Archives: Courses

Today’s classrooms are more diverse and complex than ever. As faculty, you know you need to prepare a diverse student population – with varying perspectives and backgrounds. But how do you know if you’re making learning inclusive for all? In what ways can you get feedback from your students to ensure that your instruction resonates with them? If you’re waiting until the end of the semester to evaluate their performance, you’re missing out on so many critical opportunities to engage with your students and include them in observations of their own learning. Join us online and learn about the power of formative assessment as an inclusive practice that builds reflection, engagement, and self-awareness in the classroom. Our expert speaker will introduce you to a variety of formative assessment tools that you can implement right away, online or in person, including knowledge surveys, exam wrappers, and post-mortem reviews. To help you understand what formative assessment looks and feels like, you will be placed into the role of the student so that you can experience formative assessment directly. You will discover ways you can adjust your teaching practice to become more inclusive as we discuss, reflect on, and dissect what student-centered assessment […]

Every student in higher education is suffering from the impacts of COVID-19, and for many this communal trauma is compounded by the fight for racial justice. No one will emerge from these experiences unaffected. While the classroom often remains one of the only constants for students facing upheaval from global, national, and regional crises, problems facing them off-campus often impede their learning. Students may experience anxiety, withdrawal, difficulty focusing and engaging, and/or trouble thinking critically. Many faculty are unprepared to respond to these concerns and unequipped to teach in times of disaster, especially when they are simultaneously living through the same catastrophic events. This workshop focuses on some ways in which coursework and campus-wide projects can encourage healing and empowerment by engaging students and other members of campus communities in active learning projects. 

Quantitative researchers and analysts commonly focus their writing exclusively on data accuracy without taking the importance of language into account. This focus on data – rather than on the people who are represented by the data – can result in material that is accurate from a methodological standpoint, but not appropriate or accessible to non-technical audiences who may consume them. Join us for a two-hour workshop with David Chrisinger, Director of the Harris Writing Program at the University of Chicago. You will learn how implementing a mandatory People-First Language Workshop for all incoming students and integrating the people-first concept into writing assignments across the school has helped students strengthen their ability to communicate their work to readers both inside and outside of the field. You will leave this “train-the-trainer” style workshop with an understanding of the people-first writing approach, along with strategies that you can use to integrate its core principles into your own curriculum.