| Dates | Title | Details |
|---|---|---|
| 6/14/23 12:00 pm - 6/14/23 1:30 pm | Finding the Right Balance: Integrating Pre-Class and In-Class Learning in your Flipped Classroom | Session Format: Blended/Flipped: Asynchronous (via Canvas) plus In-person Synchronous Intended Audience: Faculty, Graduate Students, Postdocs Facilitator(s): Jeanne Andreoli Session Abstract: “Flipping” the classroom refers, in general, to a course design whereby learners engage meaningfully with content prior to class and then deepen their learning and understanding during class time, often through extended structured activities. In this "flipped" workshop, we will explore the flipped classroom course design model, including the research supporting its use, and work through some essential considerations such as: What objectives and activities should be included in the pre-class component versus the in-class component? How should the learning across these different modalities be connected? How do I balance the workload for myself and my students? How can the flipped model be used to support equity-focused teaching? This workshop will be helpful for instructors wishing to implement flipped classroom environments and particularly helpful for those who have started working with flipped classroom techniques and who wish to learn more and further refine their flipped instructional plans. NOTE: This workshop is also flipped, with expectation that participants will spend approximately 30-60 minutes online (via Canvas) prior to participating in the 90-minute in-person session. GTC eligible? Yes, B2 |
| 6/23/23 10:00 am - 6/23/23 12:00 pm | Journal-Keeping in the Classroom: Creative Experiments in Equity-focused Teaching | Session Format: Remote synchronous(Zoom) Intended Audience: Faculty, Graduate Students, Postdocs, UG Instructional Assistants, Admin/Staff Facilitator(s): Esther Witte Session Abstract: Journal-keeping describes a wide range of personal writing, archiving, and expressive practices in which no one reads or has access to what is written except the keeper or writer. Combining rhetorical theory with practical experimentation and reflection, this remote synchronous workshop introduces participants to journal-keeping as a pedagogical practice that both students and instructors can use to deepen our critical engagement with complex questions of power and equity. GTC eligible? B2-DEI |
| 6/26/23 1:00 pm - 6/26/23 2:30 pm | Evidence-Based Teaching Practices to Shape Your Response to AI Writing Tools | Session Format: Remote synchronous (Zoom) Intended Audience: Faculty, Graduate Students, Postdocs Facilitator(s): Nick Cobblah Session Abstract: New artificial intelligence (AI) tools, such as OpenAI’s ChatGPT, have now become widely available and are raising concerns about how student learning can be assessed. Some have reacted with alarm, proclaiming that this is the end of writing assignments. Others argue that if these tools are brought into the classroom, they will further enhance student learning. Many instructors are wondering what changes they should be making to their classroom, given the uncertain impact of this technology. In this synchronous, remote workshop, instructors will be introduced to evidence-based teaching practices that should shape how they respond to the new technology. While the impact that AI Writing will ultimately have in the classroom is unknown, the impact of certain teaching practices, such as creating inclusive learning environments and providing active learning opportunities, are well understood, and should guide any response. GTC eligible? Yes, B2 |
| 7/17/23 8:00 am - 7/30/23 11:59 pm | Introduction to Teaching for Accessibility | Session Format: Remote Asynchronous (Canvas) Intended Audience: Faculty, Graduate Students, Postdocs, Admin/Staff, UG Instructional Assistants Facilitator(s): Esther Witte Session Abstract: Introducing theories and practices of accessibility in teaching, this asynchronous 2-week workshop is structured to support you in a process of active learning and reflection about accessibility in your own pedagogical practice. The goal of this workshop is not to give you a simple checklist of strategies that will guarantee that your courses are accessible to your students (as you’ll learn, such a checklist doesn’t exist). Instead, our goal is to show you that ‘teaching for accessibility' is an active practice and an ongoing pedagogical commitment that you cultivate in relation to your students. Note: While the workshop is open for asynchronous participation from Monday 7/17 to Sunday 7/30, there are two assignment deadlines to be aware of: participants should 1) introduce themselves on Canvas by Thursday, July 20 and 2) complete final reflection by Sunday, July 30. GTC eligible? Yes, B2-DEI |
| 8/2/23 8:00 am - 8/16/23 11:59 pm | Writing and Grading Multiple Choice Exams | Session Format: Remote asynchronous (Canvas) Intended Audience: Faculty, Graduate Students, Postdocs, UG Instructional Assistants, Admin/Staff Facilitator(s): Jeanne Andreoli Session Abstract: Multiple choice exams can be an effective and efficient way to assess learning outcomes. In this asynchronous 2-week workshop, participants will learn about evidence-based practices for designing valid and reliable multiple choice questions across an array of learning objectives. In the first week, you will have the opportunity to reflect upon your goals and current practices in writing and grading exams, learn about a four-part framework for designing and grading multiple choice questions, and learn how to best use multiple-choice questions to support the learning of all of your students. In the second week, you will have the opportunity to create and receive peer feedback on some of your own multiple choice questions. GTC eligible? Yes, B2 |
