Webinars, Workshops, Courses, and Clinics
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Thursday, March 30

Tuesday, April 11

No registration required. We will meet each month in our Zoom Online Meeting Room.
Thursday, April 20

April Pedagogical Innovations Journal Club
We know that teaching requires that faculty and instructors engage in emotional labor in supporting students, and these needs for support were exacerbated during the COVID-19 pandemic. The authors considered whether faculty racial and gender identities were related to the emotional labor students expected from them. They surveyed faculty at three colleges in upstate New York and identified two main findings. First, white cisgender men reported expending significantly less emotional labor than BIPOC cisgender men, BIPOC cisgender women, and white cisgender women and gender nonconforming faculty. Second, these differences can be largely attributed to more student requests submitted to marginalized faculty. In our discussion, we will examine the implications of these findings for equitably supporting our teaching communities.
Friday, April 28

Monday, May 8

This 5-day synchronous, Zoom-based seminar series is designed to support instructors in (re)designing a comprehensive assessment plan that supports learning for all students in courses they teach. The Monday and Friday 1-1 individual conversations are set up to focus on each participant's specific courses and contexts. The Tuesday, Wednesday and Thursday interactive sessions will focus on an aspect of assessment design and planning, then move 45 - 60 minutes of work time, and close with a short wrapping up segment. Options for the working sessions include working alone, consulting with other participants, and/or with session facilitators.
Early on, participants will identify and reflect individual assessment beliefs; gain grounding in a 4A's framework for course design - with components including course learning aims, activities, assessments, and atmosphere; learn ways of building accessible assignments; explore ways Canvas supports assessment; and learn more about barriers to student success such as underdeveloped participation and feedback skills, exam anxiety and cognitive overload. Throughout the week, we will review key resources, discuss examples of effective practices for designing, responding to, and evaluating inclusive, accessible assessments, and address practices that foster academic integrity. During work sessions, participants will reflect on a day's discussion and resources to create an assessment plan that incorporates both informal assessments as opportunities to practice learning, and more formal assessments for demonstrating learning that aligns with course learning aims.
Tuesday, May 9

No registration required. We will meet each month in our Zoom Online Meeting Room.

This 5-day synchronous, Zoom-based seminar series is designed to support instructors in (re)designing a comprehensive assessment plan that supports learning for all students in courses they teach. The Monday and Friday 1-1 individual conversations are set up to focus on each participant's specific courses and contexts. The Tuesday, Wednesday and Thursday interactive sessions will focus on an aspect of assessment design and planning, then move 45 - 60 minutes of work time, and close with a short wrapping up segment. Options for the working sessions include working alone, consulting with other participants, and/or with session facilitators.
Early on, participants will identify and reflect individual assessment beliefs; gain grounding in a 4A's framework for course design - with components including course learning aims, activities, assessments, and atmosphere; learn ways of building accessible assignments; explore ways Canvas supports assessment; and learn more about barriers to student success such as underdeveloped participation and feedback skills, exam anxiety and cognitive overload. Throughout the week, we will review key resources, discuss examples of effective practices for designing, responding to, and evaluating inclusive, accessible assessments, and address practices that foster academic integrity. During work sessions, participants will reflect on a day's discussion and resources to create an assessment plan that incorporates both informal assessments as opportunities to practice learning, and more formal assessments for demonstrating learning that aligns with course learning aims.
Wednesday, May 10

This 5-day synchronous, Zoom-based seminar series is designed to support instructors in (re)designing a comprehensive assessment plan that supports learning for all students in courses they teach. The Monday and Friday 1-1 individual conversations are set up to focus on each participant's specific courses and contexts. The Tuesday, Wednesday and Thursday interactive sessions will focus on an aspect of assessment design and planning, then move 45 - 60 minutes of work time, and close with a short wrapping up segment. Options for the working sessions include working alone, consulting with other participants, and/or with session facilitators.
Early on, participants will identify and reflect individual assessment beliefs; gain grounding in a 4A's framework for course design - with components including course learning aims, activities, assessments, and atmosphere; learn ways of building accessible assignments; explore ways Canvas supports assessment; and learn more about barriers to student success such as underdeveloped participation and feedback skills, exam anxiety and cognitive overload. Throughout the week, we will review key resources, discuss examples of effective practices for designing, responding to, and evaluating inclusive, accessible assessments, and address practices that foster academic integrity. During work sessions, participants will reflect on a day's discussion and resources to create an assessment plan that incorporates both informal assessments as opportunities to practice learning, and more formal assessments for demonstrating learning that aligns with course learning aims.
Thursday, May 11

Ever feel like you've had superb training in your discipline, but little preparation for the student mental health challenges facing educators today? Or that you'd like a chance to discuss in-depth how course design and teaching practices affect student well-being and learning? This two session online program is for faculty and instructional staff within the University of Minnesota System who wish to explore the answers to these questions. This program takes place on May 11 and 12, 2023.
Module One (Thursday, May 11, 2023: 9:00 - 11:30 am)
Module Two (Friday, May 12, 2023: 9:00 - 11:00 am)
Enrollment is on a first-come, first-served basis and will be capped at 60 participants. Early registration is encouraged.

This 5-day synchronous, Zoom-based seminar series is designed to support instructors in (re)designing a comprehensive assessment plan that supports learning for all students in courses they teach. The Monday and Friday 1-1 individual conversations are set up to focus on each participant's specific courses and contexts. The Tuesday, Wednesday and Thursday interactive sessions will focus on an aspect of assessment design and planning, then move 45 - 60 minutes of work time, and close with a short wrapping up segment. Options for the working sessions include working alone, consulting with other participants, and/or with session facilitators.
Early on, participants will identify and reflect individual assessment beliefs; gain grounding in a 4A's framework for course design - with components including course learning aims, activities, assessments, and atmosphere; learn ways of building accessible assignments; explore ways Canvas supports assessment; and learn more about barriers to student success such as underdeveloped participation and feedback skills, exam anxiety and cognitive overload. Throughout the week, we will review key resources, discuss examples of effective practices for designing, responding to, and evaluating inclusive, accessible assessments, and address practices that foster academic integrity. During work sessions, participants will reflect on a day's discussion and resources to create an assessment plan that incorporates both informal assessments as opportunities to practice learning, and more formal assessments for demonstrating learning that aligns with course learning aims.
Friday, May 12

Ever feel like you've had superb training in your discipline, but little preparation for the student mental health challenges facing educators today? Or that you'd like a chance to discuss in-depth how course design and teaching practices affect student well-being and learning? This two session online program is for faculty and instructional staff within the University of Minnesota System who wish to explore the answers to these questions. This program takes place on May 11 and 12, 2023.
Module One (Thursday, May 11, 2023: 9:00 - 11:30 am)
Module Two (Friday, May 12, 2023: 9:00 - 11:00 am)
Enrollment is on a first-come, first-served basis and will be capped at 60 participants. Early registration is encouraged.

This 5-day synchronous, Zoom-based seminar series is designed to support instructors in (re)designing a comprehensive assessment plan that supports learning for all students in courses they teach. The Monday and Friday 1-1 individual conversations are set up to focus on each participant's specific courses and contexts. The Tuesday, Wednesday and Thursday interactive sessions will focus on an aspect of assessment design and planning, then move 45 - 60 minutes of work time, and close with a short wrapping up segment. Options for the working sessions include working alone, consulting with other participants, and/or with session facilitators.
Early on, participants will identify and reflect individual assessment beliefs; gain grounding in a 4A's framework for course design - with components including course learning aims, activities, assessments, and atmosphere; learn ways of building accessible assignments; explore ways Canvas supports assessment; and learn more about barriers to student success such as underdeveloped participation and feedback skills, exam anxiety and cognitive overload. Throughout the week, we will review key resources, discuss examples of effective practices for designing, responding to, and evaluating inclusive, accessible assessments, and address practices that foster academic integrity. During work sessions, participants will reflect on a day's discussion and resources to create an assessment plan that incorporates both informal assessments as opportunities to practice learning, and more formal assessments for demonstrating learning that aligns with course learning aims.