| Event | Dates | Short Description |
|---|---|---|
| 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… |
| Using the Power of Teams to Drive Learning |
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Faculty, Graduate Students, Postdocs Not eligible for Certificate |
Session Format: In-person Intended Audience: Faculty, Graduate Students, Postdocs, Academic Staff Session Abstract: Team-based learning (TBL) is a structured form of small-group… |
| Group Work Exchange (Faculty only) |
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Faculty Not eligible for Certificate |
Session Format: In-Person Intended Audience: Faculty Session Abstract: This session is intended for faculty who attended the “Effective Group Work” session on October 7, 2022. Are… |
| Introduction to Equity-focused Teaching |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
Session Format: Remote Synchronous (Zoom) Intended Audience: Faculty, Graduate Students, Postdocs Session Abstract: How can instructors deliberately cultivate learning… |
| Effective Group Work (Graduate students & Postdocs) |
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Graduate Students, Postdocs Requirement B2 |
Session Format: Remote synchronous (Zoom) Intended Audience: Graduate Students, Postdocs Session Abstract: What makes group work effective? This interactive session will provide… |
| Effective Group Work (Faculty only) |
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Faculty Not eligible for Certificate |
Session Format: Remote synchronous (Zoom) Intended Audience: Faculty Session Abstract: What makes group work effective? This interactive session will provide an overview of… |
| Begin with a Problem: Using Inductive Learning to Engage STEM Students |
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Faculty, Graduate Students, Postdocs, Undergraduate Students Requirement B2 |
Session Format: Hybrid (Synchronous In Person or Remote simultaneously) … |
| Getting Started on Your Teaching Statement |
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Graduate Students, Postdocs Not eligible for Certificate |
Session Format: In-person Intended Audience: Graduate Students, Postdocs Session Abstract: A teaching statement (or teaching philosophy) describes your core beliefs about teaching… |
| Writing and Grading Multiple Choice Exams |
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Faculty, Graduate Students, Postdocs, Undergraduate Students Requirement B2 |
Session Format: Remote Asynchronous (Canvas) Intended Audience: Faculty, Graduate Students, Postdocs, UG Instructional Assistants Session Abstract: Multiple choice exams can be an… |
| Promoting Successful Teamwork in STEM Classes |
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Graduate Students, Undergraduate Students Requirement B2 |
Session Format: Remote synchronous (Zoom) Intended Audience: Graduate Students, UG Instructional Assistants Session Abstract: Effective use of teams in a course can increase… |
| Centering Instructor Identity in the STEM Classroom |
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Faculty Not eligible for Certificate |
Session Format: Remote Synchronous (Zoom) Intended Audience: Faculty Session Abstract: In this interactive Zoom workshop, we will talk about how to productively center and… |
| An Introduction to Equity-Focused Assessment |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
Session Format: Remote synchronous (Zoom) Intended Audience: Faculty, Graduate Students, Postdocs Session Abstract: How do we make decisions about assessing… |
| It's Time for Action: Incorporating Active Learning Techniques in Your STEM Class |
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Graduate Students, Undergraduate Students Requirement B2 |
Session Format: Remote synchronous (Zoom) Intended Audience: Graduate Students, UG Instructional Assistants Session Abstract: Creating a plan to engage students in active learning… |
| Rubrics: Transparent, Consistent, and Efficient Assessment in Support of Students’ Learning |
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Faculty, Graduate Students, Postdocs, Undergraduate Students Requirement B2 |
Session Format: Remote Asynchronous (Canvas) Intended Audience: Faculty, Graduate Students, Postdocs, UG Instructional Assistants Session Abstract: Rubrics provide a powerful tool… |
| Exploring Alternative Grading Strategies |
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Faculty, Graduate Students, Postdocs, Undergraduate Students Requirement B2 |
The way that instructors assess student performance has a profound effect on how students experience learning and how instructors spend their time inside and outside of class. In this online synchronous workshop, participants… |
| Backward Course Design: Designing Your Course with the End in Mind |
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Faculty, Graduate Students, Postdocs, Everyone 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… |
| Finding the Right Balance: Integrating Pre-Class and In-Class Learning in your Flipped Classroom |
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Faculty, Graduate Students, Postdocs Requirement B2 |
“Flipping” the classroom refers, in general, to a course design whereby learners engage meaningfully with content prior to class and then deepen their learning and understanding during class time, often through extended structured activities. In… |
| Let's Make A Screencast |
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Faculty, Graduate Students, Postdocs, Undergraduate Students 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-… |
| Deeper Dive Into Trauma-Informed Pedagogy |
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Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
This interactive synchronous session will build on the ET@M workshop “Trauma-Informed Pedagogy” (Wednesday, May 11) and provide participants with interactive space to explore strategies for understanding, recognizing, and responding to the… |
| Reimagining STEM Education: Shifting Towards Asset-Based Teaching and Learning |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
An asset-based approach to teaching is one that focuses on what students can do rather than areas of weakness. To better support students in STEM, in particular those from non-dominant groups, it is important for instructors to learn how to… |
| An Introduction to Equity-focused Assessment |
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Faculty, Graduate Students, Postdocs 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… |
| 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… |
| 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… |
| Introduction to Equity-focused Teaching |
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Faculty, Graduate Students 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’s research-based… |
| Lessons Learned From Winners of the 2022 Provost’s Teaching Innovation Prize |
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Everyone |
James Hilton, Vice Provost for Academic Innovation - In this session, each of the five winners of the 2022 Provost’s Teaching Innovation Prize (TIP) will briefly explain a challenge that their innovation addresses, how they implemented their… |
