Center for Teaching & Learning

If most of the energy spent on responding to student writing happens at the end of the semester, its impact may be limited. Yet the alternative – multiple drafts of assignments, each with feedback – is often not sustainable. Explore ways to evaluate when feedback and response is possible, with an eye toward creating a rhythm that works. 

Come learn about, or sharpen your skills with, American Psychological Association (APA) Style mechanics, in-text citations, references, and more! Writers at all levels of familiarity with APA Style are welcome to participate in this workshop.

In this Desire to Learn-led  (D2L, Brightspace's parent company) session, you will learn in the ins and outs of Grade tool and how to give students feedback, including: Setting up your grade book The relationship between Brightspace assessment tools and the grade tool Grading assessments with annotation and rubrics How to use the "Quick Eval" […]

Join us to interactively explore The Lesson Planning Tool, an innovative tool that can help you to design an inclusive, engaging lesson plan in less time. This tool provides a framework for structuring class time and a library of activities to get you started. You'll have access to this free tool after the workshop so that you […]

Are you worried that working on writing skills with students will take time away from content you want to cover in your course? It doesn’t have to be either/or; writing assignments can be a way of covering, reinforcing, and practicing content! In this workshop we’ll explore strategies for designing writing assignments that help students learn important concepts while developing disciplinary ways of thinking, communicating, and writing. 

Join colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. RSVPs are appreciated; drop-ins are welcome. Light refreshments provided.

Join First-Year Seminar, Liberal Arts Scholars Program, and HCOL85 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the second in a series of Thursday discussions; attend one, some, or all! In this session, we will explore the FWIL/WIL1 goal, Information Literacy, and […]

Formal papers aren’t the only way to include writing in a course.  Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and […]

This workshop introduces instructors to how Student Accessibility Services (SAS) supports the implementation of accommodations and provides an overview of the instructor's roles and responsibilities in ensuring students with disabilities have equal access the University's academic programs.

As a TA, you provide a unique space for undergraduates to grow not only academically, but socially and emotionally. Knowing what to say and how to say it can be difficult. We’ll share how we manage expectations and create boundaries to foster meaningful mentoring relationships with undergraduate students.

In this Desire to Learn-led  (D2L, Brightspace’s parent company) session, you will learn in the ins and outs of the Discussion tool, including how to use the groups tool for setting up private discussions with students. Note, if you used the Blackboard Journal tool, you'll want to use private discussions. Specific topics include: Setting up […]

Formal papers aren’t the only way to include writing in a course.  Low- or no-stakes writing activities can get students practicing critical thinking, give you insights into what students are learning, and help students connect with each other and your course content without having to devote your – and students’ - time to drafting and grading essays. 

Join First-Year Seminar, Liberal Arts Scholars Program, and HCOL85 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the third in a series of Thursday discussions; attend one, some, or all! In this session, we will explore the FWIL/WIL1 goal, Information Literacy, and then your questions about teaching first-year students.

When students no longer have a next assignment to complete, and when their work will no longer be revised, how can you use your responding time effectively to the benefit of both you and your students? Join colleagues to talk about adjusting your response strategies for the particular context of the semester’s end.

In this Desire to Learn-led  (D2L, Brightspace’s parent company) session, you will learn the many ways you can provide feedback to students in a variety of tools. Specific topics include:

Building Rubrics and connecting them to other tools (i.e., Assignments, Discussions)

Using annotation tools to provide detailed feedback

Using "Intelligent Agents" to automate feedback

How can we consider the needs of multilingual writers in ways that are both linguistically and culturally inclusive? How can we encourage writers to become increasingly attentive to the key learning goals in each course or department? Drawing on research on multilingual writing development, this workshop highlights effective teaching strategies for supporting multilingual students as learners and writers.

Join colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. RSVP required. Lunch provided.

Join First-Year Seminar, Liberal Arts Scholars Program, and HCOL85 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the last meeting in a series of Thursday discussions; attend one, some, or all! In this session, we will check in to see how you are doing, answer your questions, and discuss what support would be helpful moving forward.

As a TA, you are often tasked with assessing, critiquing, and grading student work without having designed the course or developed the learning objectives. Navigating grading in a fair and thorough way can be difficult and time consuming. We’ll discuss how you can manage end of semester time constraints and share how you can approach assessment to best fit our course, instructor, and students.

This session provides an overview of ways UVM colleagues have challenged traditional grading systems in order to change classroom and power dynamics, improve student outcomes, and make grading more efficient. Join us to learn about their experiences with alternative grading methods (such as contract grading or specifications grading) and ungrading methods (strategies for eliminating grades as much as possible) and discover how these approaches can refocus time and attention for faculty and students.