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Course Design Institute on Inclusive Teaching

Apr. 15, 2021—This Spring – May 24th through 27th – the Center for Teaching invites you to join in our Course Design Institute on the theme of Inclusive Teaching.  This virtual event will take place via Brightspace and Zoom, May 24-27 (9am-4pm Monday, Tuesday, and Wednesday, and 9-12:30pm Thursday). During the four-day institute, participants will (re)design courses...

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Online Course Design Institute

Apr. 12, 2021—This one-week hands-on Online Course Development Institute (OCDI) will take place from May 17th through 21st. Participants will be guided through a systematic step-wise approach to designing an online course and facilitating synchronous and asynchronous interactions.  Participants will be equipped to make design decisions that support student engagement, meaningful learning and assessments, and equity and inclusivity. This...

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Apply to be a Junior Faculty Teaching Fellow!

Mar. 29, 2021—We are now accepting applications for the 2021-22 Junior Faculty Teaching Fellows program. The program is designed to help you: Build understanding of principles of learning to inform your teaching Stock your teaching toolkit with new skills and approaches Develop a framework for course design Build teaching community Junior Faculty Teaching Fellows receive $2000 in...

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CFT offers new guide for writing science exams

Mar. 26, 2021—Are you a scientist who uses timed exams in your course? Would you like to know some research-based recommendations for making your exams more valid, effective, and equitable? If the answer to both those questions is yes, check out our new guide for writing science exams. Put together by a learning community of scientists striving...

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Active Learning Online: Five Key Principles with Stephen M. Kosslyn

Mar. 22, 2021—Active learning leads to substantially better learning than occurs with traditional lecturing. This workshop will review the nature of active learning and explain why it is so effective. The workshop will focus on five fundamental principles drawn from the science of learning; these principles range from Deep Processing (the more mental effort one expends when...

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Never Going Back: What Online Teaching in the Times of COVID Can Add to Our Teaching Toolkits – Diana Heney

Mar. 18, 2021—by Mohammad Meerzaei Teaching Students, Coaching Thinkers: Diana Heney, Assistant Professor in Philosophy Dr. Diana Heney joined the Department of Philosophy in Fall 2019. Having been a coach before starting her teaching career, her teaching has been formed around the idea of helping people discover their potentialities and ways to actualize them. In an interview...

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Upcoming Meeting Around Teaching and Race

Mar. 17, 2021—On April 2nd, from 12:30pm to 2:00pm, at this link, we will focus our attention on what faculty can do to close race (and other) performance and persistence gaps across the disciplines.  Throughout 2020-21, a group of STEM faculty have met to discuss their concerns with disparities that exist between underrepresented and well-represented groups of undergraduate...

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Leading Lines Podcast Features Jesse Stommel

Mar. 16, 2021—Jesse Stommel is an author, speaker, and teacher with a focus on education, critical digital pedagogy, and documentary film. He’s the co-founder of the Digital Pedagogy Lab, a fantastic professional development workshop for those interested in critical digital pedagogy. He’s also the co-founder of Hybrid Pedagogy, the journal of critical digital pedagogy. And he’s the...

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New Blog Series Asks Faculty to Share What Practices They Will Carry Forward in Post-pandemic Teaching

Mar. 15, 2021—With the outbreak of COVID-19 and the resulting shift to alternative modes of instruction, faculty and other instructors had to practice a form of adaptive teaching to meet the learning needs of their students. As the fall semester came to a close, CFT graduate teaching fellow Mohammad Meerzaei interviewed faculty members from across the campus...

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Transform your teaching with Perusall with Eric Mazur

Mar. 10, 2021—Learning is a social experience — it requires interactions and interactivity. The coronavirus pandemic has been a good opportunity to rethink our approach to teaching. Moving some tasks to an online format suggests that many activities that have traditionally been synchronous and instructor-paced, can be made asynchronous and self-paced. Through Perusall, we will demonstrate how...

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