Open Menu Close Menu Open Search Close Search

Spring Roundtables

"Reclaiming Your Joy for Teaching"

Tuesday, January 17th
10:00am to 11:00am
Virtual, Email CELT@tufts.edu to RSVP

Roundtable Description:

The purpose of this discussion is to provide faculty who may have lost some energy, zest, and joy in their teaching with a space to acknowledge this within a non-judgmental and supportive community. During this conversation we will explore what has brought us joy from being educators in the past and some approaches to reinvesting in ourselves and finding some new ways to spark that light once again amidst stressful and difficult times. This conversation is not didactic and there are no easy answers, but together, we will generate some options that faculty can try to be creative in ways that might engender excitement for faculty and their learners.

"The Troubles with Grade Inflation"

Tuesday, March 7th
3:30pm to 4:30pm
Virtual, Email CELT@tufts.edu to RSVP

Roundtable Description:

The purpose of this discussion is to provide faculty with a forum to discuss their recent concerns around grading - Do our graded assessments actually measure student’s knowledge and skills? How have the ways faculty and students have thought about grades changed over time? What practices, expectations or policies can an individual instructor adopt at the course level to address our concerns about grades? What structures at the university, department level or beyond can we imagine that might address our concerns about grades?

Large Lecture Consortium Spring 2023 Meeting

"Specifications Grading in a Large Lecture Course"

Thursday February 9th
12-1pm
Virtual, Email CELT@tufts.edu to RSVP

Meeting Description:

Discover how one faculty member at Tufts implemented an alternative grading scheme in a large lecture course (~200 students) in Fall 2022. At the session, he will introduce the variety of assessments included in the scheme, including group assignments, a museum visit and a creative final project in place of a final exam. Explore how this impacted the faculty and TA’s grading time and student interactions, and the students' participation and performance. The second half of the session will be an open discussion with peers about our own grading practices in large lecture courses. Given the constraints of our time and resources, how can we maximize students' ability to understand their own knowledge and skills and grade equitably?

Spring Student Panels

"What can Faculty do to Support our Mental Health?

Monday, February 13th
12:00pm to 1:00pm
Virtual, Email CELT@tufts.edu to RSVP

Panel Description:

Please join us for a student panel that centers the voices and experiences of Tufts students and mental health as they navigate personal, academic, social, and political challenges. In the past few years, there has been a growing awareness that college students are experiencing high levels of distress, depression, and anxiety and are increasingly seeking mental health support. Faculty are watching this play out in their classrooms in a variety of ways, and are appropriately concerned. Tufts CMHS has creatively added to their services by increasing peer support through a relatively new program called Mental Health Representatives. In this panel, three students who work in this program will share concerns they observe emerging for their peers, both in and out of the classroom. They will also share their thoughts about what students may and may not need related to social and emotional support from their faculty.

"Perspectives on the Classroom Experience from Working with Faculty"

Friday, April 14th
1:00pm to 2:00pm
Virtual, Email CELT@tufts.edu to RSVP

Panel Description:

In this panel, student participants of the Pedagogical Partnership Program (P3) will share their experiences. P3 student partners are paired with faculty over the course of a semester to observe and provide feedback through a lens of equity and inclusion. P3 student partners will draw from their lived experiences, expertise as student partners, and pedagogical training to offer their perspectives on aspects of the learning environment might be overlooked and how small changes can make for a more equitable learning experience.