| Event | Dates | Short Description |
|---|---|---|
| Teaching with Technology: Interactive Displays [faculty & instructional staff session] |
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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:
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| 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 |
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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… |
| Teaching for Accessibility |
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Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to some theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Dolmage, author of Academic Ableism: Disability and Higher… |
| Engaging Students in the Hyflex Classroom |
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Faculty, Graduate Students, Postdocs Requirement B2 |
In our Fall 2021 consultations with instructors, we heard about challenges to active learning and discussion in HyFlex classrooms—classes where some students are in-person, while others participate remotely through video-conferencing software… |
| Suicide Prevention in College Students |
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Faculty Not eligible for Certificate |
In this workshop, we will review strategies to mitigate suicide risk among college students. After looking at national and college student trends, we will present a theoretical framework for suicidal risk (interpersonal theory of suicide) in the… |
| Providing Support to Students in Challenging Moments |
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Faculty, Graduate Students, Postdocs, Undergraduate Students, Everyone |
As we continue to navigate the many challenges students confront (such as the pandemic, in addition to the typical stresses of academic work and personal self-discovery), instructors are seeing more students who are experiencing difficult… |
| Trauma-Informed Pedagogy and Healing-Centered Engagement |
-
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… |
| Frameworks for Learner-centered & Equity-focused Syllabus Design |
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Everyone 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… |
| An Introduction to Equitable Assessment Practice |
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Faculty, Graduate Students, Postdocs, Everyone 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… |
| Teaching for Accessibility |
-
Faculty, Graduate Students, Postdocs Requirement B2, Diversity and Inclusive Teaching |
Teaching for Accessibility introduces you to some theories and practices of accessibility in teaching and learning, with a special focus on the work of disability theorist Jay Timothy Dolmage, author of Academic Ableism: Disability and Higher… |
| Understanding How Stereotype Threat, Imposter Syndrome, and Growth Mindset Affect Student Learning |
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Everyone Requirement B2, Diversity and Inclusive Teaching |
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… |
| 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… |
| Introduction to Equity-focused Teaching |
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Faculty, Graduate Students, Postdocs, 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… |
| Deeper Reflections on Equity-focused Teaching (A GSITO Follow-up |
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Graduate Students Requirement B2, Diversity and Inclusive Teaching |
THIS SESSION IS DESIGNED FOR GSIs WHO HAVE ATTENDED THE GRADUATE STUDENT INSTRUCTOR TEACHING ORIENTATION (GSITO + EGSITO) IN WINTER 2021 OR FALL 2021. In this interactive synchronous session participants will brainstorm… |
| Making Groupwork Work in STEM |
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Graduate Students, Postdocs, Undergraduate Students 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.… |
| 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,… |
| It's Time for Action: Incorporating Active Learning Techniques in Your STEM Class |
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Graduate Students, Postdocs, Undergraduate Students Requirement B2 |
It is crucial to help our students with engagement and motivations. Providing multiple opportunities for students to think, write, and talk about what we are presenting, helps them learn more effectively and improves recall. Before the session,… |
