| Event | Dates | Short Description |
|---|---|---|
| Rubrics: Transparent, Consistent, and Efficient Assessment in Support of Students' Learning |
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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 |
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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… |
| **Cancelled** - Writing a Teaching with Technology Philosophy Statement |
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Graduate Students, Postdocs Not eligible for Certificate |
This session is cancelled for the summer semester. We expect to be offering it again in the Fall semester for those interested.Teaching philosophy statements are vital components of instructors’ teaching portfolios as… |
| 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… |
| **NEW DATE** Designing and Facilitating Group Work Across Teaching Contexts |
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Faculty, Graduate Students, Postdocs, Everyone Requirement B2 |
How can you best incorporate group work in in-person as well as remote courses? This interactive synchronous session will help participants consider how to use synchronous and asynchronous approaches to group work, how to design… |
| Interactive Lecturing: Combining Lectures with Active Learning Techniques |
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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… |
| Have your cake and eat it too! Assessment approaches for simultaneously promoting and measuring student learning in your course |
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Faculty, Graduate Students, Postdocs, Everyone 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 upon their current course assignments and exams, and… |
| Equity in Higher Education: What's Assessment Got to do With It? |
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Faculty, Graduate Students 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… |
| Frameworks for Learner-centered & Equity-focused Syllabus Design |
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Faculty, Graduate Students, Postdocs 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… |
| Applying Principles of Transparency to Support Equitable Classroom Discussions |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
What are the purposes of class discussion in your courses? How can you use both asynchronous and synchronous/face-to-face (f2f) discussions to help students learn? How do you communicate to students your goals and expectations around their… |
| Digital Accessibility for Teaching |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
What is digital accessibility? How can instructors and students make digital content (e.g. PDFs, slide presentations) and spaces (e.g. Zoom, Canvas) more accessible to participants with disabilities and range of access needs? In this … |
| Applying Anti-Racist Pedagogies: Developing A Critical Reflective Practice |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
This interactive synchronous session is a follow-up to the CRLT workshop, "Principles & Practices of Anti-Racist Pedagogies." The "Principles & Practices" session posits that both anti-racist course design and facilitation begin with a… |
| Teaching for Equity |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
How can instructors deliberately cultivate learning environments (f2f and remote) where all students feel valued, respected, and supported in their learning? This interactive synchronous session will introduce participants to… |
| Making Active Learning Work in Hybrid and Online Courses - ENCORE SESSION |
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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 |
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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 |
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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 |
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Faculty, Graduate Students Requirement B2, Diversity and Inclusive Teaching |
This… |
| Teaching For Accessibility - ENCORE SESSION |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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… |
