Online Program Coming Spring 2019
The Inclusive Pedagogy Series
This semester CETL begins a new professional series for faculty on Inclusive Pedagogy. What makes us ‘inclusive’ in our professional practice? How can we get better at addressing issues such as diversity and intercultural communication? Faculty who participate in all Inclusive Pedagogy sessions are eligible to earn an Inclusive Pedagogy certificate.
Required CORE Workshops
- Leading Difficult Discussions (1.5 h)
- Establishing Self-Care Practice (1.5 h)
- Inclusive Leadership Practice (1.5 h)
- Implicit Bias and You (1.5 h)
- Teaching for Inclusion (Accessibility) (Fall 2018) (1.5 h)
Elective Workshops (combine up to 10 hours)
- Teaching First-Generation Learners (1.0 h)
- Transparent Assignment Design or Transparent Assignment Design for STEM (2 h)
- Mindful Teaching (3.5 h)
Leading Difficult Discussions
Presenter: Dr. Marla Parker
Classroom Community Agreements can prevent difficult conversations from escalating. In this workshop learn about techniques that help create safe but productive environments for peer learning. What does it mean to listen- and 'hear'- your students' opinions? Key classroom practices that support the application of the agreements and conversation exercises will be shared and demonstrated.
Establishing Self-Care Practice
Presenter: Dr. Portia Jackson-Preston
This workshop addresses practices that promote physical and emotional wellness for faculty. Topics include identifying sources of support, setting boundaries to establish and maintain work-life balance, the power of saying no, recognizing the signs of burnout, and mindfulness practices. Attendees will discuss sources of work-related stress and strategies to mitigate stress. Faculty will identify personal and professional goals and draft action plans.
Implicit Bias and You
Measuring our deepest perceptions
How does automatic processing make us more likely to bias our perceptions? Is there a difference between Implicit and Explicit biases? The Implicit Association Test (IAP) measures the strength of associations between concepts (e.g. black people, gay people) and evaluations (e.g. good, bad), or stereotypes (e.g. athletic, clumsy).
Inclusive Leadership Practices
Presenter: Dr. Tasha Willis, Dr. Allison Mattheis and Dr. Kristina Ruiz Meza
Working in multicultural contexts requires attention to a wide array of communication styles and power dynamics inherent in society, both of which impact group processes and relationships. This workshop will provide the opportunity to explore and critically reflect on leadership practices which serve to facilitate inclusion and equity. The inclusive leadership practices presented in this workshop will address communication and leadership in the classroom, as well as practices for meeting and interacting with colleagues across campus.
Teaching Our First-Generation Learners
What is equitable teaching practice? Does it matter that we teach students who are the first in their family to attend college? Learn how your attention to these most independent and motivated of students can challenge --and improve-- your teaching practice. A first-gen checklist will be provided. All sessions held in CETL LAB (Fine Arts 138)
Ensuring Equity in Learning Through Transparent Assignment Design
Students in classes that use clear and unambiguous assignments report gains in academic confidence, sense of belonging, and skills like group work. First-generation and underrepresented students reported even greater benefits using teaching transparency (TILT, UNLV). In this workshop you will:
- Determine how transparently designed assignments offer equitable opportunities for all college students to succeed
- Identify transparent assignment design strategies in sample assignments
- Using a template, apply transparent assignment design strategies to your own courses
- Begin to plan a draft assignment for your own course
Workshops & Events