Here are a few other events this and next week you may be interested in:

Integrating Portfolios and Reflective Writing: A Faculty Panel, 12:30pm - 2:00pm, Thursday, November 3, 2016

Join us for a panel discussion about how faculty across the Institute for Writing and Rhetoric integrate reflective writing and portfolio assignments into their courses. Portfolios are marked by their attention to development over time and multiple opportunities for reflection, and faculty panelists will share how these elements have become important parts of their courses. Panelists will share assignments, rationale, potential pitfalls, and student successes. Following the panel discussion, attendees will work with panelists to brainstorm reflective and portfolio elements for their own course. 

Learning Ignited, 4:00pm - 5:00pm, Thursday, November 3, 2016 

Learning Ignited is a quarterly, Educational Technologies- and DCAL-sponsored showcase of ideas for generating student engagement in courses at Dartmouth. The theme that we've selected for this fall is "Exploration". Dave Bucci (Psychology and Brain Science) will discuss Reading Questions and Reflection Essays in Psych 6 (Introduction to Neuroscience), Brigitte Mosenthal (French and Italian) will present her use of Tech Smith Relay to record mock job interviews in French 15 (Business French), and Alex Rimberg (Physics) will address lab-based, open exploration of advanced concepts in Physics 31 (Explore Physics!). This session will take place in the AHRC, located on the second floor of Bartlett Hall, behind Thornton and Reed.

First Thursday at the AHRC, 5:00pm - 6:00pm, Thursday, November 3, 2016

Following Learning Ignited, join us for fine meats and cheeses, wine, and conversation about research, teaching, and technology every first Thursday of the month. The Arts and Humanities Resource Center is located on the second floor of Bartlett Hall, behind Thornton and Reed.

Teacher and student interaction in blended language courses, 4:00pm - 5:30pm, Monday, November 7, 2016 

Much has been written about interaction in online courses, particularly from the perspective of the Community of Inquiry (CoI) framework. However, there is not much research looking at blended courses and how the combination of two delivery methods affects the approach of teachers and learners to the learning process and how the patterns of interaction may differ from those common in fully online or fully face-to-face courses. This talk describes a study that investigates interaction in a multi-section introductory language course taught in a 50/50 blended format. The study looks at teaching presence (the design, facilitation, and direction of collaborative inquiry) and teacher-student interactions during the face-to-face component of the course, and investigates patterns of student interaction with the online component. The study has two main goals: a) to assess potential correlations between teaching presence and course success; and b) to look at how patterns of student interaction correlate with student success.  Presented by Fernando Rubio, University of Utah.