Meeting minutes 4/13/2013

Present: Tara, Katy, Jeremy, Jennifer, & Jessica


  • IT will get back to Jeremy on April 9th about whether or not we can have a University based wordpress site.
  • Katy and Jeremy will work on the website.

Future of the group

  • The three active remaining members (Tara, Jess, Jenn) agreed that we would like to continue to meet to discuss teaching related issues/articles and to visit one another’s classes.  We discussed re-envisioning our group as more of an ‘inquiry group’ that supports “reflective practice” as teachers.
  • Jess will contact Ileana Szymanski and Cyrus Olsen to see if they would like to join the group
  • Tara will contact Brian Coniff and the new CTLE faculty development specialist about being housed under the CTLE

Meeting minutes 8/15/12

Present: Tara Fay, Katy Meier, Jessica Nolan, Jeremy Sepinsky
The meeting took place at Thai Rak Thai


  1. Strategic planning for the year
    1. expansion model
    2. guest speakers
    3. goals for our meetings and our classrooms
    4. meetings schedule
  2. CIQ experiment and data collection in Fay’s/Meier’s classroom
  3. TED video (Stanford online classes) and NY Schools for tomorrow webcast
  4. CTLE candidate presentation rundown
  5. First day of school


  1. Strategic planning for the year
    1. expansion model- the group affirmed that we had agreed at an earlier meeting that we do not want to expand our cohort, but we would like to provide a model for new cohorts to be formed with interested faculty
    2. guest speakers- Jeremy has not pursued the second speaker but can look into it if there is interest
    3. goals for our meetings and our classrooms- The group reflected on what we’ve done in the last year:
      1. met to discuss and get feedback on our courses visited each other’s classrooms and/or watched videos of each other teaching to provide informal and formal evaluations.
      2. shared teaching resources and recommended teaching related links
      3. watched and then discussed several webinars related to novel pedagogy
      4. brought in a guest speaker
      5. shared our novel pedagogies with one another
      6. supported one another’s interest in and planning for classroom experiments with novel pedagogies
      7. in the future we would also like to present the results of our classroom experiments to the larger university community
    4. meetings schedule-  the next meeting was tentatively scheduled for the 3rd Tuesday of September, time TBD
  2. CIQ experiment and data collection in Fay’s/Meier’s classroom-  Fay will be teaching three sections of Biology 110 and Meier will be teaching two sections of History 110 (Introduction to American history to 1877).  Both faculty are planning to administer the critical incident questionnaire to one of their sections and use the other section(s) as a control group.  The goal of the CIQ is to build a sense of trust and fairness among the students and to help students become engaged and self-reflective learners. Fay and Meier are using CIQ materials from the book “The Skillful Teacher” by Stephen D. Brookfield.  The group discussed how to best design and evaluate the experiment.
  3. The TED video (Stanford online classes by Daphne Koller) and NY Schools for Tomorrow webcast were briefly discussed
  4. The CTLE candidate presentation was briefly discussed.  Those who attended the talk expressed a need for the person who fills the position to have a firm grasp of teaching pedagogy in order to most effectively assist the faculty.
  5. The first day of school was not discussed

Meeting Minutes 5/02/2012

Present: Tara Fay, Katy Meier, Jessica Nolan, Jeremy Sepinsky

  1. Discussed how to foster a classroom culture that promotes learning for learning sake rather than studying for the exam
    1. Article from Chronicle of Higher Ed: “Stop Telling Students to Study for Exams” by David Jaffee (link)
  2. Future of pedagogy cohort
  3. Discussed videotaping classes and Ted-Ed
    1. Is it harmful to standardize information by using video lectures? Would we fail to update with most current knowledge?
    2. Do we lose the opportunity to respond to individual needs, situations, and questions
      by using video lectures?