Faculty are welcome to self-enroll in these CTL courses:
Modules for Teaching Online and Learning Brightspace from the Student Perspective.
Events Calendar
Graduate Teaching Assistant Roundtable: Teaching in Spring 2022 with Care and Flexibility for Yourselves and Your Students
Microsoft TeamsJoin Graduate Program Coordinator, Holly Buckland Parker and CTL Faculty Associate, Lizzy Pope to discuss how things are going for you this semester. We will invite you engage in some reflective practices as a group. We will structure our time to discuss and brainstorm useful ways to continue to manage research time, grading, and teaching this semester.
Designing Assignments for Easy Response – Set Yourself Up for Success!
Microsoft TeamsThis workshop explores how intentional design and communication of writing assignment goals, expectations, and instructions can set you up for easy responding and commenting. We’ll consider ways to tweak assignments to better convey this information to students, and we’ll think together about how your assignment sheet can become the framework for your later response. Bring an assignment of your own that you would like to improve upon!
Teaching TAP: How’s it going? What do you need?
Microsoft TeamsHave you taught a TAP class? If so, we want to hear from you! This session invites past and present TAP faculty to discuss their experiences teaching TAP courses. What worked? What was challenging? What supports or resources were helpful? What further supports or resources do you need? What advice would you give new TAP faculty?
Promoting Equity and Inclusion Through Writing Assignment Design and Feedback Practices
Microsoft TeamsIn this interactive session, we will explore how to design, scaffold, and respond to writing assignments in ways that are in line with our commitments to equity and inclusion. We will see examples of writing assignments across disciplines that draw out the assets of multilingual and international writers, and will review strategies that can ensure that all of our students are set up for success throughout the writing process. We will then consider how to respond to and evaluate student writing in ways that are both effective and affirming for writers of all language backgrounds. Throughout the discussion, we will reference the framework of Critical Language Awareness, an approach to writing instruction that prioritizes students’ self-reflection and rhetorical agency, and promotes social justice in the academy and beyond.
Teaching TAP: How’s it going? What do you need?
Microsoft TeamsHave you taught a TAP class? If so, we want to hear from you!
This session invites past and present TAP faculty to discuss their experiences teaching TAP courses. What worked? What was challenging? What supports or resources were helpful? What further supports or resources do you need? What advice would you give new TAP faculty?
Wellness Openers: Tips to Insert Wellness into Every Class
RemoteThis is part 1 of 3 of the Promoting a Healthy Academic Community Series and is facilitated by Karen Westervelt and Susan Whitman UVM Integrative Health, College of Nursing and Health Sciences. Promoting a healthy academic community is important for all of us. Often little things can make difference and let students know you care and recognize the pressures they are under. In this session, you will learn examples of wellness openers to help students be present and begin each class on a positive note.
Graduate Teaching Assistant Roundtable: Teaching in Spring 2022 with Care and Flexibility for Yourselves and Your Students
Microsoft TeamsJoin Graduate Program Coordinator, Holly Buckland Parker and CTL Faculty Associate, Lizzy Pope to discuss how things are going for you this semester. We will invite you engage in some reflective practices as a group. We will structure our time to discuss and brainstorm useful ways to continue to manage research time, grading, and teaching this semester.
Wicked Course Design – A Workshop Series (Session One)
Microsoft TeamsDuring this session, we’ll identify some of the wicked problems in our fields, those problems that are too large for one individual to solve and that require our students to think unconventionally. We’ll reflect on how we can foster the skills our students need to solve wicked problems, specifically, how we can shift a course’s purpose from sharing a body of knowledge, to creating opportunities for students to actively build and apply skills to solve the wicked problems in their fields.
Responding to Final Writing Projects
Microsoft TeamsWhen 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.
Writing Your Teaching Philosophy
Microsoft TeamsDuring this workshop we discuss the value of articulating a personal teaching philosophy and important elements to include in your statement.
Wicked Course Design – A Workshop Series (Session Two)
Microsoft TeamsDuring this session, we’ll take a closer look at our course learning objectives and consider them through the wicked framework. What does a student need to be able to do by the end of our courses so that they are ready to tackle the complex problems in our fields? How can we identify learning objectives that are both assessable and supportive of their development as independent thinkers?
Responding to Final Writing Projects
Microsoft TeamsWhen 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.
Emotions are High: Recognizing and Responding to Student Mental Health Needs
RemoteFinal exams and projects are often stressful for students, exacerbating their existing mental health problems and creating the conditions for new issues to emerge. This session provides information about how to recognize the warning signs of distressed and stressed students and provide you with resources to share with your students.
Why Assign 15 Pages When 5 Will Do?
Microsoft TeamsDuring this virtual workshop, we will look at strategies for assigning short papers that meet your assignment goals, increase student attention, strengthen writing skills, and reduce grading time.
Living (and Thriving) in Vermont
Burlington often appears on lists of “Best Places to Live,” but Vermont is one of the whitest states in the nation. How are BIPOC faculty and staff faring as we make our homes and raise our families here? Panelists Pablo Bose (CAS faculty), Marie Vea (RSENR staff), Mandar Dewoolkar (CEMS faculty), and Gabriela Mora-Klepeis (CAS staff), will share their challenges and experiences and, hopefully, foster a lively discussion.
Wicked Course Design – A Workshop Series (Session Three)
Microsoft TeamsIn this last session, we’ll design assignments that will help students develop the skills they need to take on wicked problems and showcase their knowledge, problem-solving abilities, and outside-the-box thinking. We’ll look at several assignment examples provided by Paul Hanstedt and consider how they might or might not work for us.
The National Survey of Student Engagement: Using UVM Student Data To Inform Teaching
Microsoft TeamsUVM has administered the National Survey of Student Engagement (NSSE) every three years since 2005, but the survey and its data have not previously been shared in faculty-to-faculty conversations about teaching practices. The role of this session is to introduce faculty to the survey and most recent set of findings in order to gather initial impressions of the data and its potential uses for faculty.
Focus Group: Follow-Up on Dr. McGuire’s Metacognition Workshops
Microsoft TeamsThis session is for people who attended or watched one or more of Dr. McGuire’s metacognition workshops. We are eager to hear about your reactions to Dr. McGuire’s workshops and any thoughts and experiences you can share about incorporating metacognitive practices in your work and teaching. This will help as we consider future programming and support the Center for Teaching & Learning and the Tutoring Center can offer.
Introduction to the Scholarship of Teaching and Learning
Microsoft TeamsThis workshop introduces participants to the basics of SoTL research. Opportunities for doing SoTL at the University of Vermont will be discussed. Anyone who is curious to learn more about SoTL is encouraged to attend.
SoTL Research Designs and Methodologies
Microsoft TeamsThis session will provide an overview of the most common methodologies, including non-western methods used in SoTL research. Anyone interested in learning more about educational research methods that can be used to answer pressing questions about teaching and learning is encouraged to attend. (It is a good idea to attend the Introduction to the Scholarship of Teaching and Learning workshop first.)