Braiding Sweetgrass is a national bestseller which examines the relationship between indigenous knowledge and Western scientific knowledge. Author Robin Wall-Kimmerer, an indigenous scholar and botanist who’s a SUNY Distinguished Teaching Professor of Environmental Biology, suggests there’s more overlap than is often recognized. The book addresses issues of social and historical (in)justice, particularly in relation to indigenous communities in the United States.

Together in this four-meeting book study we will explore how Braiding Sweetgrass raises these themes of equity, indigenous ways of knowing, and implications for our own teaching practices through guided reflections and discussions. On May 17th, we will unpack the book’s first section, Planting Sweetgrass. Participants who register for this book study will be asked to attend all four sessions (5/17, 5/31, 6/14, 6/28) and will receive a paperback copy of the book.

Session Format: Remote Asynchronous (Canvas)

Intended Audience: Faculty, Graduate Students, Postdocs, UG Instructional Assistants

Facilitator(s): Jeanne Andreoli

Session Abstract: Rubrics provide a powerful tool for grading, assessment and feedback, and act as a transparent guide for students’ learning. In this 7-day asynchronous workshop, participants will have an opportunity to explore research-based practices for designing effective rubrics, analyze and evaluate various types of rubrics, and begin to develop or revise a rubric for an assignment in their course.  To maximize the benefit of this workshop, please bring a copy of an assignment you use, or plan to use, for one of your courses.  

GTC eligible? Yes - B2

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, Postdocs

Facilitator(s): Sarah Zelner and Waleed Helweh

Session Abstract: This workshop provides an opportunity for instructors in STEM courses to discuss evidence-based practices that can promote more effective discussions of research literature. Through a series of group-based activities, instructors will consider methods for helping students effectively engage with readings ahead of class and facilitate productive discussions that include all students. This workshop will be most helpful to instructors who plan to mostly discuss research literature in class and less useful to those running textbook-based or problem-based courses.

GTC eligible? Yes, B2