A panel of current UVM undergraduate students will share their perspectives on learning across modalities this fall, with a particular focus on how their faculty have addressed needs for connection and inclusion.

A panel of current UVM undergraduate students will share their perspectives on learning across modalities this fall, with a particular focus on how their faculty have addressed needs for connection and inclusion.

This important presentation will discuss current mental health and behavioral trends and challenges in today’s college student population. We will identify best practices for faculty and/or staff in identifying, supporting, and referring students with behavioral and/or mental health concerns within and outside the classroom.

In this workshop, we’ll demonstrate how teaching with iClickers can enhance student engagement, especially in large enrollment courses. Faculty can use clickers to poll students and get instant feedback on whether students understand concepts presented during lecture and in pre-class readings.

In the first part of this workshop, we'll show how to: Set up a test; Create questions (and look at the types of questions available); deploy it so students can take it; view results and grade it. After covering the basics, we'll cover two more advanced processes. How to: import test questions from a Word file or from other tests and build randomized question sets so Blackboard presents different versions of exams to students.

The end of the semester is fast approaching and if you're using the Blackboard Grade Center, this workshop will help you. The Grade Center is essentially a spreadsheet that can be customized to calculate your students' weighted grades as they proceed through the course. However, beyond being just a spreadsheet, it's connected to tools you've set up in your course for graded assignments and it has a private student-view called "My Grades."

In this workshop, we’ll demonstrate how teaching with iClickers can enhance student engagement, especially in large enrollment courses. Faculty can use clickers to poll students and get instant feedback on whether students understand concepts presented during lecture and in pre-class readings.

Join colleagues and author Sarah Jaquette Ray for a three-part discussion of her book, "A Field Guide To Climate Anxiety: How to Keep Your Cool on a Warming Planet" (2020). Jaquette Ray, an environmental justice and environmental humanities scholar from Humboldt State University, draws on her "experience as a mother, professor, program leader, and certified member of the age of overwhelm" to craft strategies for cultivating resilience, based on research on emotion, social movement history, affect, and environmental philosophy. This book is written for written for both our "climate generation students" and those who teach and support them.

Boot Camp, offered by CDE, is a 2-week practical training in designing, building and teaching an online asynchronous course specifically for accelerated summer format.  You will learn the nuts and bolts of online course creation, tips and tricks to make Blackboard work for you, and key strategies to make your course dynamic, challenging, and engaging […]

Engage with a panel of faculty who have taken the Cornell Online Course on Inclusive Teaching Practices. They will discuss ways they implemented Inclusive Teaching practices into their courses during the pandemic. Practical ways to welcome all students into your course through the application of inclusive practices will be shared, in addition to ways to include assessment options to give all students a chance to show what they are learning. 

What stories does you syllabus tell about the discipline and subject at hand? Whose voices and perspectives are centered and whose are marginalized or absent? If you’ve found yourself wanting to address inequalities, gaps, and silences in your syllabi and courses, but don’t know where to start or don’t know where to go next, please join our workshop on decolonizing your syllabi. All faculty are welcome regardless of what stage you are at in syllabi development.

Join us for a storytelling session that fosters creative reflection and build community among tellers and listeners! CTL Faculty Associates have experimented with a structured writing process to create their “teaching in Spring 2021 story.” They will tell their stories of connecting, sharing, creativity, adapting, gratitude, and balancing, and then you will time to reflect on your own experience, using the same process.

Participants will learn about the movement for community engagement in higher education, and examine the theoretical frameworks for community-engaged pedagogy.  Using examples of award-winning courses at UVM, we will showcase the range of possibilities available to faculty for both Service-Learning (SL) and Civic Learning (CL) courses.  

Remote synchronous teaching and learning is here to stay, for at least one more semester. In this session, we’ll use a holistic view of active learning* to frame student engagement and promote deep learning. You’ll be asked to identify at least one goal for an upcoming class (e.g., solve a specific problem from Fall 2020, reimagine an approach to a topic students find challenging, discover new approaches for peer-to-peer learning). We’ll share strategies and tools for active learning in remote synchronous classes, providing you with opportunity to evaluate the best approaches to meet your goals.

Breakout rooms, created on-the-fly, are finally here for Teams meetings. In this informal Teams practice session, you’ll have the opportunity to learn about how to create breakout rooms and how the settings options will affect your students’ experiences. Each participant in the workshop will have the opportunity to “host” a meeting with breakout rooms, including practice creating manually or automatically enrolled groups, moving people from one group to another, renaming groups, sending messages to all groups, and moving between breakout rooms.

This workshop presents an overview of strategies to build community in an online teaching environment. Whether you are teaching a fully online class, remote, or mixed, we will discuss simple ways to make the most of the technologies available to you and your students to build community. 

Does it seem too difficult and time-consuming to create videos for your course? Do you wonder if you even should? Taking our cue from Karen Costa’s book “99 Tips for Creating Simple and Sustainable Educational Videos,” we’ll explore why you may want to use videos and what strategies you can adopt to make the process easier and the results better. We’ll chat about those strategies and about why you may want to use video.

Let’s discuss how to reduce the confusion by drawing on principles like chunking, naming conventions, and cohesion. We’ll revisit some course design choices from a student perspective and consider some strategies to make it easier for both you and your students to navigate Blackboard more efficiently.

During this live Q&A, you’ll have an opportunity to clarify questions and refine your knowledge of Screencast-O-Matic for increased confidence and independence in producing effective videos for your students. We can review any step along the way from planning to recording to editing to sharing.

In this workshop, we’ll demonstrate how teaching with iClickers can enhance student engagement, especially in large enrollment courses. Faculty can use clickers to poll students and get instant feedback on whether students understand concepts presented during lecture and in pre-class readings. This workshop also covers the technical aspects of using iClickers as well as teaching ideas.