Webinars, Workshops, Courses, and Clinics
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Tuesday, August 16

The Canvas Essentials webinar reviews the Canvas interface, tools, and features. Also explored are design decisions in Canvas that impact ease of use and navigation.
This session is intended for any faculty, staff, or TAs who are new to Canvas and will be building Canvas course sites.
Register for Canvas Essentials (required)
Wednesday, August 17

Thursday, August 18

Monday, August 22

A strong course syllabus is the foundation for a strong online course. Today's discussion and quick tips include:
welcoming students with syllabus language, tone, and layout clearly presenting course schedules and requirements reviewing the diversify of your course readings, resources, content, and class activities & assessments applying accessibility and usability best practices; and moreSee all retreat topics and register for one or more sessions.
Tuesday, August 23

Register for the Canvas Clinic



Is your Canvas course organized for intuitive navigation? Today's discussion and quick tips include:
optimizing course navigation providing consistency and clarity so students can anticipate what comes next utilizing accessibility and usability best practices; and more See all retreat topics and register for one or more sessions.Wednesday, August 24

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.

How can we create online assessments that are clear, engage students, and accurately measure learning? Today's discussion and quick tips include:
ensuring our grading policies and assignment instructions are clear and consistent addressing online academic integrity applying accessibility and usability best practices; and more See all retreat topics and register for one or more sessions.
Thursday, August 25


How can we foster engagement and interaction online? Today's discussion and quick tips include:
engaging students with a variety of synchronous and asynchronous activities being present online with consistent communication practices applying accessibility and usability best practices and more See all retreat topics and register for one or more sessions.
Monday, August 29

Tuesday, August 30

Register for Tune up your course site with the Start of Semester Checklist (Required)

The Office for Community Standards (OCS) will share information and best practices on dealing with alleged violations of the student conduct code. In this session, participants will learn what to do when they encounter alleged violations, such as scholastic dishonesty and/or disruptive behavior. OCS will also update participants on the newly revised student conduct code, which includes an updated definition of scholastic dishonesty.
Register for Addressing Scholastic Dishonesty and Disruptive Conduct

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.
Wednesday, August 31



Thursday, September 1


The Canvas Essentials webinar reviews the Canvas interface, tools, and features. Also explored are design decisions in Canvas that impact ease of use and navigation.
This session is intended for any faculty, staff, or TAs who are new to Canvas and will be building Canvas course sites.
Register for Canvas Essentials (required)


Register for the Canvas Clinic


Wednesday, September 7

Register for Canvas Gradebook (Required)
Friday, September 16

Register for BIPOC Student Classroom Experiences: Disengaged? Or Tired?
Thursday, September 22

September Pedagogical Innovations Journal Club
We will discuss this poster presented by H.D. Zhou, J.D. Walker, and Dalay Olson at the June 2022 meeting of the American Physiological Association. The poster presents data gathered in spring 2021 in University of Minnesota Professor Dalay Olson's introductory physiology course, PHSL 3051. Students could choose to attend this fully online class synchronously via Zoom, or they could view the recording of the same lecture later, on their own time. Attending lectures synchronously was positively associated with student exam performance, while controlling for students' ACT scores and GPA. This effect was stronger for female-identified students and students of color. Questions are raised regarding the mechanisms underlying these effects.
Register for section 2022-09 (required)
Friday, October 14

Register for Multicultural Student Identity Development
Wednesday, October 26

October Pedagogical Innovations Journal Club
In this study, the authors looked at the effect of class format on an achievement gap for underrepresented minority students. Student exam performance was compared across three different formats taught by the same instructor: face-to-face, hybrid, and fully online. Exam scores were lowest for all students in the face-to-face course, and highest in the hybrid course. The achievement gap was eliminated for Hispanic and Black students compared to white students in the hybrid format. The authors propose that the increased structure in the hybrid course was responsible for this effect. We will discuss ways to apply these findings to your teaching.
Register for section 2022-10 (required)
Tuesday, November 15

November Pedagogical Innovations Journal Club
This study analyzed performance gaps between different groups of students using multivariate models that included measures of incoming preparation as predictors. The authors found that demographically-defined gaps disappeared once preparation was accounted for. We will compare these results to similar analyses performed with University of Minnesota students, and we'll discuss the implications of the findings for teaching practices.
Register for section 2022-11 (required)
Thursday, December 15

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)
Friday, December 16

Register for Identity in the Classroom