CIS Professional Development - University of Minnesota

CIS Professional Development
CIS requires teachers to participate in CIS discipline‐specific workshops and webinars for as long
as they teach in the UMTC‐CIS program. Led by University of Minnesota faculty, CIS teacher
workshops and webinars address the content, pedagogy, and student assessment issues related
to the University of Minnesota course they are teaching.
A sampling of activities includes:
Studying literary theories and critical lenses such as deconstructionism, ecocriticism ,
and feminism;
Hearing from UM history faculty about their research and the strategies and resources
they use in their on‐campus courses;
Discussing current nonfiction books addressing critical issues in contemporary or
historical American political life;
Learning to use databases and technology tools used in the anatomy and physiology
class on campus.
Reviewing student work, developing or modifying grading rubrics, and discussing
effective feedback on student writing – in courses other than English courses.
In 2011-12, CIS provided each teacher an average of nearly 23 hours of workshop‐based,
discipline-specific professional development (teachers new to CIS received 8 - 36 additional
hours). In addition, University faculty coordinators observe CIS teachers in the classroom and
provide feedback from this process.
Teachers describe their experience in the CIS workshops with enthusiasm:
“CIS is the only staff development I am offered (in my district) that has truly allowed
me to grow in my academic field. The exchange of knowledge is phenomenal.”
“CIS has broadened my knowledge of English literature beyond what I studied in
college. It has challenged me and allowed me to be the best that I can be for my
students. I am stimulated as a teacher and reinvigorated.”
The requirement that teachers attend CIS workshops and webinars is one of the primary
means the program uses to ensure that content and instruction in CIS classes meet University
standards. While other Minnesota concurrent enrollment programs require a master’s degree
in the discipline as a means of ensuring quality instruction, CIS chooses to ensure University
quality by providing teachers with ongoing professional development and support. Workshops
and webinars keep CIS teachers up to date with changes in the U of M course as well as in the
discipline itself. CIS teacher cohorts become vital learning communities that enhance not just
CIS courses, but all the courses CIS teachers conduct. The sample workshop agendas that follow
illustrate the quality of staff development provided to teachers through CIS.

Updated 1/2012
CIS WRITING STUDIO NEW TEACHER WORKSHOP JUNE 21, 2011
Understanding the Context for the CIS Writing Studio Course
What is College in the Schools?
o CIS video
How is WRIT 1201: Writing Studio different from WRIT 1301: University Writing
o 1201 vs. 1301
What is the Department of Postsecondary Teaching and Learning?
o mission statement
What is the Entry Point Project and how are its courses different from other CIS
courses?
o Universal Instructional Design
How is CIS Writing Studio designed to fulfill Entry Point Project goals?
Interactive pedagogy
o Sample discussion prompts and small-group assignments
o Survey comments on working with classmates, breaking down barriers
Practice coupled with feedback
o Peer review protocols
o Teacher feedback protocols
o Survey comments on importance of feedback from teacher
Critical reflection on learning
o Sharon Ornelas’ action research project: building students’ ability to self-assess
o Irondale photos
o Survey comments on understanding what it means to be a college student
Encouraging “writing that matters”
What matters to us? What would we change if we could? (Lee and Gallagher 62)
What matters to students?
Following one strand in Barbara’s Fall 2006 class:
Writing about harassment and name-calling, using articles from Rethinking Schools
o Pre-reading discussions that prompt writing used in essays
o Post-reading exercises that prompt writing used in essays
o The skeleton of Sysouda’s Paper 3: Planning, elaborating, discovering an
argument
o Sysouda’s skeleton compared with Maivue’s: Could Maivue have discovered an
argument?
o Transitioning from Paper 3 to Paper 4: How are earlier topics recycled?
o Who really benefits from the Writing Studio course? How would you assess
Sysouda’s need for the course? Maivue’s need for the course? What issues do you
struggle with in selecting students?

CIS Anatomy and Physiology Summer 2011 Teacher Workshop
New and Returning Teachers
Monday July 25
8:30 Coffee and polite happy conversation
9:00 Introduction of new folks -- and introductions of everyone
9:45 Coop quiz -- yes, you're still expected to do one coop quiz per week next year
10:30 POGIL introduction -- process skills -- big overview of the project
Develop one "model" for an introduction to homeostasis. 5 or 6 groups will
independently develop an activity, and we'll have a Darwinian like competition to
see what happens ...
1:00 David Parkin and Ron Gerrits -- guest speakers ...
2:30 Coop Quiz #3 of the day ..
3:00 Judging "homeostasis" activity -- who has the best activity?
POGIL Workshop for Human Anatomy and Physiology
Tuesday July 26
8:30 Introduction to POGIL Pedagogy - lead by Patrick
12:00 Lunch (NSF Group meets to discuss long term planning)
1:00 Writing Intro / Session I - 100 minutes estimate (Murray or Patrick Leads)
3:00 Break and Curriculum Group Brainstorming (Large Post It Notes)
4:00 Report Out – What concepts make for a good POGIL activity
4:30 Adjourn
Wednesday July 27
8:30 Writing Session 2 - Intermediate Writing (Lead by Murray or Patrick)
10:00 Writing teams begin developing learning goals.
11:00 Speed “dating” – 2 People at poster / 2 people “roam”
12:00 Lunch - (NSF Group meets to discuss accounting - evaluation)
1:00 Writing groups work on learning objects
4:00 or 4:30 First draft of activity due (Copies made for start of next day)
Thursday July 28
8:30 Writing Activity #3 / Advanced Writing (focuses on feedback)
10:15 Feedback rubrics
11:00 Using rubrics, review other group’s activities
12:00 Lunch (NSF group meets to discuss evaluation)
1:00 Revise activities
2:30 Share / present activities
4:00 Submit files – Wrap Up
Friday July 29
8:30 Coffee and happy polite conversation
9:00 Debrief -- POGIL workshop
9:30 Review POGIL activities .. review feedback forms -- process for providing feedback
12:00 Go to Appleby Hall. Use computers in biology lab; work on Moodle documents;
update our files
Afternoon on Friday -- individual meetings with Murray and Allison

CIS Animal Science, AnSc 1101
New CIS Teachers Summer Workshop
Tuesday and Wednesday; June 14 and 15, 2009, 9 a.m. to 4 p.m.
Agenda
Welcome and introductions
Syllabus for AnSc 1101 Course outline
Fulfilling the laboratory requirements of the course
Materials needed.
CIS announcements – Julie Williams
Use of WebCT
Methods of class presentation.
Go over lecture materials
Tour of St. Paul Campus – AnSc facilities.
Discuss AnSc major at the “U” – trends, future, careers
New and Veteran Teachers Summer Workshop
Monday and Tuesday – June 20 and 21, 2011
Monday 9 a.m. to 4 p.m.
Welcome and Introductions
Announcements relative to CIS – Julie Williams, College in the Schools
Teaching schedule for next year – student registration and WebCT access
Discussion of grades and common final exam questions
Sharing of materials developed, things that worked and did not work –
lectures, labs
Plans for field trips to campus next year
Update lecture material developed in the past year – companion animal and
reproduction
Set dates for Student Campus Workshops, Webinars, and Summer 2012
workshops.
Tuesday 7:30 a.m. to 4 p.m.:
We will be leaving in a van from Haecker Hall on a field trip to Animal
Enterprises.
Miscellaneous:
Dress is casual.
Coffee and snacks will be available at 9 a.m. for the campus sessions.
Lunch will be on your own (45 minutes). You can eat at the student center,
across the street or bring your own.

HISTORY CIS SUMMER AGENDA
Monday June 20, 2011
8:30 am-8:40 am: Welcome and Announcements
8:40 am-9:25 am: 1307/1308 Course Objectives & Skills Sets
9:30 am-11:30 am: Kate Peterson, Library Resources Workshop
Wilson S30-C
11:30 am-12:15 pm: Lunch
12:15 pm-2:20 pm: Discussion: Common Assignment
2:30 pm-4:00 pm: Guest Speaker: Kirsten Fischer, Associate Professor University of
Minnesota History Department
“Religion and the Founders”
Tuesday June 21, 2011
8:30 am-9:45 am: Workshop Session, Wilson S30-C
10:00 am-11:30 am: Guest Speaker: Evan Roberts, Assistant Professor
University of Minnesota History Department
“Sex, Love, Contraception and Population in 20 th Century U.S.”
11:30 am-12:15 pm: Lunch
12:15 pm-2:00 pm: Student Assessment
2:10 pm-3:15 pm: Discussion: Syllabi
3:15 pm-3:45 pm: Wrap-Up Discussion: Common Assignments
3:45 pm-4:00 pm: Closing Remarks

COLLEGE IN THE SCHOOLS SPANISH
NEW CIS INSTRUCTORS
Friday August 19, 2011
9:15 Introductions: (background, why transition to CIS? Distribute new instructor packet.)
9:30 Introduction to Spanish 1003-04 Program at the U of MN (Text and all its components,
special features of Conexiones, online features, cds etc)
10:00 Break
10:15 View online activities for Conexiones http://www.pearsonhighered.com/conexiones/
View Online Workbook My Spanish Lab http://www.myspanishlab.com/
View the online archive MOODLE
11:00 What does the 1003 /1004 Program look like at the U
(Syllabi and Orientation Packet: what are grades based on; explanation of the mesa
redonda, homework, oral interview, contexualized activities, oral presentations etc.)
12:00 Lunch (there are many good places to eat in Dinkytown)
1:00 Differences between 1003 and 1004- how this translates into CIS
2:00 Adjourn
AUGUST 22, 2011
NEW AND RETURNING TEACHERS
9:05 Introduction of all new and returning instructors.
9:20 Cristina Castro (1004) David Jons (1003). Presentations of 4 th edition exams for
1003,1004 Exams. What has been created, themes, etc. How exams have been laid out.
Divide into 1003 and 1004 sections: (all look at new, 4 th ed exams) 1003 exams.
With Angela and David- Reviewing the exams, making corrections, taking exams etc.
1004 edition exams. Groups assigned for each exam. Work with Cristina and Susan on
reviewing. exchange exams with other groups to take as if they were students
11:15 Handing out Assignments for Mon afternoon/ Tuesday- Preparation of a more difficult
lesson; presenting in a contextualized, engaging, and meaningful way (some presented
today, some tomorrow)
12:00 Lunch

1:15 Susan and Cristina: Field Day/ Workshop Issues (see below) and any other
announcements.
• Establish dates for Fall Field Day and Fall / Spring Workshop/Test correction
• Elect Course Advisory Board Members
• Topics: interview policy of instructors. 3015 issues: accessibility
(course abroad?); OPI completion and enforcement. Comments about
visits to classes; use of worksheets.
1:45 Presentation of more challenging lessons- Break into 1003/1004 groups
3:00 Adjourn
Returning instructors: Please come ready to PRESENT your
successful lesson tomorrow.
AUGUST 23, 2011
NEW AND RETURNING TEACHERS
9:00 Coffee
9:15 Announcements
9:30 Consistency in Grading (Grading Mesa Redondas, Oral exams, chapter exams)
10:30- 10:45 Break
11-11:45 Kate Clements. University Language Center; The Tandem Program.
Kate’s talk will focus on the 3 different Tandem aspects -- face-to-face
exchanges, class-to-class, and also the new Skype exchanges, for which she’s
overhauled the Tandem registration site.
11:45 Lunch
1:00 Joanne Peltonen; LPE Testing and Proficiency Questions Specific to 1003
or 1004 Cristina and Angela will field these questions here
1:30 Presentation of other challenging lessons
2:15 Review syllabi in small groups. Pair up according to schedules.
3:00 Adjourn
Wording of syllabus to curb cheating and aid in enforcement of UMN policy.
Suggestions from returning instructors on both syllabi questions and wording.