REGISTER
Join the faculty book group for our spring read, "Spark of Learning: Energizing the College Classroom with the Science of Emotion." In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.
Sign up now and we will provide you a copy of the book to pick up at the front desk of The Office of Academic Innovation at your convenience. For the first meeting on April 8, we will discuss chapters one and two of "The Spark of Learning."
About the PSU Faculty Book Groups this Spring:
There are two faculty book groups this term! Please select and register for the group which you would like to join.
"What Inclusive Instructors Do" Book Group - Register Now
When: Thursdays, from 12:00-1:00 p.m. on April 7, April 21, May 5, May 19, June 2
"The Spark of Learning" Book Group - Register Now
When: Fridays, from 12:00-1:00 p.m. on April 8, April 22, May 6, May 20, June 3.
Book Group Facilitator: Janelle Voegele, Director for Teaching, Learning, and Assessment, Office of Academic Innovation
Janelle Voegele has a doctorate in Educational Leadership with a focus on Post-secondary, Adult, and Continuing Education. She has over twenty years of experience in postsecondary education and has taught in a wide range of classroom, community-based and online environments - large and small, introductory and advanced levels. She has won two student-nominated teaching awards while at PSU and has presented widely on engaging students in deep and sustained learning. Her current research includes pedagogical assumptions and student learning experiences in partially online courses, the role of academic portfolios in faculty scholarship and professional development, and perceptions of scholarship in the context of institutional change.