| Event | Dates | Short Description |
|---|---|---|
| Making Active Learning Work in Hybrid and Online Courses - ENCORE SESSION |
-
Faculty, Graduate Students, Postdocs, Everyone Requirement B2 |
Are you looking for ways to increase student engagement in your hybrid or online classroom? In this asynchronous 1-week workshop, participants will learn to translate active learning strategies that they may be familiar with from… |
| Teaching effectively as part of a GSI-faculty team |
-
Graduate Students, Postdocs |
How can GSIs prepare themselves for a successful and rewarding experience on a teaching team? In this asynchronous 5-day workshop, participants will learn about and discuss strategies and scenarios to help them effectively manage… |
| Developing a Learner-centered & Equity-focused Syllabus |
-
Everyone Requirement B2 |
How inviting is your syllabus? Does it get students excited to learn and provide a roadmap for success? Does it make room for diversity and inclusion and ensure equity? During this interactive synchronous session, we’ll discuss… |
| Applying Anti-Racist Pedagogies: Developing A Critical Reflective Practice |
-
Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
This… |
| Teaching For Accessibility - ENCORE SESSION |
-
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… |
| Let’s Make a Screencast |
-
Faculty, Graduate Students, Postdocs, Everyone Requirement B2, Instructional Technology |
Screencasting is a method of capturing both audio and visual information from a computer to make a multimedia presentation that can be easily shared, extending your course content and increasing learner engagement. In this asynchronous 2… |
| Have your cake and eat it too! Assessment approaches for simultaneously promoting and measuring student learning in your course |
-
Faculty, Graduate Students, Postdocs Requirement B2 |
How can instructors create learner-centered opportunities for students to demonstrate knowledge and skills? In this 5-day asynchronous workshop, instructors review and reflect… |
| Peer Review in Online Spaces |
-
Faculty, Graduate Students, Postdocs, Everyone Requirement B2, Instructional Technology |
How can instructors conduct peer review effectively in remote learning environments? In this asynchronous 5-day workshop, participants will explore and use features in Canvas and Google that are useful for facilitating online… |
| **SESSION FULL** Principles and Practices of Anti-Racist Pedagogy |
-
Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
This interactive synchronous session will introduce anti-racist pedagogy as an effective framework for instructors teaching about race and racial inequity in their course and those looking to navigate the dynamics of race and… |
| Making Groupwork Work in STEM |
-
Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone Requirement B2 |
Group work is a key component of many engineering courses. Effective use of groups in the classroom can increase student learning and enhance students' problem-solving abilities if instructors ensure that all students are engaged and included.… |
| Strategies for Equitable Engagement in Online Classes |
-
Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
In this interactive synchronous session, participants will explore principles and practices for cultivating an equitable and engaging virtual learning environment. Through a series of activities and reflections, they will explore… |
| Applying Principles of Transparency to Classroom Discussions in Remote Contexts |
-
Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
What are the purposes of class discussion in your courses? How can you use both asynchronous and synchronous discussions to help students learn? How do you communicate to students your goals and expectations around their participation in the… |
| Active Learning in Engineering |
-
Graduate Students, Undergraduate Students Requirement B2 |
It is crucial to help our students with engagement and motivations, especially in hybrid and remote teaching settings. Providing multiple opportunities for students to think, write, and talk about what we are presenting, helps them learn more… |
| Getting Started on Your Teaching Philosophy Statement |
-
Graduate Students, Postdocs Not eligible for Certificate |
This course is designed for Graduate Students and Postdocs. Many academic employers require a teaching philosophy statement as part of the application process. In this asynchronous 2-week workshop, you will learn about… |
| **Session Full** Teaching for Equity & Inclusion in Remote Contexts |
-
Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
How can instructors deliberately cultivate remote learning environments where all students feel valued, respected, and supported in their learning? This interactive synchronous session will provide structured opportunities for… |
| Designing and Facilitating Group Work in Remote Courses - GSIs/Postdocs |
-
Graduate Students, Postdocs Requirement B2 |
How can you best incorporate group work in remote courses? This interactive synchronous session will help participants consider how to use synchronous and asynchronous approaches to group work, how to design and implement… |
| Designing and Facilitating Group Work in Remote Courses - Faculty and Academic Staff Only |
-
Faculty |
How can you best incorporate group work in remote courses? This interactive synchronous session for faculty and academic staff will help participants consider how to use synchronous and asynchronous approaches to group work, how… |
| Making Active Learning Work in Hybrid and Online Courses |
-
Faculty, Graduate Students, Undergraduate Students Requirement B2 |
Are you looking for ways to increase student engagement in your hybrid or online classroom? In this asynchronous 1-week workshop, participants will learn to translate active learning strategies that they may be familiar with from… |
| 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… |
| CRLT Presentation on Evaluating Teaching: Principles and Best Practices |
-
Faculty |
Customized event for SMTD |
| Designing and Facilitating Group Work for Blended/Online Courses |
-
Faculty Not eligible for Certificate |
As we move into a blended/online/flex environment, many instructors are thinking about how to structure group work in these new modalities. This interactive synchronous session will help participants consider how to use… |
| *Canceled* Teaching with GSIs in Hybrid and Remote Contexts |
-
Faculty Not eligible for Certificate |
Graduate Student Instructors (GSIs) are central to the success of many courses at U-M. How can instructors form effective teaching teams with their GSIs in the current multiple-modality (remote/hybrid/in-person) teaching environment? In this… |
| Ready, Set, Teach: Framing and Facilitating High Stakes Meeting #3 |
-
Not eligible for Certificate |
Collaboration between CRLT and Ginsgberg Center |
| Introduction to Teaching with HyFlex with Dr. Jack Miller |
-
Faculty, Graduate Students, Everyone Requirement B2 |
HyFlex (hybrid-flexible) is a course design model that provides synchronous and asynchronous options for student participation that are both integrated and equivalent. HyFlex differs from other hybrid models because it allows students to create… |
| Backward Course Design: Planning Your Course with the End in Mind |
-
Faculty, Graduate Students, Postdocs Requirement B2 |
In this asynchronous 5-day workshop you will learn how to use learning outcomes to drive the design of your course. The Backward Course Design model helps to promote student success and improve the classroom experience for… |
