Center for Learning and Teaching Workshops - Fall and Spring 2022

This workshop offers a variety of practical tips to increase inclusivity in classroom settings in general, and for students with specific disabilities, such as the visually impaired, hard of hearing, or those who have ADHD or autism, as well as hidden and undiagnosed learning difficulties. 

Faculty will explore some of the key pillars of the Campus Program frameworks that aim to support mental-health and well-being for academic success. Participants will develop or redesign student-centered and faculty enabled activities for use in the classroom.  

Invited Speaker - Jessamyn Neuhaus Exhausted Experts and Burned-Out Beginners: Mitigating the Diminishing Returns on Pandemic Pedagogical Learning for Teaching  

Universal Design for Learning (UDL) is a scientifically valid framework for guiding educators to create learning environments that are inclusive and responsive to today’s diverse learners and classrooms. In this session, participants will review UDL fundamental principles.

This faculty conversation focuses on promoting student accountability and academic rigor while still supporting students with varying circumstances to succeed by balancing flexibility/compassion with boundaries.   

This workshop focuses on developing gender-sensitive teaching and course development as part of respect for the equality and dignity of all. The workshop is open to faculty from all disciplines who want to learn how to create a classroom atmosphere that supports gender equality.

In this workshop, faculty will explore the different ways in which group work can be (re)designed to ensure all students participate and achieve the intended learning outcomes. 

This workshop invites participants to consider ways to enhance the learning value of assessments, in order to ensure assessments achieve their purpose. We will explore elements such as intrinsic motivation, feedback, pacing, approaches to grading, and attitudes toward failure.

The aim of this workshop is to expose participants to a range of design thinking strategies and tools that can help create a participatory, high-impact, and memorable learning experience. This workshop will be interactive and practical, focusing on design thinking techniques, tools.

Community-based Learning (CBL) or Service Learning is an experiential learning approach that aims at fulfilling learning outcomes by involving students in service to a community in need of this service. The service component is essentially derived from at least one-course learning outcome.

This certificate is offered to all AUC faculty as part of the teaching and learning mentorship program and is required for all new adjunct faculty. The full program includes high-impact practices in student engagement, active learning strategies, and Classroom Assessment Techniques.

The Center for Learning and Teaching (CLT) is offering a refresher session to refresh your memory on the different Turnitin features and usage within your course(s), and brief you on some Turnitin updates. 

In this session, participants will get a chance to discover the Digital Literacies Toolkit, and take time to explore what is already on the Toolkit, as well as give feedback on possible gaps and identify areas where they may wish to contribute their own material.

During the session, you will receive a refresher on the different Turnitin features, and a recap of Turnitin updates. You will also have the opportunity to ask any questions you might have regarding the use of Turnitin in your courses.

This institute will cover principles of Community-based Learning (CBL), focusing on implementation by providing step-by-step guidance. It will also introduce various assessment methods to measure students’ performance and partnership sustainability.

 In this track, faculty members will experience the process of autoethnography themselves with small reflective activities, before they work together to design simple autoethnographic research assignments for their own courses.

This workshop track invites faculty to engage students and cultivate their agency to find their sense of purpose, through a process of self-study research called autoethnography.

This workshop track invites faculty to engage students and cultivate their agency to find their sense of purpose, through a process of self-study research called autoethnography.

In this track, faculty members will experience the process of autoethnography themselves with small reflective activities, before they work together to design simple autoethnographic research assignments for their own courses.

This workshop introduces new social media techniques that faculty can use in their own teaching to present material, to engage with students on social media, and to create assignments where students present their learning via social media.

This certificate is offered to all AUC faculty as part of the teaching and learning mentorship program and is required for all new adjunct faculty.

During these uncertain times, it is important to get a head start on the semester by building your course on Blackboard and designing it for student engagement in a community of faculty while sharing experiences and learning together.

In this track, faculty will explore the different ways in which group work can be designed and redesigned to ensure all students participate and achieve learning outcomes. The sessions will include ways of preparing students to succeed in group work.

The sessions will include ways of preparing students to succeed in group work, ways of designing group projects and approaches to forming groups, as well as ways of assessing group works effectively and fairly. 

Participants will revise existing group projects in their courses with feedback from their peers. The sessions will include ways of preparing students to succeed in group work, ways of designing group projects and approaches to forming groups..

In this session, participants will learn about the components of a teaching portfolio and have an opportunity to compare different approaches to creating one. Participants will also start their own sample reflective portfolio.

In this workshop, participants will explore the affordances of mobile learning for students to create, consume, share, collaborate and communicate in ways that promote authentic and meaningful learning. 

Engaging alternative assessments can empower students to gain and illustrate a variety of 21st-century skills. Video creation tools have become more accessible and easy for students to use to creatively produce new content to demonstrate their learning in any course. 

With almost two years of online, hybrid, and physically distanced teaching and learning behind us, we have realized that active learning and student engagement can occur in all kinds of contexts.