Event Dates Short Description
Writing and Grading Multiple Choice Exams -
Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone
Requirement B2

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…

The Promises and Pitfalls of Student Presentations -
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…

"Are They Getting It?": Low-Stakes Ways to Gauge Student Learning -
Graduate Students, Postdocs, Undergraduate Students
Requirement B2

Classroom assessment techniques (CATs) are quick and useful ways to gather information on what, how much, and how well students learn. Instructors can use the data to create more effective learning environments. Participants in this session will…

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…

Engaging Students in the Hyflex Classroom -
Faculty, Graduate Students, Postdocs
Requirement B2

In our Fall 2021 consultations with instructors, we heard about challenges to active learning and discussion in HyFlex classrooms—classes where some students are in-person, while others participate remotely through video-conferencing software…

Suicide Prevention in College Students -
Faculty
Not eligible for Certificate

In this workshop, we will review strategies to mitigate suicide risk among college students. After looking at national and college student trends, we will present a theoretical framework for suicidal risk (interpersonal theory of suicide) in the…

Providing Support to Students in Challenging Moments -
Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone

As we continue to navigate the many challenges students confront (such as the pandemic, in addition to the typical stresses of academic work and personal self-discovery), instructors are seeing more students who are experiencing difficult…

Trauma-Informed Pedagogy and Healing-Centered Engagement -
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…

Frameworks for Learner-centered & Equity-focused Syllabus Design -
Everyone
Requirement B2, Diversity and Inclusive Teaching

What is the role of your syllabus in setting the foundation for student success and creating an equitable and learner-centered course environment? Does it get students excited to learn and provide a roadmap for success? Does it make room for…

An Introduction to Equitable Assessment Practice -
Faculty, Graduate Students, Postdocs, Everyone
Requirement B2, Diversity and Inclusive Teaching

How do we make decisions about our programs and courses? What information do we use to make these decisions? What assumptions do we make about that information and the ways that information is collected? In this interactive synchronous…

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…

Understanding How Stereotype Threat, Imposter Syndrome, 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…

Interactive Lecturing: Combining Lectures with Active Learning Techniques -
Faculty, Graduate Students, Postdocs, Everyone
Requirement B2

Lectures play a vital role in teaching and achieving your student learning goals. But how can you enhance your lectures’ effectiveness with interactivity? Interactive lecturing, an approach that uses small and manageable “engagement triggers” or…

Introduction to Equity-focused Teaching -
Faculty, Graduate Students, Postdocs, Everyone
Requirement B2, Diversity and Inclusive Teaching

How can instructors deliberately cultivate learning environments (f2f and remote) where all students are valued, respected, and supported in their learning? This interactive synchronous session will introduce participants to CRLT…

Deeper Reflections on Equity-focused Teaching (A GSITO Follow-up -
Graduate Students
Requirement B2, Diversity and Inclusive Teaching

THIS SESSION IS DESIGNED FOR GSIs WHO HAVE ATTENDED THE GRADUATE STUDENT INSTRUCTOR TEACHING ORIENTATION (GSITO + EGSITO) IN WINTER 2021 OR FALL 2021.

In this interactive synchronous session participants will brainstorm…

Making Groupwork Work in STEM -
Graduate Students, Postdocs, Undergraduate Students
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.…

Getting Started on Your Teaching Philosophy Statement -
Graduate Students, Postdocs
Not eligible for Certificate

Many academic employers require a teaching philosophy statement as part of the application process. In this asynchronous 2-week workshop, you will learn about research on hiring committees’ use of teaching philosophy statements,…

It's Time for Action: Incorporating Active Learning Techniques in Your STEM Class -
Graduate Students, Postdocs, Undergraduate Students
Requirement B2

It is crucial to help our students with engagement and motivations. Providing multiple opportunities for students to think, write, and talk about what we are presenting, helps them learn more effectively and improves recall. Before the session,…

Returning to In-Person Teaching and Learning During the COVID Pandemic -
Everyone
Requirement B2

In this interactive synchronous session, we’ll facilitate a just-in-time discussion on our transition back to in-person instruction while the COVID-19 pandemic continues to affect our teaching and learning environment, as well as…

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 1-week workshop, participants will explore and use features in Canvas and Google that are useful for facilitating online…

CRLT Training for Undergraduates in Instructor Roles -
Undergraduate Students

Undergraduate instructors play a vital role on campus, providing instruction to their fellow students across many courses. This synchronous seminar is designed to provide a strong foundation for undergraduate instructors who work directly with…

CRLT Training for Undergraduates in Instructor Roles -
Undergraduate Students

Back to Class: Enduring Lessons from Remote Teaching -
Faculty
Not eligible for Certificate

What began as emergency remote instruction - and evolved into a most unique year of teaching - will undoubtedly shape the way we teach and learn when students return to the classroom. This workshop will explore the collective lessons learned from…

Rubrics: Transparent, Consistent, and Efficient Assessment in Support of Students' Learning -
Faculty, Graduate Students, Postdocs, Everyone
Requirement B2

Rubrics provide a powerful tool for grading, assessment and feedback, and act as a transparent guide for students’ learning. In this 5-day asynchronous workshop, participants will have an opportunity to explore research-based…

Reflecting on and Transferring Lessons Learned from Remote Teaching to the Post-Covid Classroom -
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…