| Event Sort descending | Dates | Short Description |
|---|---|---|
| Transferring & Transforming Assessments for Online Courses |
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Everyone Not eligible for Certificate |
Registration for this workshop is now closed. If you have any questions, please contact: online-teaching-academy@umich. Instructors will… |
| Transferring & Transforming Assessments for Online Courses |
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Everyone Not eligible for Certificate |
Registration for this workshop is now closed. If you have any questions, please contact online-teaching-academy@umich. Instructors will… |
| Transparency for Equity: Principles of Transparent Assignment Design (Inclusive Teaching @ Michigan Series) |
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Everyone Requirement B2, Diversity and Inclusive Teaching |
This session is full.What does ‘transparency’ mean in a teaching-learning context, and how can it support equitable and inclusive teaching practice? This session will provide an overview of key research findings about the beneficial… |
| Trauma-Informed Pedagogy |
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Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
Students and instructors are re-entering learning spaces with individual and collective traumas that impact their capacity to be present and effective in various ways. If we are not mindful of the ways we are responding or not responding to these… |
| Trauma-Informed Pedagogy and Healing-Centered Engagement |
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Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone Requirement B2, Diversity and Inclusive Teaching |
Students and instructors are re-entering learning spaces with individual and collective traumas that impact their capacity to be present and effective in various ways. If we are not mindful of the ways we are responding or not responding to these… |
| Trauma-Informed Pedagogy and Healing-Centered Engagement |
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Everyone Requirement B2, Diversity and Inclusive Teaching |
Students and instructors are re-entering learning spaces with individual and collective traumas that impact their capacity to be present and effective in various ways. If we are not mindful of the ways we are responding or not responding to these… |
| U-M Resources for Learning Analytics Projects: Grants and Fellows Program |
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Everyone Not eligible for Certificate |
This session will feature a discussion with Learning Analytics Task Force members about the Exploring Learning Analytics Grant ($30-$150K) request for proposals and the Winter 2013 Learning Analytics Fellows Program application. Please… |
| Understanding "Nontraditional" Student Experiences in and out of U-M classrooms (panel conversation) |
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Everyone |
This panel conversation will feature commentary and resources from individuals across the university who support the success of students with a diverse range of identities, backgrounds and experiences that may not be readily visible. This… |
| Understanding How Stereotype Threat and Growth Mindset Affect Student Learning |
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Graduate Students Requirement B2, Diversity and Inclusive Teaching |
Research shows that when students worry about fulfilling a negative stereotype related to certain social identities, it can hurt their learning (a phenomenon known as stereotype threat). Research also shows that an instructor’s beliefs about… |
| Understanding How Stereotype Threat and Growth Mindset Affect Student Learning |
-
Everyone Requirement B2, Diversity and Inclusive Teaching |
Research shows that when students worry about fulfilling a negative stereotype related to certain social identities, it can hurt their learning (a phenomenon known as stereotype threat). Research also shows that an instructor’s beliefs about… |
| Understanding How Stereotype Threat and Growth Mindset Affect Student Learning |
-
Everyone Requirement B2, Diversity and Inclusive Teaching |
Research shows that when students worry about fulfilling a negative stereotype related to certain social identities, it can hurt their learning (a phenomenon known as stereotype threat). Research also shows that an instructor’s beliefs about… |
| Understanding How Stereotype Threat and Growth Mindset Affect Student Learning *New Session |
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Everyone Requirement B2, Diversity and Inclusive Teaching |
Research shows that when students worry about fulfilling a negative stereotype related to certain social identities, it can hurt their learning (a phenomenon known as stereotype threat). Research also shows that an instructor’s beliefs about… |
| Understanding How Stereotype Threat and Growth Mindset Affect Student Learning *Session Full |
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Everyone Requirement B2, Diversity and Inclusive Teaching |
This session is full. There will be an identical session held on Friday, November 10th. If you are interested in this event please see Understanding How Stereotype Threat and Growth Mindset… |
| Understanding How Stereotype Threat, Imposter Syndrome, and Growth Mindset Affect Student Learning |
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Everyone Requirement B2, Diversity and Inclusive Teaching |
Research shows that when students worry about fulfilling a negative stereotype related to certain social identities, it can hurt their learning (a phenomenon known as stereotype threat). Research also shows that an instructor’s beliefs about… |
| Understanding How Stereotype Threat, Impostor Syndrome, and Growth Mindset Affect Student Learning |
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Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone Requirement B2, Diversity and Inclusive Teaching |
Session Format: Remote synchronous (Zoom) Intended Audience: Faculty, Graduate Students, UG Instructional Assistants, Postdocs, Admin/Staff Facilitators: Audra Baleisis, Deborah… |
| Understanding How Stereotype Threat, Impostor Syndrome, and Growth Mindset Affect Student Learning |
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Everyone Requirement B2 |
Session Format: In Person Intended Audience: Faculty, Graduate Students, Postdocs, UG Instructional Assistants, Admin/Staff Session Abstract: Research shows that when students… |
| Understanding How Stereotype Threat, Impostor Syndrome, and Growth Mindset Affect Student Learning (Inclusive Teaching @ Michigan Series) |
-
Everyone Requirement B2, Diversity and Inclusive Teaching |
This session is full.Research shows that when students worry about fulfilling a negative stereotype related to certain social identities, it can hurt their learning (a phenomenon known as stereotype threat). Research also shows that an… |
| University of Michigan New Faculty Orientation - August 27, 2014 |
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Faculty Not eligible for Certificate |
|
| Using Active and Cooperative Learning in Large Classes |
Requirement B2 |
imported from FileMaker Pro on 6/4/2013 |
| Using Analytics to Inform Instruction |
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Everyone |
Please click here to register. Canvas and other instructional technology tools generate data every time students and instructors interact with them -- data that can potentially be a powerful tool for informing instructors about their… |
| Using Canvas to Support Effective Teaching |
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Faculty |
As U-M transitions to a new learning management system, instructors have raised questions about the ways in which Canvas will support their current practices or enable them to adapt new teaching strategies that will benefit student learning. In… |
| Using Digital Tools to Facilitate Student Collaboration |
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Graduate Students Requirement B2, Instructional Technology |
Please bring a charged device with you if you would like to explore the digital tools discussed during the session. In this interactive session, participants will learn about and engage with digital… |
| Using Digital Tools to Facilitate Student Collaboration *SESSION FULL |
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Graduate Students Requirement B2, Instructional Technology |
This workshop is now full. The location of this workshop has changed to Palmer Commons - Great Lakes North - 4th Floor. Please bring a charged device with you if you would… |
| Using Groups Effectively in Engineering and Science: CRLT Players |
Requirement B2 |
imported from FileMaker Pro on 6/4/2013 |
| Using hypothes.is for Class Discussion and Participation |
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Everyone Requirement B2, Instructional Technology |
Please click here to register. How might social annotation help teachers support classroom discussion and participation? In this workshop, participants will learn about… |
