Please join us on Tuesday, November 14, 2017 at 12:15 pm in the CTLR located in the Davis Family Library, Suite 225.

Rick Jones, director/founder of Jones Architecture (http://www.jonesarch.com/) will present on his work in the planning and execution of learning space renovations at Dartmouth, MIT, Northeastern and Norwich University. His presentation will reflect on current and future trends in library programming, research spaces and collaborative learning environments.

Lunch will be provided. Please RSVP for lunch by 4 pm on Friday, November 10, 2017.

The Academic Roundtable is co-sponsored by the Center for Teaching, Learning & Research and the Library.

Please join us on Tuesday, May 9, 2017, at 12:15 pm in the Center for Teaching, Learning & Research for a discussion of the Reacting to the Past approach to learning.

Reacting to the Past (RTTP) consists of elaborate games, set in the past, in which students are assigned roles informed by primary and secondary sources. Class sessions are run by students; instructors advise and guide students and grade their oral and written work according to agreed upon criteria. This pedagogy seeks to draw students into the past, promote engagement with important human issues and dynamics while focusing on intellectual, academic and communication skills. It also allows students to argue in favor of perspectives with which they may not agree in a safe environment. All of the games are set in the past, and thus might be regarded as history, but games may also explore other disciplines. Part of the intellectual appeal of RTTP is that it transcends disciplinary structures. Pioneered in the late 1990s by Mark C. Carnes, Professor of History at Barnard College, the RTTP curriculum has been implemented by faculty at hundreds colleges and universities in the U.S. and abroad since dissemination began in 2001.
(For more on RTTP, see https://reacting.barnard.edu/)

In January, Professors Kathy Morse and Darién Davis attended the Reacting to the Past’s Winter Conference on Venturesome Pedagogy for the Twenty-First Century. In this lunchtime discussion, Darién Davis will share insights from this conference and his experience with introducing RTTP approaches in his classes.

Lunch will be provided. Click here to RSVP for lunch by 5 p.m. Friday, May 5, 2017.

Please join us on Tuesday, May 9, 2017, at 12:15 pm in the Center for Teaching, Learning & Research for a discussion of the Reacting to the Past approach to learning.

Reacting to the Past (RTTP) consists of elaborate games, set in the past, in which students are assigned roles informed by primary and secondary sources. Class sessions are run by students; instructors advise and guide students and grade their oral and written work according to agreed upon criteria. This pedagogy seeks to draw students into the past, promote engagement with important human issues and dynamics while focusing on intellectual, academic and communication skills. It also allows students to argue in favor of perspectives with which they may not agree in a safe environment. All of the games are set in the past, and thus might be regarded as history, but games may also explore other disciplines. Part of the intellectual appeal of RTTP is that it transcends disciplinary structures. Pioneered in the late 1990s by Mark C. Carnes, Professor of History at Barnard College, the RTTP curriculum has been implemented by faculty at hundreds colleges and universities in the U.S. and abroad since dissemination began in 2001.
(For more on RTTP, see https://reacting.barnard.edu/)

In January, Professors Kathy Morse and Darién Davis attended the Reacting to the Past’s Winter Conference on Venturesome Pedagogy for the Twenty-First Century. In this lunchtime discussion, Darién Davis will share insights from this conference and his experience with introducing RTTP approaches in his classes.

Lunch will be provided. Click here to RSVP for lunch by 5 p.m. Friday, May 5, 2017.

Please join us at 12:15 pm on Tuesday, May 16, 2017, in the Abernethy Room in the Axinn Center (please note change of venue).

As we approach the three-year anniversary of the Digital Liberal Arts Initiative (and the conclusion of our Mellon grant), we want to discuss what we have learned, and where we will be going from here. We will be joined by Bethany Nowviskie, Director of the Digital Library Federation (DLF), and Research Associate Professor of Digital Humanities in the Department of English at the University of Virginia; Bethany will participate in our conversation, both to help us see Middlebury’s DLA through fresh eyes, and guide our thinking about our next steps forward. This roundtable is a perfect opportunity for faculty and staff who have participated in the DLA, as well as those viewing us from afar, to join in a reflexive conversation.

Click here to RSVP for lunch

Please join us on Tuesday, March 14, 2017 at 12:15 pm in the CTLR located in the Davis Family Library, Suite 225.

We live now in a world where the traditional media has been supplanted by a much more complicated set of media outlets and platforms. How do we understand this new reality? What sorts of strategies might we use to keep ourselves informed? What sorts of media literacies must we cultivate in ourselves and in our students ?

Join us for a panel discussion led by Amy Collier (Office of Digital Learning), Sue Halpern (EAM), Terry Simpkins (Library), and Jason Mittell (FMMC)

Lunch will be provided. Please RSVP for lunch by 4 pm on Friday, March 10, 2017.

The Academic Roundtable is co-sponsored by the Center for Teaching, Learning, & Research

and the Library

The Center for Teaching, Learning & Research is pleased to present an array of sessions that will help us envision teaching and learning in the immediate and extended future. The series includes presentations and conversations to inspire, challenge, and educate Middlebury faculty, staff, and students. The sessions will be led by both outside experts and Middlebury’s faculty, staff, and students.   

Opening presentation and discussion:

Tuesday, January 10, 11 a.m. in the CTLR Suite
Evidence-Based Curricular Design: The Story of The Robert Larner, M.D., College of Medicine (UVM) by William Jeffries, Senior Associate Dean for Medical Education, The Robert Larner, M.D., College of Medicine

The Contemporary Teaching series continues during Winter Term, and most of the plenary sessions include lunch. This year, we are offering a number of workshops that develop a practical dimension of the broader topic for that day.  For more information and to sign up for individual sessions, please visit the series website.