • Participation in this workshop by small discipline or course based teams is encouraged. Multiple teams within the same workshop provides for an optimal context in which to collaborate. This workshop can be tailored to elementary, middle, high school and college faculty.




Don’t see what you’re looking for in the topics below?


I’d be honored to collaborate with your campus on identifying a workshop agenda that meets your current needs and goals. Reach out with an email and we'll start talking!





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© 2020 by Rebecca Campbell, PhD, LLC