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Facilitated Learning Community: Teaching in No Time: How to Prepare for a Stress-Free Semester
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When: Wednesdays, 8/7, 8/14, 8/21, 8/28
2:00pm - 4:00pm ET for 8/7, 8/21, & 8/28 * Please note time difference for 8/14 @ 6pm ET
Where: Online Tele-Workshop

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Teaching in No Time:
How to Prepare for a Stress-Free Semester
Facilitator: Chavella Pittman
In this 4-week learning community you will learn the basics of planning and executing a stress-free course. Through weekly calls and exercises, you will develop the skills you need to teach effectively with less time and stress. Participants can revise a current course or plan a new one. At the end of this experience, participants will have weekly course topics, lesson plans for the first two weeks, and course assignments. Each of these key course components will be chosen and designed by you to increase teaching effectiveness while also reducing preparation and grading time. This course is ideal for new or experienced teachers at research or teaching universities who want to reduce the anxiety and/or time associated with teaching.
*Please note: On 8/14 this workshop call will take place at 6:00pmET.

Chavella Pittman, PhD is an Assistant Professor of sociology at Dominican University. Previously, she held positions as assistant professor at New College of Florida and as a University of California postdoctoral fellow at UCLA.  Her research interests include research methods and statistics, social psychology, social influence and behavior, interpersonal race and ethnic relations, gender, and higher education. Her dissertation was titled, "Do We Act the Way We Think? Multicultural Education and the Disconnect Between Racial Attitudes and Behaviors in College Students.” Her other publications include " Multicultural Education and Social Justice Actions” in Intercultural Education (2009), "Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students” in Teaching Sociology (2010), and "Exploring How African American Faculty Cope with Classroom Racial Stressors” in The Journal of Negro Education (2010).


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