Professional Development Workshop Series

Workshop 1: You want your students to critically think. Are you sure you are really asking them to? Let Bloom's Taxonomy show you the way.

Friday October 2, 2020

Employers and four-year academic institutions expect our graduates and transfers to apply their knowledge and to use analytical skills to solve problems. An effective method to ensure those expectations are met is to understand and apply Bloom's Taxonomy in our course learning outcomes and assessments. This workshop will help faculty to master the Bloom's Taxonomy "pyramid" to improve their assessments as well as mastering the key action verbs that help students to move from Level 1 (Remembering) and 2 (Understanding) to Level 3 (Applying) and 4 (Analyzing).

Workshop 2: Climate change is the defining issue of the 21st century. How do we fully educate our students on this issue?

Friday November 6, 2020

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Climate change is the most important long-term issue facing our students. Yet properly discussing the issue with our students requires teachers from multiple disciplines making an effort to incorporate different aspects of climate change into their curriculum. In this workshop, we will work together to formulate a campus-wide strategy to better inform our current and future students about this critical subject.

Workshop 3: Scientist Spotlights: A Fun and Easy Way to Support the Academic Success of All Students while Broadening Participation in STEM

December 4, 2020

Workshop Conveners

  • Scott Gianelli, Instructor - Physical Sciences
  • Scott Mandia, Asst. Chair and Professor - Physical Sciences

If you would like further information about the workshop, please contact gianels@sunysuffolk.edu or mandias@sunysuffolk.edu.

This workshop is part of the Supporting and Advancing Geoscience in Two-Year Colleges: Faculty as Change Agents project and is supported by the National Science Foundation Division of Undergraduate Education through grants DUE 1525593, 1524605, 1524623, and 1524800.

Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.


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