Session Format: Remote synchronous (Zoom)

Intended Audience: Faculty, Graduate Students, Postdocs, Admin/Staff

Facilitator(s): Hayley Heaton

Session Abstract: Methods of assessing student performance have a profound effect on students’ learning experience and instructors’ time commitments. This interactive remote workshop will introduce several alternatives to traditional grading, such as contract grading and ungrading. Through individual reflection and conversations with other instructors, participants will explore alternative grading practices and consider how those practices might align with instructors’ course goals. Special attention will be given to how alternative grading methods can help instructors practice equity-focused teaching. This introductory workshop is targeted toward all instructors who are looking to advance their teaching toolkit around assessment of student learning.

GTC eligible? Yes, B2 

Session Format: In-person

Intended Audience: Faculty, Graduate Students

Facilitator: Paty Jaimes

Session Abstract: The importance of DEI in the engineering discipline is well established, yet little has been done to promote and explain equity. In this workshop participants will explore the history of engineering, be introduced to an equity-focused teaching definition, and explore how their social identities and those of their students affect their approaches to teaching and learning. Finally, participants will develop actionable strategies to recognize and disrupt patterns of systemic inequities and become agents of change in their classes.

GTC eligible? Yes - B2-DEI
 

Session Format: Remote synchronous (Zoom)

Intended Audience: Faculty, Graduate Students, Postdocs

Facilitator(s): Anoff Nicholas Cobblah and Tazin Daniels

Session Abstract: In part two of this two-part workshop series,  participants will begin to develop their own plan for responding to Generative Artificial Intelligence (GenAI) in the Winter semester. Through individual and small group discussions, participants will begin to draft/revise syllabus statements, reconsider assignment prompts, and reflect on how to talk to students about GenAI. Although approaches to these activities should be informed by school/college specific policies and practices, this session will offer insights on how to proactively and inclusively address the use of GenAI in your classroom.

GTC eligible? Yes, B2

Session Format: In-person

Intended Audience: Faculty, Graduate Students, Postdocs, Admin/Staff

Presenter(s): Kelly Hogan, Viji Sathy

Sponsored by: LSA Undergraduate Education, Center for Academic Innovation, CRLT, SEISMIC

Session Abstract: Teaching strategies that emphasize structured active learning can create more equitable classrooms and improve learning for all students. As an introduction to inclusive teaching techniques, UNC Professors Kelly Hogan and Viji Sathy, authors of the highly regarded Inclusive Teaching: Strategies for Promoting Equity in College Classrooms, will ask participants to reflect on inequities and diversity in their classrooms through interactive, hands-on activities. After providing a framework for inclusive design and their own research results, Hogan and Sathy will lead participants through active learning exercises and case studies that explore inclusive techniques. Drawing upon their own teaching experiences and educational research, they will model approaches that can be readily implemented with any discipline or class size to help all students achieve their potential. Participants are also invited to register and attend a panel discussion with Professors Hogan and Sathy from 1:00 - 2:00 pm.

GTC eligible? Yes, B2-DEI

Session Format: Remote synchronous (Zoom)

Intended Audience: Faculty, Graduate Students, UG Instructional Assistants, Postdocs, Admin/Staff

Facilitators: Audra Baleisis, Deborah Lichti

Session Abstract: 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 their own and their students’ intelligence and ability impact the classroom environment. In this interactive session, participants will reflect on instructor and student social identities and learn about strategies for mitigating stereotype threat, impostor syndrome, and encouraging a growth mindset for students in their classes.

GTC eligible? Yes - B2-DEI