Events

December Pedagogical Innovations Journal Club

This meta-analysis of 181 published stereotype threat interventions indicates their overall effectiveness in improving outcomes for underrepresented students. The authors develop an organizing schema to categorize the interventions into types and use this to determine which types are most effective. Their findings indicate that belief-based and identity-based interventions were more effective than resilience-based interventions. Additional categorizing finds that both gender-based and race-based stereotype threat interventions are effective. We will discuss how to apply these findings to your teaching.

 

Register for section 2022-12 (required)

Identity-based conflicts in academic spaces are highlighted as one of the most pervasive negative experiences that BIPOC students face on our campus. Using faculty/instructor reported scenarios, this session offers educators tangible instructional interventions to address, navigate, and support students through these moments.

 

Register for Identity in the Classroom

This session introduces participants to an inclusive teaching framework focused on the experiences of BIPOC students at a Predominantly White Institution (PWI). This basic framework focuses on understanding and addressing:
1) PWI practices
2) class climate
3) pedagogy
4) course content

Participants will learn about each aspect of the framework and some ideas for implementing basic strategies to make their courses more inclusive to BIPOC students as well as white students.

Inclusive Teaching Basics: Centering BIPOC Students (required)
 

What do we mean when we say we want our students to participate in class? What do students think we mean? Many of us consider participation in our grading, but how can we make this more equitable for all students? In this session, we'll look at ways in which we can reframe participation as engagement and discuss strategies which allow students to demonstrate their classroom engagement in a variety of ways.

 

Register for Reframing Participation
 

This session links learning-centered course design strategies to specific rhetorical and pedagogical practices for developing your course syllabus for its primary audience: learners. Through a mix of presentation, examples, and discussion, participants will work to shape a learning-centered syllabus as an accessible, audience-aware, core course document.

 

Register for Finalizing Your Learner-Centered Syllabus.

 

Students and instructors feel more stress now than ever before. Join us to explore concrete strategies that support student well-being. We will discuss how you can reduce stress in the areas of course climate and community, assignments, managing cognitive load, and in planning your course policies in the future.

Register for Teaching Strategies that Support Student Well-Being
 

In this interactive session, new teaching assistants will be introduced to university resources for teaching, and will reflect on and discuss teaching strategies, roles, and responsibilities. Register for New TA Orientation.
 

Let's talk about how we can leverage all interactive classroom activities for deeper content learning and interpersonal and intercultural development. In this webinar, we will share considerations, strategies, scripts and tools (including a student handout you can adapt) that can help you and your students realize the full potential of classroom interactions. When you facilitate student interactions around content area learning objectives, students are not only engaging with content, they are also engaging with each other. This affords them an additional learning opportunity to practice critical interpersonal and intercultural skills with intention. Naming these skills for students and providing periodic opportunities for reflection are all essential for building students' global competence. We can't assume students are aware of or thinking about these competencies. Just as with subject-area learning outcomes, we need to actively and intentionally facilitate this learning.

Register for Leveraging Interactions for Intercultural Learning

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 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, using study guides, and more. We will also consider ideas for leveraging your experience teaching in Zoom to enhance your face-to-face lectures.

Register for Active Lecturing in Person or Online (Required)

Have you found yourself feeling overwhelmed by an increase in student accommodation requests? Have the local and global events of the past few years left you even more concerned about supporting marginalized students without compromising academic expectations (or your own wellbeing)? The Teaching with Access and Inclusion (TAI) Series is intended for UMN educators who are committed to addressing questions of exclusion and belonging but unsure of where to begin.

Have you found yourself feeling overwhelmed by an increase in student accommodation requests? Have the local and global events of the past few years left you even more concerned about supporting marginalized students without compromising academic expectations (or your own wellbeing)? The Teaching with Access and Inclusion (TAI) Series is intended for UMN educators who are committed to addressing questions of exclusion and belonging but unsure of where to begin.

Have you found yourself feeling overwhelmed by an increase in student accommodation requests? Have the local and global events of the past few years left you even more concerned about supporting marginalized students without compromising academic expectations (or your own wellbeing)? The Teaching with Access and Inclusion (TAI) Series is intended for UMN educators who are committed to addressing questions of exclusion and belonging but unsure of where to begin.

Have you found yourself feeling overwhelmed by an increase in student accommodation requests? Have the local and global events of the past few years left you even more concerned about supporting marginalized students without compromising academic expectations (or your own wellbeing)? The Teaching with Access and Inclusion (TAI) Series is intended for UMN educators who are committed to addressing questions of exclusion and belonging but unsure of where to begin.

Anti-racist pedagogy acknowledges that structural racism is reproduced in our courses. Participants will be introduced to anti-racist pedagogy in the context of the UMN as a PWI. We will distinguish anti-racist pedagogy from inclusive teaching and explore anti-racist pedagogy in course goals, course policies, and course assessments. Anyone interested in anti-racist pedagogy is welcome; those with a background in inclusive teaching will benefit most from this workshop.

Register for Anti-Racist Pedagogy.