In this demo series, you will discover and practice effective teaching strategies to improve students' active learning. You will enjoy different teaching strategies in a creative way with other participants. Each section will take 20 minutes, you can choose the one you are interested in and attend the section. Section 1: Activities for Medium Size Groups: Circle of Voices, Round Robin, Elevator Pitches During this section, you will practice Timed Round Robin: Every participant is given the same amount of time (e.g., 30 seconds) and takes turns to share responses on an open-ended question. Other similar activities for medium size groups are introduced by the lecturer. Section 2: Think-Pair-Share During this section, for a question, participants will have a few minutes to think it over (e.g., 2 minutes) and then turn to a peer for discussion. After a brief discussion (e.g., 5 minutes), you will be asked to share your peer's opinion in front of the class. Section 3: Jigsaw During this section, everyone will be assigned into an "expert group" to discuss a piece of an assignment. After reaching consensus (5 minutes), participants will be rearranged to "jigsaw group" so there's one person from each "expert group" at each "jigsaw group" to explain his or her group's discussion and conclusion (5 minutes) to form a finished project. Section 4: Roles in the Small Group During this section, everyone will be assigned into a group of 3 or 4 with roles - facilitator, notestaker, presenter, or moderator - to discuss a topic (3-5 minutes). After the group presentations, the instructor will debrief with the group performance. Register - https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3318 (https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3318)

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

The Claude D. Pepper Older Americans Independence Center (OAIC) at UConn (P30 AG067988; Kuchel, Fortinsky - MPIs) is one of fifteen such centers throughout the United States funded by the National Institute on Aging at NIH. "Pepper Centers" honor Claude D. Pepper, the late Congressman who advocated for senior health and research to enable older adults to maintain or restore their independence. The overarching goal of the OAIC (Pepper) Program is to enhance function and independence in older adults through research. The UConn Pepper Center is pioneering a theme focused on Precision Gerontology, an approach to aging research and the care of older adults that seeks to render interventions enhancing function and independence more effective through an improved understanding of heterogeneity and more precise targeting (https://health.uconn.edu/pepper-center/). A key component of all Pepper Centers is the Research Education Component (REC), which provides financial support, education, and training to Pepper Scholars who Pepper Center leadership identify as showing particular promise as independent investigators. The REC at the UConn Pepper Center, led by Dr. David Steffens and Dr. George Kuchel, includes senior research leaders at UConn and Jackson Lab who could serve as mentors to Pepper Scholars (https://health.uconn.edu/pepper-center/research-and-education-component-rec/). A mentored research project is a primary focus of being a REC Scholar. We are issuing this solicitation to early stage faculty with an interest in aging-related research. Individuals with experience in this area are encouraged to apply, as are those with research backgrounds in non-aging related fields whose research might be enhanced with a new aging focus. Physician scientists and clinicians in other disciplines are especially encouraged to apply. We anticipate funding two new UConn Pepper Scholars through this competition. Funding for two Pepper Scholar positions would begin July 1, 2025. Pepper Scholar awards are typically awarded for one year, with a second year of funding based on evidence of progress and need. Since this award is taking place in year 5 of the current UConn Pepper Center funding cycle, a year 2 Pepper Scholar Award will also be contingent upon the parent grant's successful competitive renewal. The overall goals of the Pepper Center are focused on improving function and independence among older adults. As such the following criteria for Pepper Scholar Selection were developed to be consistent with these goals: • Trainee potential and commitment to an academic career • Demonstrated commitment to aging research • Alignment of proposed training and work with the broader mission of the NIA OAIC Pepper Center Program and the focus on UConn Pepper Center on Precision Gerontology • Availability and commitment of suitable mentorship • Ability to benefit from OAIC resources As an initial step prior to submitting a full Pepper Scholar application, we are requesting that potential candidates submit a Letter of Intent (LOI), due by 5 PM on January 17, 2025. The LOI should be one single-spaced page consisting of two paragraphs. The first paragraph should highlight aspects of the candidate's educational, training, and research background that are most relevant to the Pepper Scholar program, followed by a statement of how the candidate will benefit from the Pepper Scholars program. The second paragraph should include a brief description of the research project that will be supported by the Pepper Center REC. In addition to the LOI, candidates should submit either an NIH Biosketch (preferred) or a CV. The LOI and Biosketch/CV should be addressed to Dr. David Steffens, REC Core Leader and Dr. George Kuchel, REC Core Co-Leader, and emailed to Ms. Laura Masi at masi@uchc.edu Selected candidates will then be notified by January 31, 2025 and invited to submit a full application for the Pepper Scholar Program for a March 28, 2025 deadline.

Our latest exhibit in Celeste LeWitt Gallery features "Luminous Pastels" by Jane Penfield and "Reflective Moments" by Paul R. Berger.(Note new date for reception.)

A hybrid course where participants will complete 7 modules that include both virtual and in-person meetings . It is designed to develop and strengthen the business and technical skills that many beginning farmers with 0 - 3 years of experience, but is for anyone that feels like they could benefit from the course. Participate in this learning experience with farmer peers and develop new networks in a safe environment to foster informal interactions, knowledge sharing, and relationship building. It is never too early to acquire some of the fundamental skills and habits in farm business management, such as How to Write a Business Plan, Statements for Financial Management, Grant Opportunities, Marketing/Branding, Tax Filing and more. Online Sessions: January 2nd, 9th, 16th, 23rd 12:00pm-1:30pm In Person Sessions: January 10th and 24th, 9:00am-3:30pm at the Hartford County Extension Center

Participate with farmer peers in a course designed to develop and strengthen the business and technical skills for beginning farmers with 0 - 3 years of experience.

DIALOGUE IN THE CLASSROOM This two-day training is designed to support faculty and instructors in fostering a more open, connected, and conversational classroom culture. With the launch of the new dialogue competency in general education coming soon, this workshop will help prepare participants to integrate dialogue into their teaching and help shape how UConn prepares students to be competent in dialogue. This workshop is suitable for all levels of experience with dialogue and for all disciplinary approaches. Participants will leave with practical dialogue tools to use in the classroom, including designing a Reflective Structured Dialogue for the participants' campus contexts.   ABOUT THIS WORKSHOP The workshop will be run by Essential Partners (https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwhatisessential.org%2Fwork-with%2Fhigher-education&data=05%7C02%7Csaah.agyemang-badu%40uconn.edu%7C2707797075ee4360483308dcfe7291b4%7C17f1a87e2a254eaab9df9d439034b080%7C0%7C0%7C638665015244433320%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=Aff7P%2BwK6riHDI5OULUyiQhawtt6l%2BTu%2B8rqDkwuC2A%3D&reserved=0) in cooperation with the Common Curriculum Committee (CCC+) (https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcommoncurriculum.senate.uconn.edu%2F%3F&data=05%7C02%7Csaah.agyemang-badu%40uconn.edu%7C2707797075ee4360483308dcfe7291b4%7C17f1a87e2a254eaab9df9d439034b080%7C0%7C0%7C638665015244453902%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=n8ir0kw9nJ0sCc7EndpH%2B6u6SpPWAQEtKa7pX8hj4yM%3D&reserved=0), Democracy & Dialogues Initiative (https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fhumanrights.uconn.edu%2Fareas-of-focus%2Fdemocracy-dialogues%2F%3F&data=05%7C02%7Csaah.agyemang-badu%40uconn.edu%7C2707797075ee4360483308dcfe7291b4%7C17f1a87e2a254eaab9df9d439034b080%7C0%7C0%7C638665015244466594%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=vRHbocTU%2BP3uKj0jJ7TmY9z2Eg5E8Ew%2FeZ9DcKD9iDY%3D&reserved=0) (Dodd Human Rights Impact Programs), and the Center for Excellence Teaching & Learning (CETL) (https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcetl.uconn.edu%2Fresources%2Fteaching-your-course%2Fleading-effective-discussions%2Fdifficult-dialogues%2F%3F&data=05%7C02%7Csaah.agyemang-badu%40uconn.edu%7C2707797075ee4360483308dcfe7291b4%7C17f1a87e2a254eaab9df9d439034b080%7C0%7C0%7C638665015244478971%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=WcXlo7BN49Rfzzybl%2BEBmhBSiTnKWG4NiXXOpKZljKI%3D&reserved=0). Research shows that students who experience dialogue in the classroom and on campus have better learning outcomes and report feeling more connected to their classmates and their campus communities. They also report greater openness to opposing points of view and exhibit greater willingness to engage in conversations across differences in values, views, and identities (DeTemple, 2020 (https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fheinonline.org%2FHOL%2FLandingPage%3Fhandle%3Dhein.journals%2Fohjdpr35%26div%3D35%26id%3D%26page%3D&data=05%7C02%7Csaah.agyemang-badu%40uconn.edu%7C2707797075ee4360483308dcfe7291b4%7C17f1a87e2a254eaab9df9d439034b080%7C0%7C0%7C638665015244493913%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=yfZbJqcu1sgN2FkMWPgfX1dpcNgquim10KjWlatyId0%3D&reserved=0)). By the end of this workshop, participants will be able to:Establish the conditions for the dialogic classroom through the use of agreements, preparation, design, and the use of space - both virtually and in-person Build connections and trust between students to support difficult classroom conversations Structure difficult dialogues in the classroom and design dialogue questions to invite narrative, value-based discussion, and complexity Use dialogue as a pedagogical tool for reflection, connection to the topic, and the development of conviction and intellectual humility Invite and encourage discussions on diversity and inclusion in its many forms Use curricular activities as a pathway to more engagement and dialogue throughout campus and local community If you are interested in participating in this workshop, please take a few minutes to apply by Wednesday, December 18th.   APPLY NOW (https://docs.google.com/forms/d/e/1FAIpQLSdgIAKWWiYv2OW1GjF6v1Tl-j3JozAyg8kpCXXyj4-YOQe3uw/viewform)

Urology Grand Rounds

Alpha Kappa Alpha Sorority, Inc. (ΑΚΑ) was founded on January 15, 1908 at Howard University in Washington, D.C.

Join us for an interactive one-hour session designed specifically for academic program leaders and faculty. This session provides a valuable opportunity to ask questions and gain insights about your program's learning objectives, curricular maps, key performance indicators, and assessment plans. Whether you're looking to refine your current strategies or seeking guidance on new ones, this session offers a collaborative environment to address your queries and share best practices. Our assessment fellows will be on hand to provide personalized feedback and practical advice to help you enhance your program's assessment processes and drive student success. Don't miss this chance to engage with your peers and elevate your program's assessment activities.January 15, 10:00 – 11:00 Register - https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3286 (https://fins.uconn.edu/secure_inst/workshops/workshop_view.php?ser=3286)

Join the conversation with our expert admissions team to hear great insights into the BAPM application process, what is expected of our applicants, and get all of your questions answered by the admissions officer. You will also have the chance to speak to current students!Register today (mailto:https://connect.grad.uconn.edu/register/bapm-admissionofficer-250115)

GI Grand Rounds conferences take place weekly on Wednesdays at noon via Webex. Please contact Amy Pallotti to be added to detailed conference announcement emails.

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

For the full class schedule, descriptions, and to register, please visit the UConn Recreation website (https://recreation.uconn.edu/group-fitness-schedule/).

AMWA's Annual Physician Winter Panel

View Women's Basketball's full schedule. (https://uconnhuskies.com/sports/womens-basketball/schedule)

The Claude D. Pepper Older Americans Independence Center (OAIC) at UConn (P30 AG067988; Kuchel, Fortinsky - MPIs) is one of fifteen such centers throughout the United States funded by the National Institute on Aging at NIH. "Pepper Centers" honor Claude D. Pepper, the late Congressman who advocated for senior health and research to enable older adults to maintain or restore their independence. The overarching goal of the OAIC (Pepper) Program is to enhance function and independence in older adults through research. The UConn Pepper Center is pioneering a theme focused on Precision Gerontology, an approach to aging research and the care of older adults that seeks to render interventions enhancing function and independence more effective through an improved understanding of heterogeneity and more precise targeting (https://health.uconn.edu/pepper-center/). A key component of all Pepper Centers is the Research Education Component (REC), which provides financial support, education, and training to Pepper Scholars who Pepper Center leadership identify as showing particular promise as independent investigators. The REC at the UConn Pepper Center, led by Dr. David Steffens and Dr. George Kuchel, includes senior research leaders at UConn and Jackson Lab who could serve as mentors to Pepper Scholars (https://health.uconn.edu/pepper-center/research-and-education-component-rec/). A mentored research project is a primary focus of being a REC Scholar. We are issuing this solicitation to early stage faculty with an interest in aging-related research. Individuals with experience in this area are encouraged to apply, as are those with research backgrounds in non-aging related fields whose research might be enhanced with a new aging focus. Physician scientists and clinicians in other disciplines are especially encouraged to apply. We anticipate funding two new UConn Pepper Scholars through this competition. Funding for two Pepper Scholar positions would begin July 1, 2025. Pepper Scholar awards are typically awarded for one year, with a second year of funding based on evidence of progress and need. Since this award is taking place in year 5 of the current UConn Pepper Center funding cycle, a year 2 Pepper Scholar Award will also be contingent upon the parent grant's successful competitive renewal. The overall goals of the Pepper Center are focused on improving function and independence among older adults. As such the following criteria for Pepper Scholar Selection were developed to be consistent with these goals: • Trainee potential and commitment to an academic career • Demonstrated commitment to aging research • Alignment of proposed training and work with the broader mission of the NIA OAIC Pepper Center Program and the focus on UConn Pepper Center on Precision Gerontology • Availability and commitment of suitable mentorship • Ability to benefit from OAIC resources As an initial step prior to submitting a full Pepper Scholar application, we are requesting that potential candidates submit a Letter of Intent (LOI), due by 5 PM on January 17, 2025. The LOI should be one single-spaced page consisting of two paragraphs. The first paragraph should highlight aspects of the candidate's educational, training, and research background that are most relevant to the Pepper Scholar program, followed by a statement of how the candidate will benefit from the Pepper Scholars program. The second paragraph should include a brief description of the research project that will be supported by the Pepper Center REC. In addition to the LOI, candidates should submit either an NIH Biosketch (preferred) or a CV. The LOI and Biosketch/CV should be addressed to Dr. David Steffens, REC Core Leader and Dr. George Kuchel, REC Core Co-Leader, and emailed to Ms. Laura Masi at masi@uchc.edu Selected candidates will then be notified by January 31, 2025 and invited to submit a full application for the Pepper Scholar Program for a March 28, 2025 deadline.

Our latest exhibit in Celeste LeWitt Gallery features "Luminous Pastels" by Jane Penfield and "Reflective Moments" by Paul R. Berger.(Note new date for reception.)