Center for Educational Innovation

Academic Affairs and Provost

Teaching Enrichment Series

Program Schedule (pdf)


Wednesday, August 30

9:00 - 9:50

How to Address Scholastic Dishonesty and Disruptive Conduct in the Classroom

Staff from the Office for Student Conduct and Academic Integrity will share information about how to address scholastic dishonesty and other behavior in the classroom that may disrupt the teaching and learning environment. They will also present information about the new program entitled AIM: Academic Integrity Matters which is a educational experience which uses restorative justice to address scholastic dishonesty with an opportunity to ameliorate the student's conduct record. (Nicholson 120)     Presenters: Staff from OSCAI

Best Practices: Teaching Sensitive Course Content

Whether you knowingly teach a course which includes sensitive course content (racism, sexism, etc.) or not, certain material may cause your students to feel distress. For instance, a discussion about a seemingly "safe" topic, such as Memorial Day celebrations, may be difficult for veterans to talk about and may cause them high levels of distress. In this interactive, research-based workshop, participants will address 1) What is sensitive course content? 2) How can we best prepare for teaching potentially sensitive material? and 3) How can we successfully manage distress in our classrooms? (Nicholson 125) Presenters: Sofia Andersson-Stern, Colleen Meyers, Deb Wingert 

How Can Learning Sciences Research Inform Your Teaching?

A vast body of literature exists on how people retain and apply information, bringing with it implications for new, more effective teaching strategies. In this workshop we'll summarize the most relevant and robust research findings and focus on concrete implications for teaching.  You'll walk away with useful teaching and testing strategies for your course. This workshop will be helpful whether you want to make one or two small changes to your teaching or if you're contemplating a complete redesign of your course. (Nicholson 145)  Presenter: Christina Petersen


10:00 - 10:50

New Techniques For Your Slide Design Toolkit

You've been using the topic-subtopic, outline-like slide design for years. But did you know that this practice violates the principles of multimedia learning theory? What can you do instead? It's all about learning to think more visually and less textually. In this interactive presentation, you'll learn five types of visual designs you can use on slides instead of the traditional method. We'll dive deep into the mechanics and research behind multimodal learning. We'll examine a number of makeovers that show the proven assertion-evidence technique in action. This workshop isn't just about making your slides more visually pleasing to students--it's about making them more functional as teaching and learning materials.  (Nicholson 120) Presenter: Ann Fandry

Engaged in Learning: Cooperative Learning Strategies for College Classrooms

 Would you like students to engage in their own learning, and with one another to extend their learning? Are you interested in discovering ways to incorporate cooperative learning principles and practices into your teaching right away? If so, this workshop is for you! Cooperative learning, as a specific type of collaborative learning, offers both academic and socio-emotional benefits to students. Teachers who embrace it often report deeper student learning and more positive student attitudes toward both content and themselves. YES! It can work in the college classroom! Attend this workshop to learn more.  (Nicholson 125) Presenter: Amy Smith

Active Lecturing: Small Changes that Make a Big Difference

How can you make lecturing an effective and responsive way to teach? This session focuses on an approach for active lecturing that combines strategies for planning the overarching structure of a lecture as well as periodic activities to help students maintain attention.  It will provide ideas for improving student learning in lecture, such as checking students' understanding through questions, employing response systems, creating effective handouts and study guides, and more.  (Nicholson 145) Presenters: Bill Rozaitis, Paul Baepler


11:00 - 11:50

Partnering with the Libraries to Support Critical Inquiry in the Classroom

This session will give an overview of the teaching and learning program in the libraries and ways it can promote critical inquiry. Presenters will demonstrate different models for instructor-librarian collaboration, including assignment design, in-class presentations, and learning activities.  (Nicholson 120) Presenters: Mariya Gyendina, Lindsay Matts-Benson


You never get a second chance to make a good first impression: Planning a successful first day of class

For both instructors and students, the first day of class is often full of anxieties that can distract and prevent us from focusing on the essential tasks of teaching and learning.  Moreover, few instructors will feel reassured after knowing that less than 30 seconds of observation are needed to accurately predict end of term teaching evaluations (Ambady and Rosenthal, 1993).  Fortunately, this workshop will provide strategies for allaying anxieties and planning a first successful day of class that sets the tone for the rest of the semester.  (Nicholson 125) Presenter: Paul Ching

Student Mental Health: What Instructors Need to Know

This interactive session will highlight the state of mental health issues on campus, and provide practical language and concrete steps that faculty and staff members can utilize to assist students experiencing mental health-related issues. Presenters will also identify existing campus resources that support faculty and staff in responding to students.  (Nicholson 145) Presenters: Ken Leopold, Rashne Jehangir, Matt Hanson, Emily O'Hara


Thursday, August 31

9:00 - 9:50

Developing Memorable Presentations

In Made to Stick: Why Some Ideas Survive and Others Die (2008), Chip and Dan Heath present a simple framework for increasing the chances that presentations are understood, remembered, and have a lasting impact. In this workshop, we will adapt this framework to provide you with a set of examples for developing "sticky" presentations to students in any discipline. (Nicholson 115)   Presenter: Dave Langley

Getting Feedback You Can Use

When students give feedback on teaching, it can be vague and contradictory. In this workshop, we will discuss mechanisms for soliciting quality feedback from students, both during and at the end of the semester. Participants will walk away ready to gather useful feedback from their students and with a framework to respond.(Nicholson 120) Presenter: Kris Gorman

Active Learning 101

This workshop is for those who are new to teaching, new to teaching in the US, or who are new to using active learning strategies. The participants will experience some basic active learning techniques, from the basic Think/Pair/Share to the Jigsaw Teamwork reading technique.    (Nicholson 145) Presenters:  Barbara Beers, Elena Stetsenko



Copyright Crash Course for Instructors

Building on the session on alternative course content, this session will take a fun and empowering look at the legal aspects of sharing course materials with students. We’ll discuss strategies for avoiding difficult legal situations, like linking and using open or public domain content. We’ll also dig deeper into fair use, a flexible part of copyright law that sometimes permits unauthorized sharing; and we’ll discuss how to seek permissions to use works when fair use does not apply. (Nicholson 115)   Presenter: Nancy Sims

Grading Participation

Do you grade participation in your course? What does it mean to "participate" in class anyway? Have you considered framing class participation as class engagement? In this workshop, we'll look at the pros and cons of grading participation as well as provide participants with concrete suggestions for effective and fair grading of participation. (Nicholson 120) Presenter: Mary Jetter

From Ready to Remarkable: Course Design with Universal Design Principles

Creating universally designed courses that support the educational development of diverse learners appears to be a complex and insurmountable process - but it isn't. It is, instead, a mindful strategy that can be cultivated to benefit both students and teachers. Accordingly, this session will provide an overview of teaching and learning in light of universal design principles, then move into applying the principles to three areas: syllabus structure and format, presentation development and delivery, and discussion activities and engagement.  The presenter will share examples, resources and tools, developed from working with teachers on campus, to illustrate effective practices that benefit a broad range of learners without compromising outcomes.    (Nicholson 145) Presenter: Ilene Alexander



Showing Confidence and Credibility through Volume and Voice Projection

Research indicates that instructor credibility depends on the extent to which s/he shows confidence during the first class meeting.  A large part of confidence is based on using one's voice to project energy to all students, including those seated at the back of the room.  On the other hand, meeting students for the first time and/or teaching new content may create instructor stress, causing difficulty in portraying confidence.  To address these issues, participants in this highly interactive workshop will come away with:  1) a better understanding of how volume and voice projection can be used to project confidence; 2) techniques for breathing deeply and projecting one's voice; 2) exercises to practice such techniques on a regular basis. (Nicholson 115) Presenters: Jean del Santo, Colleen Meyers

Technology Use with Accessibility in Mind

Experience and learn about ways technology can be inaccessible to people with disabilities. Then experience and learn about tools, techniques, and resources you can use to make technology in your courses more accessible. (Nicholson 120) Presenters: Tony Leisen, Sara Schoen        

Classroom Assessment Techniques: Wait, there's more!

Classroom Assessment Techniques (CATs) are quick, informal methods of getting feedback on student learning.  But wait, there's more!  CATs may also be used to assess teaching, structure interactive lectures, and promote peer learning.  In this workshop learn about the many types and uses of CATs.  We will also consider how to align CATs with your teaching goals. (Nicholson 145)                     Presenter: Anita Gonzalez




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