Center for Teaching & Learning

This 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! 

Have 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?

In 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.

Have 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?

This 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.

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.

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.

Final 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.

During 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.

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.