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Events

Critically Reading the Screen

Feb
22
Thu

Multimodal texts--those that occupy more than one approach simultaneously such as websites, which have textual, visual, and often audio elements--can be challenging for students to read critically and for us to teach with an eye toward metacognition. How does one annotate a blog post? How can a student read a YouTube video with purpose? Can a piece of music be summarized?

The QEP and General Education

Feb
28
Wed

This workshop will focus on incorporating the QEP into General Education courses, specifically the assessment of SLO 1: Students will demonstrate critical reading of academic texts and materials.

Developing Critical Readers through Metacognitive Strategies

Mar
07
Wed

Led by Dr. Jill Parrott. Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers.

The QEP and Program-Level Assessment

Mar
08
Thu

Led by Dr. Jackie Jay. Beginning in Fall 2018, all academic programs will be expected to link at least one of their existing objectives with critical reading or create a new objective. This workshop will explain these expectations in detail and provide concrete examples of how specific programs have already incorporated the QEP into their program-level assessment.

Increasing Student Motivation to Read Class Assignments

Mar
20
Tue

Led by Dr. Lisa Bosley. Faculty often lament their students’ lack of attention to course reading assignments and spend valuable class time summarizing key points from the reading. What if students came to class prepared to work with ideas from their course texts?  This session will present classroom practices and assignments that encourage active, critical reading.

Critical Reading and Information Literacy

Apr
02
Mon

Led by Dr. Jill Parrott with collaboration from EKU Librarians. Students' use of self-selected texts in research projects is often shallow, demonstrating a lack of deep understanding of authors' arguments, conceptual frameworks, methods, and conclusions.

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