| Event | Dates | Short Description Sort ascending |
|---|---|---|
| Peer Instruction: A Workshop (Eric Mazur, Harvard University) |
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Everyone Requirement B2 |
The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized,… |
| Teaching in a New Era: Exploring the Impacts of the 2016 Presidential Election (LUNCH event) |
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Faculty Not eligible for Certificate |
The 2016 election has affected the teaching and learning environment on campuses across the country. Many instructors are grappling with questions about how their teaching will or should change in the face of uncertainty about changing policies… |
| The Flipped Classroom |
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Faculty |
The “flipped classroom” has garnered considerable attention in the academy over the past year. This approach to teaching involves the use of podcasting and other strategies to shift students’ initial exposure to content from the lecture hall to… |
| Teaching in a “Flipped Classroom” – A Four-Session Learning Community |
-
- - - Faculty |
The “flipped classroom” has garnered considerable attention in the academy over the past year. This approach to teaching involves the use of podcasting and other strategies to shift students’ initial exposure to content from the lecture hall to… |
| Teaching in a “Flipped Classroom” – A Four Part Series. (Faculty Only) |
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Faculty |
The “flipped classroom” has garnered considerable attention in the academy over the past year. This approach to teaching involves the use of podcasting and other strategies to shift students’ initial exposure to content from the lecture hall to… |
| Flipping Your Classroom: The Nuts and Bolts |
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Everyone Requirement B2, Instructional Technology |
The “flipped classroom” has garnered considerable attention in the academy in recent years. This approach to teaching involves the use of podcasting, videos, and other strategies to shift students’ initial exposure to content from the lecture… |
| Grading Matters: Inclusive Grading and Assessment |
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Faculty |
Testing and assessment practices influence much that happens in our classrooms. In this session, we will explore key findings from research on how assignment, testing, and grading practices can promote student motivation and foster learning for… |
| Teaching for Accessibility |
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Faculty, Graduate Students, Postdocs, Everyone Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Domage, author of Academic Ableism: Disability and Higher… |
| Teaching for Accessibility |
-
Faculty, Graduate Students, Postdocs, Everyone Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Dolmage, author of Academic Ableism: Disability and Higher… |
| Teaching For Accessibility |
-
Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Dolmage, author of Academic Ableism: Disability and Higher… |
| Teaching for Accessibility |
-
Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to some theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Dolmage, author of Academic Ableism: Disability and Higher… |
| Teaching for Accessibility |
-
Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to some theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Dolmage, author of Academic Ableism: Disability and Higher… |
| Reflecting on and Transferring Lessons Learned from Remote Teaching to the Post-Covid Classroom |
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Faculty, Graduate Students, Postdocs, Everyone Requirement B2 |
Teaching during the Covid-19 pandemic has challenged us to critically reflect on and adapt our pedagogical goals and approaches to meet the demands of remote teaching and learning and to ensure that our students remained engaged and included. But… |
| Shoulda Woulda Coulda: Moving Beyond Failure and Actively Cultivating a More Equitable Academy |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
Systems of higher education in the U.S. create differential advantage and disadvantage for the people who work and learn in them. When individuals move through these systems--as administrators, instructors, or learners--they make choices to… |
| Equity-focused Strategies for Graduate Students Leading a GSI Team |
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Graduate Students Not eligible for Certificate |
Successful team teaching happens when all instructors are adequately supported, invited to share their perspective and feedback, and treated as valued colleagues. In this interactive synchronous session, we will introduce… |
| Equity-focused Strategies for Leading a Teaching Team |
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Faculty, Graduate Students |
Successful teaching happens when all instructors on a team are adequately supported, invited to share their perspective and feedback, and treated as valued colleagues. In this interactive synchronous session, we will reflect upon our own… |
| Teaching With Accessibility In Mind |
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Everyone Requirement B2 |
Students bring a diversity of needs to our classroom. Teaching with accessibility in mind can help us include and accommodate them all. In this session, you will learn how to incorporate inclusive teaching principles and practices that promote… |
| Creating Accessible Learning Environments |
-
Everyone Requirement B2, Diversity and Inclusive Teaching |
Students bring a diversity of needs to our classroom. Teaching with accessibility in mind can help us include and accommodate them all. In this session you will learn how to incorporate inclusive teaching principles and practices that promote… |
| 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… |
| 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 |
-
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… |
| The Promises and Pitfalls of Student Presentations |
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Faculty |
Student presentations, both individually and as teams, are a common feature of university courses and can create valuable opportunities for students to contribute to a course and demonstrate their learning. But they pose challenges for students… |
| Assessing Student Participation: What, How, and Why? [SESSION IS FULL] |
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Everyone Requirement B2 |
Student participation factors into many instructional approaches, whether through discussion, presentations, in- and out-of-class assignments, or group work. Yet it can be challenging to identify transparent and fair methods for grading student… |
| Assessing Student Participation: What, How, and Why? [RESCHEDULED SESSION] |
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Everyone Requirement B2 |
Student participation factors into many instructional approaches, whether through discussion, presentations, in- and out-of-class assignments, or group work. Yet it can be challenging to identify transparent and fair methods for grading student… |
| What Do I Do Now? Strategies for Handling Sticky Situations with Students |
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Graduate Students Requirement B2 |
Student instructors face many teaching-related challenges that may be difficult to handle. This workshop will provide strategies for overcoming common challenges as well as an opportunity to discuss the not-so-common “sticky” situations. … |
