Lunch & Learn Events


CETAL presents a series of Lunch & Learn events throughout the year. All Lunch & Learn events are scheduled to be offered both in person via the Presidential Dining Room of Christian Cafeteria and on Zoom. With the ongoing variability of Covid’s effects on UCA, we will move to fully online at any point when that is advisable. You will be given the choice of in person or online initially and will be notified in advance of any programs that move to fully online.

Lunch & Lunch schedule:

Tuesday/Thursday lunches begin at 12:15 p.m. and end around 1:20 p.m.
Monday/Wednesday/Friday lunches begin at 12:00 p.m. and end around 12:55 p.m.


 

Cultivating Executive Functioning Skills in Students: An Introduction

Date: Thursday, Feb. 10
Time: 12:15-1:30 p.m.
Facilitators: Susan Perry and Amy Thompson

Executive Functions are sometimes referred to as our internal “air traffic control system.” These functions coordinate higher-level cognitive processes so we can effectively regulate our daily thoughts, emotions, and actions.  In this presentation, we will provide an overview of executive functions, discuss developmental milestones, and explain how executive functions impact our behavior and academics. 

 

Trauma-Informed Teaching

Date: Friday, Feb. 25
Time: 12:00 -1:00 p.m.
Facilitator: Jennie Case

Even before the Covid-19 pandemic, trauma existed in our classrooms. Studies have shown that anywhere between 50-94% of college students have experienced at least one traumatic event, and a disturbing 12.5-38% are sexually assaulted when enrolled in college. Nonetheless, instructors are often ill-prepared to recognize and respond to signs of trauma in students, and many of us have reported feeling overwhelmed or helpless in the face of student distress. In this interactive session, we will explore how unhealed trauma impacts student learning and how we all—whether in the arts, sciences, or humanities—can use trauma-informed pedagogy to mitigate those adverse effects and protect ourselves from burnout. 

 

The Power and Potential of Contract Grading

Date: Tuesday, Mar. 8
Time: 12:15-1:30 p.m.
Facilitators: Jen Talbot, Sharon Mason, Darshon Reed, Zach Smith

Grading contracts, specifications grading, and ungrading are methods of assessment that minimize or eliminate reliance on summative grades for individual assignments. Instead, the emphasis is on overall contribution and participation, engagement with process, performance on clusters of tasks, peer and self assessment, or a combination of those elements. These practices have been the subject of increased attention in higher education because of their potential to disrupt inequities inherent to educational institutions and to increase access for students belonging to marginalized identity groups. This session will provide an overview of the theory behind these alternative assessment practices and concrete examples of their use in a variety of courses. 

 

You Can’t Pour From an Empty Cup: Self-Care for Faculty and Students

Date: Wednesday, Mar. 30
Time: 12:00 -1:00 p.m.

Facilitator: Patty Kohler-Evans

In this session, we will share and experience a few practices for enhancing self care. We will engage in a review of the basics, explore strategies, and identify a plan for taking care of ourselves while assisting our students in crafting their own self-care plans. 


The Pedagogy of Directing Undergraduate Research

Date: April 5 
Time: 12:15-1:30 p.m.
Facilitators: Pat Desrochers and Sharon Mason

Undergraduate research is a partnership between students and faculty working closely together to produce original work in their discipline. Students get to experience research as the thrill of discovering or creating something new, and there is nothing quite like it. This Lunch & Learn explores the process of undergraduate research, including perspectives from both the sciences (Dr. Patrick Desrochers, Chemistry & Biochemistry) and the humanities (Dr. Sharon Mason, Philosophy & Religion). It will especially focus on exploring what undergraduate research is, why it is valuable for students and faculty, how to get started, and how to be successful doing it. 

 

Considering the Implications of SCARF in Our Diversity and Inclusion Work

Date: Monday, April 11
Time: 12:00 -1:00 p.m.

Facilitator: Angela Webster

The SCARF model has implications for the work of diversity, belonging, inclusion, and equity (DBIE). SCARF attends to concerns for loss of status, certainty, autonomy, relatedness, and fairness. In this session, we will process the SCARF model, individually and collectively, considering transforming demographics, policies, practices, procedures, and university experiences. We will also discuss how we can honor DBIE in institutional makeup (identity), institutional culture (interactions), and institutional business (investments in society) during contemporary configurations of systems and structures.