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CEU doctoral students meeting Jim Lang at the CTL

Jim Lang
Monday, November 7, 2016, 1:30 pm

CTL events for CEU doctoral students to meet
Associate Professor of English and Director of the Center for Teaching Excellence
Assumption College, Worcester, Massachusetts

Special open class session for doctoral students:
Foundations in Teaching in Higher Education: Scholarship, Reflection, and Innovation
Monday, November 7, 2016
1:30 – 3:10 p.m.

Wine, Cheese, and Conversation on
Monday, November 7, 2016
4:00 – 5:30 p.m.

Join us for a conversation with Jim Lang, distinguished teacher-scholar and writer on higher education, about the current landscape of teaching in higher education. We will consider how future faculty can best launch and sustain a successful university teaching career and discuss new research on teaching and learning in higher education, including ideas you can use in your teaching portfolios and job applications. We also will look at findings of a large-scale research project that studied faculty who were "quick starters" on the job, and identified what work habits enabled them to begin their careers so effectively. Finally, the conversation will include an overview of resources that future (and current) faculty can use to maintain currency in teaching and learning in higher education.

James M. Lang, Associate Professor of English and Director of the Center for Teaching Excellence at Assumption College in Worcester, Massachusetts, is the author of five books and more than a hundred reviews or essays on topics ranging from higher education to British literature. Lang is familiar to academic audiences internationally through his monthly column in the Chronicle of Higher Education and his books on higher education: Life on the Tenure Track (Johns Hopkins University Press, 2005); On Course: A Week-by-Week Guide to your First Semester of College Teaching (Harvard University Press, 2008); Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013); and Small Teaching: Everyday Lessons From the Science of Learning (Jossey-Bass, 2016).