Professional Development Workshops

The workshops described here are active, hands on sessions based on educational research and practical teaching experience and offered through Duke's Graduate School. These workshops are available for groups of six to twenty Duke graduate students and/or faculty. Departments, programs or graduate student groups are welcome to contact Dr Crumley to request a single stand-alone session or a workshop series. You can register for any currently scheduled sessions here.

Classroom Instruction

Active Learning & Classroom Assessment
Educational research is clear: students learn better and more deeply when actively engaged with the instructor, each other and in the processes of teaching and learning. In this very practical, hands-on session, we will examine ways to make our students active agents in the classroom and find out if the instruction we are providing is actually leading to learning.

Lecture Busters
In many classes, lecture is often seen as the most practical teaching approach. Research suggests that lectures CAN be an effective strategy, if used well. This session will present techniques for presenting short lecture segments, and will present and demonstrate several activities you can use to break up your lectures and keep student attention focused on the course material.

Effective Use of Student Groups
Research supports small group work as a way to increase student motivation and engagement in class. And, as faculty begin to have access to more flexible learning spaces on campus, small group work during a class session may become more practical and desirable. But which group techniques work well in different disciplines, and how do you actually DO them? And how can technology support group work? In this participatory session several techniques will be demonstrated and discussed.

Personality Type & College Teaching
Interactions between instructors and students in the classroom are influenced by a number of factors, including our personality types and preferences for how we take in information and make decisions. In this (very active) workshop, Dr Crumley (MBTI Certified) will walk us through a series of activities to explore how we can better understand our own personality type and those of our students.


Avoiding "Death by PowerPoint"
PowerPoint has great potential to support an interactive, engaging presentation and provide useful visual aids. As you may well know, it also has the potential to bore and pacify audiences. In this workshop, we will examine specific suggestions from research on multimedia learning and effective uses of this tool to support student learning. To get the most from this workshop, you should already know how to use the basic functions of PowerPoint and be ready to reexamine how you are using it.

Advanced PowerPoint Clinic: Visualization & Interactivity
In this workshop, we will examine how to create engaging, visually oriented presentations in PowerPoint using custom animations, autoshapes and hyperlinks. We will also look at how to use PowerPoint to facilitate classroom activities & discussion. This is not an introduction to basic PowerPoint. To get the most from this workshop, you should already be familiar with basic uses of PowerPoint. This is a hands-on workshop held in a computer lab, but you can bring your own laptop if you prefer.

Digital Storytelling
Digital storytelling is a process in which students use a range of media to write, develop, edit and produce a short video around a personally meaningful experience or situation. In this workshop series, we will see real digital stories created by faculty and students as well as discuss the process and elements that go into producing them. Participants will use iMovie to edit and refine their own stories. In the final session, we will also discuss how digital storytelling would fit into your teaching or professional activities.

Graphic Display of Information
In this workshop, we look at an overview of graphic design principles, text formatting, the appropriate use of graphs and the range of perceptive tasks we ask our audiences to perform when we use graphics in presentation and in writing. Examples used in this session are drawn from a variety of disciplines and make use of many of the design principles of Edward Tufte.

Career Development

Tech-Savvy Job Search
In this hands-on workshop, you will learn how to use an RSS aggregator to simultaneously collect search results from hundreds of job posting sites, including the Chronicle of Higher Education and many other well-established, reputable sources of academic and professional job postings (it is much more effective than getting email alerts.)

Developing a Professional Online Presence

An electronic web-based professional portfolio is far more practical, portable and more easily kept current than a paper binder. In this hands-on session, you will build the framework for an online portfolio in Google Sites that can include embedded video, links to your teaching materials and consistent navigation that will help search committees review your position applications. You will also look into acquiring your own domain name to professionally brand yourself and prepare to enter a job search. Electronic portfolios from previous semesters can be found here.

Writing a Teaching Statement
A teaching statement is more than an essay: it is set of claims about your teaching and evidence to support them. In this  workshop, participants will examine how claims and evidence can be framed in way that allows you demonstrate your skill (or potential) as a university instructor in a teaching statement supported by materials created by you (such as videos, handouts and student assignments) and/or your students (class work, evaluations and videos.)

Teaching Triangles: Peer Observation & Feedback
Participants observe each others’ teaching, reflect on the observation experience, and share these reflections with their partners and other participants in the workshop.  Participation in this workshop includes guidance in giving and receiving constructive feedback and allows you formulate a plan for enhancing your own teaching based on your observations and reflections and the shared reflections of other participants.