| Event | Dates | Short Description |
|---|---|---|
| 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 |
-
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 |
-
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… |
| How Do We Begin: A Historical Reckoning with Anti-Black Racism at U-M |
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Faculty, Graduate Students, Postdocs Not eligible for Certificate |
Written by guest playwright and U-M alum Jordan Harris, this short series of plays illuminates U-M’s complicated relationship to elitism and racial inequity. Using Matthew Johnson’s book Undermining Racial Justice (a historical analysis… |
| Finding the Right Balance: Integrating Pre-Class and In-Class Learning in your Flipped Classroom |
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Faculty |
“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… |
| What's Culture Got To Do With It?: The Role of Faculty in Engineering Equity |
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Everyone Not eligible for Certificate |
Engineering is frequently taught without considering students’ cultural realities, which can limit their ability to make connections to engineering content and their lived experiences. But before we can leverage students’ cultural knowledge in… |
| Reimagining STEM Education: Shifting Towards Anti-Deficit Teaching and Learning |
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Everyone 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… |
| 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… |
| 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 limited resources of time and energy. In this interactive synchronous workshop,… |
| Deeper Dive into Trauma-Informed Pedagogy and Healing-Centered Engagement |
-
Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
This interactive synchronous session will build on the CRLT workshop “Trauma-Informed Pedagogy and Healing-Centered Engagement” and provide participants with interactive space to explore strategies for understanding, recognizing… |
| Getting Started on Your Teaching Philosophy Statement |
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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,… |
| Teaching with Technology: Interactive Displays [technical staff session] |
-
Everyone Not eligible for Certificate |
Interactive Displays (T1V ThinkHub) provide an interactive workspace that allows seamless collaboration between in-person and remote participants. For use in classrooms and meeting spaces, these displays can be used to:
|
| Introduction to Equity-Focused Teaching |
-
Faculty, Graduate Students, Postdocs, Undergraduate Students, 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… |
| Teaching with Technology: Interactive Displays [technical staff session] |
-
Everyone Not eligible for Certificate |
Interactive Displays (T1V ThinkHub) provide an interactive workspace that allows seamless collaboration between in-person and remote participants. For use in classrooms and meeting spaces, these displays can be used to:
|
| Teaching with Technology: Interactive Displays [faculty & instructional staff session] |
-
Everyone Not eligible for Certificate |
Interactive Displays (T1V ThinkHub) provide an interactive workspace that allows seamless collaboration between in-person and remote participants. For classrooms and meeting spaces these displays can be used to:
|
| Teaching with Technology: Interactive Displays [faculty & instructional staff session] |
-
Everyone Not eligible for Certificate |
Interactive Displays (T1V ThinkHub) provide an interactive workspace that allows seamless collaboration between in-person and remote participants. For classrooms and meeting spaces these displays can be used to:
|
| Designing for Digital Assessment in Your Engineering Course |
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Everyone Requirement B2, Instructional Technology |
With the shift to remote instruction, nearly all instructors had to rethink their strategy for assessing student learning. For some, this has also provided an opportunity to reflect on how and why we “test” - and if high-stakes exams are even… |
| Teaching with Technology: MiQuizMaker |
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Everyone Not eligible for Certificate |
MiQuizMaker is an instructional tool that supports efficient development of quizzes that can be imported into Canvas. Users compose questions with multiple versions and combine question types (true/false, calculation-based, and others) to create… |
| Applying Equitable Assessment Practices in Your Instructional Context |
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Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
This “flipped” workshop is a follow-up to the Fall 2021 CRLT workshop “Introduction to Equitable Assessment Practices” which introduced a general framework to investigate the question “What does assessment have to do with equity… |
| Trauma-Informed Pedagogy and Healing-Centered Engagement |
-
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… |
| Teaching with Technology: MiQuizMaker |
-
Everyone Not eligible for Certificate |
MiQuizMaker is an instructional tool that supports efficient development of quizzes that can be… |
| Writing and Grading Multiple Choice Exams |
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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 |
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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… |
| "Are They Getting It?": Low-Stakes Ways to Gauge Student Learning |
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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… |
