Workshops and Events
Are you looking to learn new teaching practices, enhance student learning, or sharpen your teaching skills? Our events create an interactive and welcoming space where OU faculty, staff, and graduate students come together to share ideas, explore strategies, and engage in meaningful discussions. You'll find support, a sense of belonging, and a community where you can exchange teaching practices, scholarship, and ideas.
Register now or mark our events on your calendars! If you are looking for a place to share teaching practices, try out a strategy, or present scholarly teaching work join us, we welcome you to join us. Plus, don't miss the opportunity to view past events and gain insights from previous sessions.
Our events take place in 430R Kresge Library with an online attendance option, unless otherwise noted.
Ready to lead a session? Fill out this form, and we'll be in touch!
Looking for a place to share teaching practices, try a new strategy, or present your scholarly teaching work? Be inspired by your peers—sign up to attend or lead a teaching talk by OU faculty!
Teaming Up for Teamwork in STEM Classes and Beyond. Explore and register online.
Fay Hansen, PhD., Associate Professor, Biological Sciences.
Thursday, February 6, 3-4pm
Managing the Grading Load: Strategies for Helpful Feedback on Writing Assignments. Explore and register online.
Nick Sanders, Assistant Professor of Writing.
Wednesday, February 12, 12-1pm
Teaching with Purpose: Activities to Spark Curiosity and Build Community. Explore and register online.
Mary Tracy-Bee, Special Lecturer in Biological Sciences and Physical Therapy.
Thursday, March 6, 12-1pm
This event is part of the Neurodiversity in the Classroom program, which offers many different ways to deepen our knowledge of the many ways the human mind works, understand the experiences of neurodivergent learners, and how to design inclusive learning environments accordingly. To access all related learning activities, plus earn a certificate and badge for sustained engagement, visit the Neurodiversity in the Classroom eSpace.
Kickoff Event with Lillian Nave: Teaching Neurodivergent Students. Explore and register online.
Friday, January 24, 10:30-11:30 am
Helping Autistic Students Thrive in a World Not Designed for Them. Explore and register online.
Facilitated by OUCARES Director Alicia Garcia
Tuesday, March 4, 3-4pm
TILTing Your Assignments: Make Your Teaching Life Easier and Help Your Students Succeed. Explore and register online.
Monday, March 10, 12-1pm. Online only.
A four-part series which aims to equip graduate students with the foundational tools to gain employment and develop successful careers in academia as well as the private and public sector.
Resume as a Guide for Career Planning and Development. Explore and register online.
Facilitated by Yejie Lee, Career and Life Design Coach at OU
Wednesday, January 15, 5-7pm
Telling Your Professional Story through Service, Teaching, and Research in Academia and Beyond. Explore and register online.
Panel composed of Dr. Kelly Berishaj, Associate Professor of Nursing; Dr. Tomoko Wakabayashi, Associate Professor, Department of Human Development and Child Studies Coordinator, Early Childhood Education Ph.D. Program; and Dr. Caress Dean, Chairperson of Public and Environmental Wellness, Associate Professor of Public Health at OU.
Thursday, February 20, 5-7pm
Using a Teaching Statement to Guide Effective Teaching Explore and register online.
Facilitated by Dr. Marc Thomas, Dean of Teaching and Learning Excellence at OCC, and Dr. Kate Bowers, Special Instructor and Academic Programs Coordinator for Computer Science and Engineering at OU
Wednesday, March 19, 5-7pm
Sustaining Yourself Throughout your Career. Explore and register online.
Facilitated by Dr. Michelle Hammond, Associate Professor of Management at OU
Wednesday, April 9, 5-7pm
This new four-part workshop series helps educators translate teaching experiences into meaningful educational research. Faculty and graduate students will explore the foundations of scholarship of teaching and learning (SoTL) and discipline-based education research (DBER) while developing their own research projects. Through collaborative sessions, hands-on activities, and personalized feedback, participants will move from initial ideas to well-designed research proposals. Faculty at any stage of an educational research project are encouraged to join. Attend all or one of the workshops.
Foundations and Professional Identity in Educational Research. Explore and register online.
Wednesday, March 12, 3-4pm
From Teaching Experiences to Research Questions. Explore and register online.
Wednesday, March 19, 3-4pm
Education Research Design and Ethics. Explore and register online.
Wednesday, March 26, 3-4pm
Studying Your Teaching, From Design to Implementation. Explore and register online.
Wednesday, April 2, 3-4pm
CETL collaborates with and helps promote OU events related to teaching and learning. If you would like to add an upcoming event, please contact Christina Moore.
Teaching with Technology, Online Teaching, and Moodle (e-LIS)
e-Learning and Instructional Support offers one-hour Zoom workshops on best practices, teaching presence, and advanced tools in Moodle. View all upcoming e-LIS workshops.
From the Center for Excellence in Medical Education, OUWB School of Medicine
TEACHING & LEARNING SYMPOSIUM
Welcome to our yearly event where Teaching Excellence takes root—growing ideas, building community, and advancing learning.
Find golden guidance and inspiration in a community committed to evidence-based practices that foster student success and shape the learning experience. Engage with fellow educators in meaningful discussions, explore new teaching strategies, and cultivate lasting professional connections.
Imagining Inclusive Futures through Teaching
Friday, May 16, 2025 | 8:30 a.m. to 4 p.m.
Oakland Center, Gold Rooms, Zoom option
2025 Teaching & Learning Symposium Flyer
Creativity in teaching, critical thinking across disciplines, collaborative engagement, and preparing students for an evolving future
Join us in person or online for a day of inspiration and connection—where educators and innovators come together to share ideas, discover new strategies, and reimagine what's possible in teaching and learning. Admission is free and open to all.
This year’s keynote address will be delivered by Dr. Todd D. Zakrajsek, associate professor in the Department of Family Medicine at UNC-Chapel Hill and President of the International Teaching Learning Cooperative, which organizes five annual Lilly Teaching Conferences. A leading voice in the field of teaching and learning, Dr. Zakrajsek has co-authored several influential books, including Teaching at Its Best (2023), The New Science of Learning (2022), and Dynamic Lecturing (2017). His talk will offer practical, research-informed strategies for educators across disciplines.
Explore the symposium with our interactive agenda. You’ll find abstracts, topic areas, and presenter details in an easy-to-navigate format. A downloadable version is also available for offline use.
This event is co-sponsored by e-Learning and Instructional Support (e-LIS) —thank you for your support!
The keynote address and lunch will take place in the Gold Room. Concurrent sessions will be held in the Gold Room and Rooms 125 & 126.
The full agenda—including session times and room locations in an easy-to-navigate format—is coming soon!
08:30 a.m. | Check-in
09:00 a.m. | Welcome
09:30 a.m. | Concurrent Sessions 1
10:45 a.m. | Keynote Address
12:10 p.m. | Lunch
01:15 p.m. | Concurrent Sessions 2
02:30 p.m. | Concurrent Sessions 3
03:30 p.m. | Wrap-up, prizes
*Agenda is subject to change
Making Every Voice Count: Rethinking Engagement in Higher Ed
When planning a discussion or asking questions in class it is not uncommon to be thinking implicitly about how quick thinking, risk taking, extroverts participate. Lack of engagement is often thought of as why students are not participating rather than what might be making it challenging for students to participate. In this session, faculty will gain practical tools to create learning environments that foster confidence, accessibility, and meaningful participation for a diverse range of learners.
Forging Paths to Partnership - Exploring Ways to Deeper Faculty and Student Pedagogical Partnerships at OU
Cynthia Miree (SBA), Red Douglas, Payton Bucki, Dominique Hormillosa (students)
Students are essential to understanding what best helps them learn. With this in mind, the Pedagogical Partnerships Program strives to foster deeper communication about teaching and learning between OU students and faculty. Over the past academic year, the program participants have worked to establish stronger connective paths between faculty and students that focus on increasing opportunities for dialogue about how to best foster student engagement inside and outside the classroom. This presentation aims to provide an overview of the growth and development of OU's Pedagogical Partnership Program. Presenters will also share their motivation and interest in participating in the program, review the program's components, summarize the results of their partnering efforts over the past academic year, and suggest possible directions for the future.
Engaging Student Learning with Public Service Announcement
Patricia Cameron (Nursing)
A key objective of NRS 4015, Nursing Care of Communities and Populations, is to equip students with strategies for effective therapeutic and professional communication in promoting health among individuals, families, communities, and populations. To reinforce this learning, an interactive assignment was developed in which students create public service announcements (PSAs) addressing various public health topics. Working in groups of four, students produce 30-second video PSAs during class time, which are then presented to their peers. Each PSA must deliver a clear and impactful health message, use appropriate communication strategies tailored to the target audience, and provide a relevant resource for further information (e.g., a local health department). Potential PSA topics include social media safety, vaccinations, head injury prevention, and safe, non-distracted driving. To guide content development, students use a storyboard to outline key messages and presentation methods. Creativity is encouraged, including the use of humor, provided the core public health message remains clear and effective. This assignment enhances students’ communication skills while fostering engagement in public health advocacy through multimedia storytelling.
Queering Curriculum: Integrating LGBTQ+ Perspectives into Teaching
Brie Desmond (CEME)
This session focuses on incorporating LGBTQ+ perspectives into teaching. Participants will learn practical approaches to "queer" traditional curricula and design inclusive, reflective educational practices.
The Power of Stories: Transforming Composition I through Inclusive Storytelling and Creative Collaboration
Brittany Kelley (English)
In this presentation, I will share how I structure my Composition I class around the themes of identity, voice, and storytelling. Through the Personal Narrative, Fairy Tale Comparison, and Film Review Units, the course is designed to empower students to reflect on their personal and cultural identities, share their own stories, and ensure their voices are heard.
Together, we will engage in several interactive and collaborative activities to achieve the following learning outcomes for this session:
· Understand the significance of identity, voice, and storytelling in composition.
· Learn strategies to empower students to reflect on and share their personal and cultural identities.
· Explore methods to promote diverse representation and challenge stereotypes in the classroom.
· Gain insights into fostering an inclusive and accessible learning environment through creativity and storytelling.
Building Interactive Classrooms: Evidence-Based Strategies for Adaptive Learning and Real-World Skill Development
Sai Deepthi Yeddula (Computer Sciences)
In an era of rapid technological change and global uncertainty, higher education faces the challenge of fostering interactive and inclusive learning to better engage diverse learners. This talk introduces the Interactive Learning (IL) Framework, a research-informed teaching framework designed to actively involve students in adaptive educational experiences. This framework outlines a dynamic exploration of how adaptive, student-centered teaching can transform higher education beginning with capturing students’ diverse interests through interactive introductory forums. Inspired by Confucius’s timeless insight, “I hear, I forget. I see, I remember. I do and I understand”, it paves the way for designing learning pathways that incorporate hands-on projects, challenging activities, and simulations mirroring real-world professional environments. The engaging learning methods that boost motivation, enhance comprehension, and improve retention will be discovered, as supported by advanced empirical research. Emphasizing the value of continuous, evidence-based feedback, aptly captured in Ken Blanchard’s remark, “Feedback is the breakfast of champions”, the strategies for fostering agile learning environments that evolve in real time based on student input will be showcased. Through illustrative case studies and data-driven insights, this talk will provide practical, scalable strategies for implementing IL across various disciplines. Thus, in addition to challenging traditional educational models, it also empowers educators to create inclusive and interactive classrooms where every student is prepared to succeed in a rapidly evolving global landscape.
Team Learning Outside and Inside: A Synergistic Approach to Student Engagement and Skill Development
Suzan Kamel-ElSayed (Medicine)
Achieving a balance between knowledge acquisition and the development of essential teamwork skills is crucial in education. Self-directed learning (SDL) is widely recognized for fostering lifelong learning habits, while collaborative learning strategies, such as Team-Based Learning (TBL), are effective for enhancing students' ability to work in teams and solve complex problems.
This presentation introduces an innovative pedagogy, Self-Directed Team Learning (SDTL), which combines the strengths of SDL and TBL to create a comprehensive learning experience. SDTL is designed to engage students both outside and inside the classroom, leveraging the benefits of SDL to promote independent inquiry and critical thinking while utilizing TBL principles to foster collaboration and problem-solving within teams.
Feedback from students has been very positive. A majority reported that the SDTL sessions significantly enhanced their learning, increased their motivation to explore new information, and improved their overall collaborative experience, with many ratings it as very good or excellent. Beyond student engagement, SDTL equips learners with the skills necessary to excel in multidisciplinary team environments.
By combining SDL and TBL into a cohesive framework, SDTL provides adaptable approach that enhances educational experiences, fosters critical thinking, and equips students to tackle the challenges of collaborative problem-solving. This presentation will delve into the design, implementation, and outcomes of incorporating SDTL into the medical curriculum.
Reviving Classroom Discussions with AI: Implementing Breakout Learning in ORG3310
Hanna Kalmanovich-Cohen (Management & Marketing)
Fostering meaningful discussions in online courses is challenging. To address this, I integrated Breakout Learning into my Introduction to HRM course, replacing traditional forums with AI-facilitated, team-based discussions. This approach enhances student engagement, deepens learning, and provides real-time AI-driven insights, fostering a more inclusive and equitable learning environment.
Using Breakout Learning, I developed structured weekly discussions aligned with course learning objectives. The platform’s AI evaluates student contributions and provides analytics on discussion quality, ensuring all voices are heard. Students engage in scenario-based conversations that mirror real-world decision-making, strengthening critical thinking. This method creates a space where all students can participate actively and develop their ideas in a supportive, inclusive setting.
This presentation will showcase how Breakout Learning transformed my course, demonstrating its impact on engagement and learning outcomes. Attendees will gain insights into leveraging AI-powered discussions to promote inclusive, meaningful dialogue in online and hybrid courses..
Starting College During COVID: Examining Whether Summer Bridge Programs Translate to a Remote Environment
VaNessa Thompson (Organizational Leadership)
This dissertation investigates the experiences and outcomes of students who participated in remote summer bridge programs during the COVID-19 pandemic, which was the 2020-2021 and 2021-2022 academic years. The study aims to evaluate the impact of these programs on overall student persistence. Student persistence is the participants’ attributions, retention, self-efficacy, and sense of belonging. The remote summer bridge program cohorts will be compared by in-person cohorts in years previously and following. Utilizing a sequential mixed-methods approach, the research examines quantitative data on retention rates and GPAs, alongside qualitative insights into students’ personal growth, confidence, and sense of belonging. The findings reveal that remote summer bridge programs enhanced students’ preparedness for college-level work and fostered strong social connections and community despite negative attributions about the remote facilitation. Lastly, recommendations are provided for incorporating remote learning into future summer bridge programs and suggests longitudinal assessments to evaluate the long-term impact on student success.
Reimagining Accreditation: Faculty-led Strategies for Moving Beyond Compliance
Virgina McMunn (SEHS)
Accreditation is often framed through a paradigm of quality assurance, accountability, and improving outcomes - disconnected from the best practices of teaching and learning rather than leveraged to support them. Yet, when intentionally designed, accreditation can be a powerful tool for faculty-driven change, shaping educational institutions that are inclusive, student-centered, and research-aligned. This workshop challenges the burdens and tensions of accreditation, introducing a theory-to-practice framework that aligns accreditation with faculty teaching values, disciplinary priorities, and scholarship. Using real-world exemplars from two universities, we will explore strategies for embedding accreditation with meaningful continuous improvement, strategic planning, and institutional learning work. Participants will engage with four structured shifts that reposition accreditation from compliance to a meaningful, faculty-led process. Attendees will leave with practical tools and concrete next steps to integrate accreditation into their departments and units in ways that foster collaboration, cohesion, and student success.
Learning Outcomes: By the end of this workshop, participants will:
- Reframe accreditation as an opportunity for faculty agency rather than compliance.
- Use a theory-driven lens to explore four actionable shifts in their accreditation practices.
- Explore real-world exemplars that integrate accreditation with strategic planning, continuous improvement, and transformative change.
- Develop a personalized plan for embedding accreditation work into their teaching, research, and strategic initiatives.
Eradicating Racism through Community-University Partnerships
Danielle Ligocki, Greg Bartley (Teaching & Learning), Robert Martin, Chaunda Scott (Organizational Leadership)
The purpose of this short talk is to make clear the inclusive futures that are possible when campus-based antiracist professionals partner with community-based antiracist professionals. The Initiative for Eradicating Racism (IER) based in the SEHS joined forces with the Pontiac Collective Impact Partnership (PCIP) to further the community work of the PCIP that was focused on undoing racism. The PCIP’s programming was focused on antiracism education and community activism, which mapped onto the work of the IER, which was focused on eradicating racism. Together, the two organizations worked together to further dialogue in the Pontiac community, working toward engaging political leaders, community members, and school stakeholders to co-construct an action plan. This collaboration allowed for a feeling of fellowship, while also sharing knowledge and information which helps both groups move forward in their efforts. The three-part series of events included an in-person community forum in Pontiac, a virtual town hall, and an intergenerational luncheon and discussion held at Oakland University.
No Textbook Required: Converting courses to no-cost course materials
Julia Rodriguez (OU Libraries)
The high prices of textbooks impact student success. The Student Public Interest Research Group (PIRG) has released numerous reports documenting how textbook costs affect students, finding that 66.6% of students decide not to purchase a textbook because of cost despite knowing that not buying it will impact their grades.
Converting a course to utilize no-cost materials or open educational resources (OER) has benefits beyond saving students money. (OER are defined as teaching, learning, and research resources in any medium released under an intellectual property license that permits their free use and repurposing by others.) Research has shown a correlation between using OER and lower DFW rates, greater credit accumulation, and same or better grade obtainment. OER has also been shown to be an important tool to support diversity, equity, and inclusion by reducing financial barriers and giving traditionally underserved students equal access to high-quality learning materials.
Converting a course allows faculty to purposely incorporate more inclusive updated content, decolonize the knowledge, collaboratively build syllabi with students, and utilize innovative open pedagogical approaches.
This presentation will introduce attendees to different approaches to replacing a required textbook, provide guidance on locating OER and free content, and discuss utilizing AI tools to edit and create new materials. It will also share examples of collaborative, student-centered, active learning strategies and non-disposable assignments that increase student engagement.
During the presentation, attendees will have a hands-on opportunity to interact with resources and tools. They are encouraged to bring a laptop and a sample course idea.
From Static to Dynamic: Elevate Your Moodle Course with H5P
Nic Bongers (e-Learning and Instructional Support)
What can you do to make your Moodle course more interactive?
H5P's Interactive Content is an activity type in Moodle. While you can manually create content, OU IDs can collaborate with you to use a new Smart Import feature. Smart Import is a powerful tool designed to streamline the creation of interactive content using your existing content and advanced AI technology. OU's Instructional Design Team imports your existing content such as text documents, audio, video files, and URLs (e.g., YouTube, Wikipedia) to generate dynamic H5P activities like interactive videos, quizzes with feedback, crossword puzzles, interactive books, flash cards and more.
The Smart Import engine excels in processing declarative knowledge, making it ideal for educational materials that involve explicit facts, concepts, and principles. This feature significantly reduces the time and effort required to develop high-quality educational resources, making it a valuable asset for educators and content creators.
This session will showcase various H5P elements designed to enhance interaction with your current learning content. It will also cover teaching strategies and the creation timeline. These insights will inspire you to develop new interactive practice or graded materials, keeping your students engaged with your course content.
Innovative Pathways to Inclusive Global Learning: Enhancing Accessibility and Intercultural Competence through COIL VE
Hana Moudallal (DIS/SBA)
Financial, logistical, and social barriers limit student access to global education. Collaborative Online International Learning Virtual Exchange (COIL VE) offers an inclusive and scalable solution by leveraging digital tools to connect students and faculty worldwide. COIL VE fosters intercultural competence, digital literacy, and collaboration, preparing students for success in a globalized workplace. COIL VE embeds virtual exchange within existing courses and offers a learning process where faculty members from various disciplines use online technology to facilitate sustained student collaboration to increase intercultural competence. It promotes peer-to-peer learning that is broadly accessible through low-tech, low-cost options, providing opportunities for profound cross-cultural learning. The COIL VE module is co-designed and co-taught by faculty from different countries and is supported by digital tools.
Research evidence demonstrates the success of the COIL VE model in improving accessibility, increasing engagement, and strengthening global collaboration. While challenges such as technological disparities and time zone coordination exist, these can be mitigated through clear communication protocols and technical support. This session examines COIL VE’s integration into curricula to enhance engagement, accessibility, and equity in international education. Participants will explore synchronous and asynchronous collaboration models, institutional challenges, and student participation strategies. COIL VE is a transformative high-impact teaching practice that advances equity and accessibility in global education and offers inclusive study-abroad alternatives. During times of crisis, it ensures continuity in global education through structured virtual collaborations. COIL VE is rooted in experiential learning that enhances cultural sensitivity, critical thinking, and teamwork.
Creating a Community of Learners through Reading
Greg Allar (Political Science)
Reading is an integral part of our courses. For many students, however, comprehending a complex text is a challenge. Research shows that learning retention increases the more one is actively engaging and interacting with texts. When students annotate in physical textbooks, on digital articles, or take notes, they can move from passive consumption to active engagement. Annotating directly on a text creates what scholars call an “anchored context for conversation”. (Tate, T. & Warschauer, M. 2022) In other words, the discussion is literally anchored in the source material.
This presentation highlights two interconnected strategies, namely, employing the annotation software Hypothes.is, coupled with instructor feedback to evoke a deeper understanding of assigned readings.
Students interpret learning in finite terms i.e., grades. Our assessments, however, may not provide the student with the opportunity to demonstrate what each has learned, or better, what each needs to do to improve their understanding of course materials. Pivoting away from grades to individual feedback allows students to focus on the task, and not the assessment.
References:
- Adams. B. & Wilson, N.S. (2020). Building community in asynchronous online higher education courses through collaborative annotation. Journal of Educational Technology Systems, 49(2).
- Brown, M. & Croft, B. (2020). Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom. Journal of Interactive Media in Education, 2020(1), 8. DOI: http://doi.org/10.5334/jime.561
- d’Entremont, A.G.& Eyking, (2021). Student and Instructor Experience Using Collaborative Annotation via Perusall in Upper Year and Graduate Courses. Proceedings of the Canadian Engineering Education Association (CEEA-ACEG) Conference.55(3), 1367-1382.
Data Talks: Evidence That Current Online Assessments Lack Integrity
Charlene Hayden (Chemistry)
Many instructors teaching high enrollment in-person courses choose to incorporate online quizzes as part of their course assessment both to reduce the grading workload and save precious class time for more essential tasks. In the past, strategic use of software settings (e.g., one-way navigation, choosing questions from a pool, scrambled order of questions and answers, etc.) was sufficient for maintaining reasonable academic integrity without the need for expensive proctoring. Recent data from high enrollment sections of General Chemistry II (2 sections with 120 students each) suggest that these methods are no longer sufficient. The current data shows there is essentially no correlation between online quiz scores and in-person exam scores. Averages for online quizzes have increased 15-20% over previous years for similar (not identical) assessments. The most likely causes are: 1) increasingly easier access to AI tools, 2) the prevalence of solved problems available on websites such as Chegg, and 3) the ability for students to collaborate via group messaging apps. The implication is that online assessments either need to be improved, eliminated, or given less weight in final course grade calculations than in the past.
Transparent Teaching in Three Simple Steps
Molly Gustafson (Management, SBA)
Have you experienced students missing the prompt for an essay, trailing off during a presentation, or viewing assignments as a series of unconnected ideas? One approach that can make a big difference in students' success is to make the teaching process explicit through three simple words: task, purpose, and criteria. Teaching students "how to learn" is a life-long skill worth developing. A more transparent approach to teaching helps ensure equity in educational quality, motivates students, and helps students connect the dots and succeed.
After five years of using this technique, I've seen its benefits for both students and faculty across a variety of course formats.
2024 Teaching and Learning Symposium
Cultivating Inclusion Through Connectivity
The 2024 symposium brought together teaching and research faculty, graduate students, and staff to explore strategies for fostering student connections with their community, classroom, and campus. The event featured engaging keynote presentations, insightful faculty talks, and discussions on inclusive and innovative teaching practices.
Keynote Highlights:
- Dr. Julie Dangremond Stanton: Shared research on metacognitive development and the academic experiences of underrepresented students in STEM.
- Birook Mekonnen: Discussed his work as a health services officer and contributions to public health emergency preparedness.
Faculty Presentations:
- How to Train Your Algorithm: Responsible AI in the Classroom — Dr. Bridget Kies
- Promoting College Readiness in Low-SES Learners — Dr. Kyeorda Kemp
- Interviews as a Learning Activity — Dr. Helena Riha
- Campus Farms: Teaching STEM Through Food and Farming — Dr. Fay Hansen
For recordings, session slides, and additional resources, view the Symposium Handout.
2023 Teaching and Learning Symposium
Friday, May 5, 2023
Over 70 people joined us throughout the day to reflect on teaching, learn about the engaging teaching work happening on our campus, and evaluating our assessment and grading practices. If you missed part or all of the day, or would like to revisit a talk or activity, look through our symposium handout, which includes links to a YouTube playlist of the day’s events plus resource documents and slides associated with each event.
From multi-week programs to shorter-term projects, our self-paced programs offer flexibility, variety and applicability to your teaching context, each with opportunities to work with a CETL team member to review work, teaching materials, and course plans.
Neurodiversity in the Classroom
This self-paced program offers learning activities that deepen our knowledge of the many ways the human mind works, understand the experiences of neurodivergent learners, and how to design inclusive learning environments accordingly. Activities include podcasts, discussion boards, worksheets, videos, and more. Those who complete at least five activities in the Neurodiversity in the Classroom eSpace can earn a certificate and earn a badge. For questions and to explore group facilitation options, contact Christina Moore at [email protected]. Watch the Neurodiversity in the Classroom series, featuring select videos from the program.
Data-Informed Decisions Using the Student Success and Equity Dashboard
This two-part program introduces the Student Success and Equity Dashboard to learn more about our student population and equity gaps, and navigate key features like the Faculty Dashboard and Oakland by the Numbers. Based on their Dashboard findings, you’ll use a self-paced guide to develop an action plan for their classroom or program by noting questions and goals informed by dashboard insights. A certificate is available upon submitting an action plan or booking an appointment to discuss the plan. All activities available in the Data-Informed Decisions eSpace.
Center for Excellence in Teaching and Learning
100 Library Drive
Rochester, Michigan 48309-4479
(location map)
(248) 370-2751
[email protected]
Center for Excellence in Teaching and Learning
100 Library Drive
Rochester, Michigan 48309-4479
(location map)
(248) 370-2751