| Event | Dates | Short Description Sort descending |
|---|---|---|
| John Campbell, Associate Vice President for IT, Purdue University |
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Everyone Not eligible for Certificate |
Signals: A Past, Current, and Future Application of Analytics
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| Creating a Classroom Environment to Enable All Students to Succeed |
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Everyone |
Specific classroom strategies and teaching behaviors that support success of a diverse student body in engineering will be presented, as will practical advice for instructors seeking to implement these ideas. Participants will engage in a series… |
| Student Learning and Analytics at Michigan (SLAM): Interactive Large-Scale Data Analyses and Visualization for Learning and Impact Flow Analysis |
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Everyone Not eligible for Certificate |
Sponsored by the Provost's Task Force on Learning Analytics, the Student Learning and Analytics at Michigan (SLAM) Seminar is a year-long speaker series. At this session, Dr. Krishna Madhavan, School of Engineering Education at Purdue University… |
| Student Learning and Analytics at Michigan (SLAM): Multi-Dimensional Learning Analytics |
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Everyone Not eligible for Certificate |
Sponsored by the Provost's Task Force on Learning Analytics, the Student Learning and Analytics at Michigan (SLAM) Seminar is a year-long speaker series. At this session, Professor George Siemens, Athabasca University, will discuss how faculty… |
| Student Learning and Analytics at Michigan - Stephen DesJardins |
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Everyone Not eligible for Certificate |
Stephen DesJardins, U-M Professor of Education, Director of the Center for the Study of Higher and Postsecondary Education, and colleagues
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| CRLT in Engineering: 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. … |
| 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. … |
| What Do I Do Now? Strategies for Handling Sticky Situations with Students |
-
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. … |
| 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… |
| 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… |
| 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 |
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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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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… |
| Creating Accessible Learning Environments |
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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… |
| 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… |
| 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… |
| 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… |
| 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… |
| 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… |
| Teaching for Accessibility |
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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… |
| 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 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, 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, 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… |
