Learning Lunches


The CTE presents a series of Learning Lunch events throughout the year.  This is a format of instructional development facilitated by faculty and staff for faculty. These events are hosted in the Presidential Dining Room and attendees are provided lunch in the Christian Cafeteria. Access to the Presidential Dining Room is found through the side entry under the black awning at the southwest corner of Christian Cafeteria.

Learning Lunch schedule: Tuesday/Thursday lunches begin at 12:15 and end around 1:20. Monday/Wednesday/Friday lunches begin at 12:00 and end around 12:50. You are welcomed to come early or stay late if needed.


Leveraging the Science of Learning: It’s Not as Hard as You Think

Date: Monday, Sept. 9
Facilitator(s): Amy Hawkins, Jessica Underwood
Track(s): Diversity, Pedagogy, Online, FYS

Faculty talk a great deal about developing critical thinking skills in students. Metacognition is the process of learning to think about your own thought processes, which Saundra McGuire claims, can be taught and learned, transforming students into active problem solvers and proactive learners. Join us for an overview of what the science of learning reveals about how to engage students in metacognitive practices that strengthen learning and improve student success, all without reducing rigor of our course content.


Show Some Emotion! Maximizing Student-Instructor Rapport and Classroom Climate

Date: Thursday, Sept. 19
Facilitator: Adam Peterson
Track(s): Diversity, Pedagogy, Online, FYS

The science of emotion is supporting what many of us know intuitively: Emotions powerfully affect students’ learning experiences. Join us in applying the affective sciences to our courses to identify ways we can incorporate the power of emotions to increase student engagement and learning and develop strategies to positively trigger student emotions to maintain motivation for learning.


Remembering Practices: Moving Foundational Content from Short-to Long-Term Memory

Date: Tuesday, Sept. 24
Facilitator(s): Amy Hawkins, Vicki Parish
Track(s): Diversity, Pedagogy, Online, FYS

The foundational level of learning in Bloom’s Taxonomy is remembering the knowledge that enables all higher levels of learning to occur. Although faculty may be tempted to skip this level of learning, students do not come to college equipped with the practices that build knowledge into their long-term memories. Bring a syllabus and course assignments with you to consider together how to build student knowledge through the practices of retrieving, predicting, and interleaving.


Comprehending Practices: Moving from Memorization to Deeper Understanding

Date: Thursday, Oct. 10
Facilitator(s): Amy Hawkins, Vicki Parish
Track(s): Diversity, Pedagogy, Online, FYS

How we expose students to information as well as how we sequence and repeat it has a profound impact on student learning. Bring a syllabus and course assignments with you as we explore together how to apply the practices of connecting, practicing, and self-explaining to strengthen student understanding of our course content.


Inclusive Pedagogies: Beyond Office Hours and Safe Spaces

Date: Wednesday, Oct. 23
Facilitator(s): Leah Horton, Sharon Mason, Azida Walker
Track(s): Diversity, Pedagogy, Online, FYS

Data from the science of teaching and learning support what most of us are seeing in our classrooms — some populations of students are typically more successful (according to the traditional grade-based definition of success) than others. What can we, as faculty members, do to create genuinely inclusive classrooms that promote the success of all students, regardless of their group identities? This lunch program will explore pedagogical barriers to student success and offer suggestions for modifying our pedagogy to co-create inclusive learning spaces for all our students.


Lived Experiences of Black Student Populations

Date: Tuesday, Oct. 29
Facilitator(s): Amy Hawkins, Ashley Pettingill, Angela Webster
Track(s): Diversity

The Lived Experiences series is continuing due to popular demand! By interacting with a panel of students encompassing the perspectives of individuals from both African American and African Diaspora experiences, participants will gain insight into their unique challenges such as the UCA campus climate, classroom and curriculum dynamics, personal interactions with faculty, in addition to faculty expectations, and opportunities faculty provide. We will also hear from students how faculty can contribute to increased retention and graduation rates among these student populations.


Overview of Neurodiversity

Date: Monday, Nov. 4
Facilitator(s): Chayla Rutledge, Rachel Sanders
Track(s): Diversity, Pedagogy, Online, FYS

Neurodiversity is a recent movement focused on valuing each and every individual and their unique way of thinking. College campuses everywhere are faced with the challenge of teaching students from a variety of backgrounds, each with individual strengths and weaknesses. Join us for an overview of the neurodiversity movement and strategies for how to engage and support ALL students, including those with neurological differences.


Reflection and Feedback Practices

Date: Thursday, Nov. 7
Facilitator(s): Patty Kohler-Evans, Renee Calhoon
Track(s): Pedagogy, Online, FYS

Imagine you are sitting in a rocking chair and engaging in some reflection time. You may rock and think, yet both give you something to do while getting you nowhere! What happens when you combine reflection with action? You get “Reflaction”. In this session, you will explore ways to help students “reflact” and examine other ways to offer feedback on student work that builds momentum for learning.