Mastering Online Teaching is the first workshop in a series of workshops leading to the Certificate of Mastery in Online Teaching. This 7-week, online course is offered via iCollege and provides participants with the basic tools to enable them to be effective online instructors. This course is primarily for faculty who intend to teach a course that is fully online. However, those who want to teach a hybrid course or supplement their face-to-face courses with online activities may find this course useful as well.
Upon completion of this workshop, participants will be able to
- Identify the policies and requirements for teaching in the online campus.
- Plan an online course
- Create online instructional content
- Develop communication tools for an online course
Mastering Assessments is a supplemental workshop to the Mastering Online Teaching series. This 6-week, online course is offered via iCollege and provides participants with strategies to effectively assess students utilizing the basic assessment tools available within iCollege; including Assignment Submission Folders, Rubrics, Quizzes, Self Assessments, and Surveys.
Mastering Accessibility: The Faculty Role is a four-week, online workshop offered via iCollege.
The workshop is divided into four modules.
- Accessible Content is Everyone’s Responsibility
- Universal Design for Learning
- Creating Accessible HTML, Word, PowerPoint, and PDF files
- Making Media Accessible
We encourage you to login daily and interact with other workshop participants in discussions.
Many of the major problems we see in student papers are directly linked to the lack of a thesis. Helping students learn how to create a strong thesis statement is one of the most effective ways to improve their writing.
Hosted by Dr. Brennan Collins.
Appropriate for Faculty and Graduate Students.
Participants attending the workshop will learn about evidence-based approaches to developing important research mentoring skills: Establishing Expectations, Effective Communication, and Assessing Understanding. Mentors will have the opportunity to discuss mentoring challenges among peers, share best mentoring practices, and work toward creating a mentoring philosophy. Hosted by Robert Maxwell and Roberta Attanasio from the Department of Biology.
This five-hour workshop is part two of a two-part general pedagogy training program. Students who are unable to access discipline-specific pedagogy training in their departments are welcome to join us. Completion of all components of this pedagogy training satisfies the pedagogy course requirement for the Certificate of Excellence in College Teaching for those students who are otherwise unable to participate in a departmental pedagogy course.
Hosted by Dr. Jennifer Hall. Appropriate for graduate students.
- Dr. Tiffany Jones, Director of Higher Education Policy, The Education Trust
- Dr. Dennis Kimbro, best-selling author and professor, Clark Atlanta University
- Dr. Gloria Wade Gayles and Lonnie King, veteran Atlanta Civil Rights movement activists.
Transparent teaching methods help student understand how and why they are learning course content in particular ways . During this workshop we will focus on making assignments transparent by addressing the purpose, task, and criteria of example assignments. Hosted by Laura Carruth. Appropriate for faculty and graduate students This workshop is part of the TILT Project coordinated by Dr. Mary-Ann Winkelmes at UNLV.
IRB approval is required for nearly all studies conducted as Scholarship of Teaching and Learning. This workshop will help you to determine if your SoTL project will require IRB approval, and to identify the category of review you will need to prepare for. Helpful hints will be offered on how to write your proposal in a way that will get it into and through the IRB review process as expeditiously as possible. Note–this workshop will focus specifically on SoTL-based IRB proposals. It is not intended for other types of research projects that require IRB review.
Hosted by Dr. Mike Metlzer. Appropriate for Faculty.
The idea of “starting at the end” comes from the concept of backwards design (Wiggins & McTighe, 2001) which emphasizes developing a course with the course goals in mind. Backwards design begs the question, “What will the students be able to do by the end of this course?”. One of the ways instructors can convey these goals to students is through the syllabus document. This workshop focuses specifically on syllabus development as a blueprint for creating outcomes, assignments, and assessments that reflect the goals of the course. This workshop is great for instructors that desire to improve the instructional alignment of their courses by creating a clear syllabus that conveys the desired student outcomes for the course.
This workshop will be led by Justina Jackson, Doctor of Education Candidate. Appropriate for Faculty and Graduate Students.