Online
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Please register if you plan to (virtually) attend our next ePortfolio Faculty Learning Community meeting, but also feel free to pop in if you aren't able to register ahead of time! We will update this event description with the Zoom meeting link, and email the log in information to anyone who has registered the morning of Monday, June 1st.
Online
Are you ready to take a deep breath and reflect on this quarter? You did a great job transferring your F2F courses to an online format in a short timeframe.
This coffeehouse session will provide time and space to talk about what went well, what the challenges were for you and your students, and how to begin planning for the fall. Come join your colleagues for a morning coffee break.
You can join this session via Zoom: https://udenver.zoom.us/j/99237571782
OTL Conference Room (Anderson Academic Commons 345)
In this age of coronavirus, online teaching, and changes to academic life, stress levels for faculty and staff are elevated, often above the typical tension and worry associated with the spring quarter.
The Office of Teaching Learning (OTL) invites you to attend the Heart of Higher Education conversation (HOHE), an opportunity to gather as a DU community to share the challenges and opportunities of navigating these uncertain times. HOHE is structured yet open, allowing for the exploration of the complex thoughts and emotions that often accompany stress, uncertainty, and ambiguity.
The conversations are facilitated by Dr. Paul Michalec, Clinical Professor in the Morgridge College of Education and OTL Faculty Fellow. Paul has led similar conversations through OTL for the last two years. Faculty and staff attending those sessions describe a sense of renewal, collegiality, and recommitment to their calling to serve students and colleagues. HOHE conversations are open to all faculty (of any rank) and staff (of any title).
Prior to each meeting an agenda and short reflective reading will be distributed via email. Two sessions, with the same content, are offered bi-weekly to create more opportunities for involvement. For more information or questions contact Paul Michalec at paul.michalec@du.edu Meetings, via Zoom, will be held on the following days and times:
The Zoom address for HOHE conversations is: https://udenver.zoom.us/j/988468476
OTL Conference Room (Anderson Academic Commons 345)
In this age of coronavirus, online teaching, and changes to academic life, stress levels for faculty and staff are elevated, often above the typical tension and worry associated with the spring quarter.
The Office of Teaching Learning (OTL) invites you to attend the Heart of Higher Education conversation (HOHE), an opportunity to gather as a DU community to share the challenges and opportunities of navigating these uncertain times. HOHE is structured yet open, allowing for the exploration of the complex thoughts and emotions that often accompany stress, uncertainty, and ambiguity.
The conversations are facilitated by Dr. Paul Michalec, Clinical Professor in the Morgridge College of Education and OTL Faculty Fellow. Paul has led similar conversations through OTL for the last two years. Faculty and staff attending those sessions describe a sense of renewal, collegiality, and recommitment to their calling to serve students and colleagues. HOHE conversations are open to all faculty (of any rank) and staff (of any title).
Prior to each meeting an agenda and short reflective reading will be distributed via email. Two sessions, with the same content, are offered bi-weekly to create more opportunities for involvement. For more information or questions contact Paul Michalec at paul.michalec@du.edu Meetings, via Zoom, will be held on the following days and times:
The Zoom address for HOHE conversations is: https://udenver.zoom.us/j/988468476
Online
Are you looking for an informal and casual place to gather with faculty to connect, reflect, share stories and ideas, and find community in this uncertain time?
If so, join Dr. Paul Michalec (Faculty Fellow, OTL) and Dr. Laura Sponsler (Resident Scholar - Teaching and Professional Faculty) for a faculty unmeeting on Fridays at 10am, throughout the spring quarter.
The goals for this unmeeting are simple - to be together, build new relationships, share teaching stories, and strengthen our community through conversation and reflection.
We invite all DU faculty in all ranks and series to join us for this drop-in session. No Agenda. No Program. Just an opportunity to log in and be present to your experiences and the stories of your colleagues.
You can join through this link:
https://udenver.zoom.us/my/drlaurasponsler
Online
Are you ready to take a deep breath and reflect on this quarter? You did a great job transferring your F2F courses to an online format in a short timeframe.
This coffeehouse session will provide time and space to talk about what went well, what the challenges were for you and your students, and how to begin planning for the fall. Come join your colleagues for a morning coffee break.
You can join this session via Zoom: https://udenver.zoom.us/j/99237571782
Online
Are you new to ZOOM or Kaltura? Not a problem, this webinar will introduce you to the basics of ZOOM and Kaltura and for sure give you some new ideas on how to use video for teaching. In the webinar, we will focus on:
- Getting started with ZOOM
- Teaching with ZOOM
- Using breakout rooms, poll questions, and chat using ZOOM
- Getting started with Kaltura
- Creating lecture videos into Canvas using Kaltura
- Student video assignments
Meeting location: https://udenver.zoom.us/j/93778463369
Online
What: Video Software for Teaching
When: June 11, 2020 12:30 PM-1:30 PM
Where: Online - https://udenver.zoom.us/j/91361466461
Event Details:
Join us as we explore different types of video software tools and production skills. In this workshop, we will demonstrate how to use:
- Best practice with creating instructional videos
- Adobe Spark
- Web-based video software
- Camtasia Studio
- Google Draw with a digital pen
- ZOOM and Kaltura
Hosts: Ethan Crawford and Alex Martinez
Join URL: https://udenver.zoom.us/j/91361466461
Online
Why work on assessment alone when you can join our virtual Assessment Café? To honor the intense workload faculty continue to lift during the pandemic, reports are "assessment-lite" and significantly truncated in 2020.
This café will be offered multiple times, so you are welcome to use this space and time however much you need. The first 10 minutes will cover what the abbreviated version of assessment-lite looks like, and the remaining time will be dedicated to Q&A and supported work time. We look forward to seeing you!
Online
Why work on assessment alone when you can join our virtual Assessment Café? To honor the intense workload faculty continue to lift during the pandemic, reports are "assessment-lite" and significantly truncated in 2020.
This café will be offered multiple times, so you are welcome to use this space and time however much you need. The first 10 minutes will cover what the abbreviated version of assessment-lite looks like, and the remaining time will be dedicated to Q&A and supported work time. We look forward to seeing you!
Online
Why work on assessment alone when you can join our virtual Assessment Café? To honor the intense workload faculty continue to lift during the pandemic, reports are "assessment-lite" and significantly truncated in 2020.
This café will be offered multiple times, so you are welcome to use this space and time however much you need. The first 10 minutes will cover what the abbreviated version of assessment-lite looks like, and the remaining time will be dedicated to Q&A and supported work time. We look forward to seeing you!
Online
The Teaching Online Short Course is a self-paced course that takes place throughout the month of July and contains readings, assignments, and multimedia to help participants learn how to design and facilitate online courses effectively. The course takes place on Canvas, DU’s primary learning management system (LMS), so that participants can experience the structure of an online course as a student.
Course Objectives
By the end of this course, you should be able to...
- Utilize academic technology such as Canvas to organize and enhance your online course
- Create objectives that are clear and measurable
- Design meaningful online assessments and activities
- Identify methods for engaging and motivating online learners
- Demonstrate best practices for facilitating an online course synchronously and asynchronously
- Apply experience as an online learner to the facilitation of your own course
Online
Join us for a weekly discussion of Learner-Centered Teaching by Maryellen Weimer. This book discussion will support your hyflex skills for the Fall 2020 semester. We will meet weekly on Wednesday mornings from 9-10:30 am.
July 1,8, 15, 22, and 29 the Zoom room https://udenver.zoom.us/j/4500127127
In this second edition of the classic work Learner-Centered Teaching, Maryellen Weimer--one of the nation's most highly regarded authorities on effective college teaching--offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom. This thoroughly revised and updated edition includes the most current examples of practice in action from a variety of disciplines and contains new information on the research support for learner-centered approaches. Weimer also includes a more in-depth discussion of how students' developmental issues influence the effectiveness of learner-centered teaching.
Learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
The book also offers well-researched advice for educators who want to transition to a learner-centered approach in their classrooms and identifies the steps to take to put into place learner-centered policies and practices. Learner-Centered Teaching provides a theoretical foundation for the learner-centered approach and outlines a positive way to improve teaching.
Online
Join us for a weekly discussion of Learner-Centered Teaching by Maryellen Weimer. This book discussion will support your hyflex skills for the Fall 2020 semester. We will meet weekly on Wednesday mornings from 9-10:30 am.
July 1,8, 15, 22, and 29 the Zoom room https://udenver.zoom.us/j/4500127127
In this second edition of the classic work Learner-Centered Teaching, Maryellen Weimer--one of the nation's most highly regarded authorities on effective college teaching--offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom. This thoroughly revised and updated edition includes the most current examples of practice in action from a variety of disciplines and contains new information on the research support for learner-centered approaches. Weimer also includes a more in-depth discussion of how students' developmental issues influence the effectiveness of learner-centered teaching.
Learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
The book also offers well-researched advice for educators who want to transition to a learner-centered approach in their classrooms and identifies the steps to take to put into place learner-centered policies and practices. Learner-Centered Teaching provides a theoretical foundation for the learner-centered approach and outlines a positive way to improve teaching.
Online
The OTL is hosting a series of professional development workshops for Assessment Fellows and folks who want to learn more about assessment. There are five modules:
- July 9: Program Mission
- July 16: Student Learning Outcomes
- July 23: Curriculum Alignment Map
- July 30: Data Recipes and Menus
- August 6: Synthesis
Each module aligns with a portion of the assessment process so departments can start the 2020-21 academic year feeling fresh and fancy-free about assessment. Each session begins with a mini-lecture (10-12 minutes), followed by Q&A, and then parallel play dates where people can work on their assessment initiative with virtual support from facilitators. The session will be recorded.
To make the most of this series, we recommend that participants attend or watch each module in sequential order. We look forward to connecting!
Online
The Hyflex Course Design Institute is a two-week, online experience focused on designing hyflex courses that result in significant learning. While the primary focus of this institute will be on designing hyflex courses (that is, courses in which students can choose between face-to-face and online modes of participation), this workshop will also be supportive to faculty members who are designing hybrid courses, as well as those who are designing “pivot ready” face-to-face courses in the coming academic year.
This institute will consist of both synchronous and asynchronous activities, with ample opportunity for participants to learn from and with each other. Participants should plan to spend an average of 3 hours per day on this work, Monday through Friday, for the two weeks of this course.
Through participating in this institute, participants will be able to:
- Articulate significant learning outcomes for courses - that is, the lasting and most-important learnings instructors hope their students will come away with.
- Design assessments that support both students and faculty in determining the extent to which they have achieved the desired learning outcomes
- Design learning activities – for the online and face-to-face spaces - that will lead to the desired learning outcomes and actively engage students in the learning process
- Incorporate key principles for Universal Design for Learning and Inclusive Pedagogy into the design of their courses.
- Support students in succeeding in a hyflex learning environment through fostering motivation, self-directedness, meaningfulness, and connection
Note: Participants will *not* learn to build a course in Canvas as part of this institute, given that the focus of this institute is on overall course design; however, participants will benefit from having a knowledge of Canvas - and what is and is not possible in an online space - prior to participating in this institute.
Registration, along with more details, will be available soon.
Online
Are you new to ZOOM or Kaltura? Not a problem, this webinar will introduce you to the basics of ZOOM and Kaltura and for sure give you some new ideas on how to use video for teaching. In the webinar, we will focus on:
- Getting started with ZOOM
- Teaching with ZOOM
- Using breakout rooms, poll questions, and chat using ZOOM
- Getting started with Kaltura
- Creating lecture videos into Canvas using Kaltura
- Student video assignments
Meeting location: https://udenver.zoom.us/j/93778463369
Online
Join us for a weekly discussion of Learner-Centered Teaching by Maryellen Weimer. This book discussion will support your hyflex skills for the Fall 2020 semester. We will meet weekly on Wednesday mornings from 9-10:30 am.
July 1,8, 15, 22, and 29 the Zoom room https://udenver.zoom.us/j/4500127127
In this second edition of the classic work Learner-Centered Teaching, Maryellen Weimer--one of the nation's most highly regarded authorities on effective college teaching--offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom. This thoroughly revised and updated edition includes the most current examples of practice in action from a variety of disciplines and contains new information on the research support for learner-centered approaches. Weimer also includes a more in-depth discussion of how students' developmental issues influence the effectiveness of learner-centered teaching.
Learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
The book also offers well-researched advice for educators who want to transition to a learner-centered approach in their classrooms and identifies the steps to take to put into place learner-centered policies and practices. Learner-Centered Teaching provides a theoretical foundation for the learner-centered approach and outlines a positive way to improve teaching.
Online
The OTL is hosting a series of professional development workshops for Assessment Fellows and folks who want to learn more about assessment. There are five modules:
- July 9: Program Mission
- July 16: Student Learning Outcomes
- July 23: Curriculum Alignment Map
- July 30: Data Recipes and Menus
- August 6: Synthesis
Each module aligns with a portion of the assessment process so departments can start the 2020-21 academic year feeling fresh and fancy-free about assessment. Each session begins with a mini-lecture (10-12 minutes), followed by Q&A, and then parallel play dates where people can work on their assessment initiative with virtual support from facilitators. The session will be recorded.
To make the most of this series, we recommend that participants attend or watch each module in sequential order. We look forward to connecting!
Online
Join us for a weekly discussion of Learner-Centered Teaching by Maryellen Weimer. This book discussion will support your hyflex skills for the Fall 2020 semester. We will meet weekly on Wednesday mornings from 9-10:30 am.
July 1,8, 15, 22, and 29 the Zoom room https://udenver.zoom.us/j/4500127127
In this second edition of the classic work Learner-Centered Teaching, Maryellen Weimer--one of the nation's most highly regarded authorities on effective college teaching--offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom. This thoroughly revised and updated edition includes the most current examples of practice in action from a variety of disciplines and contains new information on the research support for learner-centered approaches. Weimer also includes a more in-depth discussion of how students' developmental issues influence the effectiveness of learner-centered teaching.
Learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
The book also offers well-researched advice for educators who want to transition to a learner-centered approach in their classrooms and identifies the steps to take to put into place learner-centered policies and practices. Learner-Centered Teaching provides a theoretical foundation for the learner-centered approach and outlines a positive way to improve teaching.
Online
The OTL is hosting a series of professional development workshops for Assessment Fellows and folks who want to learn more about assessment. There are five modules:
- July 9: Program Mission
- July 16: Student Learning Outcomes
- July 23: Curriculum Alignment Map
- July 30: Data Recipes and Menus
- August 6: Synthesis
Each module aligns with a portion of the assessment process so departments can start the 2020-21 academic year feeling fresh and fancy-free about assessment. Each session begins with a mini-lecture (10-12 minutes), followed by Q&A, and then parallel play dates where people can work on their assessment initiative with virtual support from facilitators. The session will be recorded.
To make the most of this series, we recommend that participants attend or watch each module in sequential order. We look forward to connecting!
Online
Join us for a weekly discussion of Learner-Centered Teaching by Maryellen Weimer. This book discussion will support your hyflex skills for the Fall 2020 semester. We will meet weekly on Wednesday mornings from 9-10:30 am.
July 1,8, 15, 22, and 29 the Zoom room https://udenver.zoom.us/j/4500127127
In this second edition of the classic work Learner-Centered Teaching, Maryellen Weimer--one of the nation's most highly regarded authorities on effective college teaching--offers a comprehensive introduction to the topic of learner-centered teaching in the college and university classroom. This thoroughly revised and updated edition includes the most current examples of practice in action from a variety of disciplines and contains new information on the research support for learner-centered approaches. Weimer also includes a more in-depth discussion of how students' developmental issues influence the effectiveness of learner-centered teaching.
Learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
The book also offers well-researched advice for educators who want to transition to a learner-centered approach in their classrooms and identifies the steps to take to put into place learner-centered policies and practices. Learner-Centered Teaching provides a theoretical foundation for the learner-centered approach and outlines a positive way to improve teaching.
Online
The OTL is hosting a series of professional development workshops for Assessment Fellows and folks who want to learn more about assessment. There are five modules:
- July 9: Program Mission
- July 16: Student Learning Outcomes
- July 23: Curriculum Alignment Map
- July 30: Data Recipes and Menus
- August 6: Synthesis
Each module aligns with a portion of the assessment process so departments can start the 2020-21 academic year feeling fresh and fancy-free about assessment. Each session begins with a mini-lecture (10-12 minutes), followed by Q&A, and then parallel play dates where people can work on their assessment initiative with virtual support from facilitators. The session will be recorded.
To make the most of this series, we recommend that participants attend or watch each module in sequential order. We look forward to connecting!
Online
The Hyflex Course Design Institute is a two-week, online experience focused on designing hyflex courses that result in significant learning. While the primary focus of this institute will be on designing hyflex courses (that is, courses in which students can choose between face-to-face and online modes of participation), this workshop will also be supportive to faculty members who are designing hybrid courses, as well as those who are designing “pivot ready” face-to-face courses in the coming academic year.
This institute will consist of both synchronous and asynchronous activities, with ample opportunity for participants to learn from and with each other. Participants should plan to spend an average of 3 hours per day on this work, Monday through Friday, for the two weeks of this course.
Through participating in this institute, participants will be able to:
- Articulate significant learning outcomes for courses - that is, the lasting and most-important learnings instructors hope their students will come away with.
- Design assessments that support both students and faculty in determining the extent to which they have achieved the desired learning outcomes
- Design learning activities – for the online and face-to-face spaces - that will lead to the desired learning outcomes and actively engage students in the learning process
- Incorporate key principles for Universal Design for Learning and Inclusive Pedagogy into the design of their courses.
- Support students in succeeding in a hyflex learning environment through fostering motivation, self-directedness, meaningfulness, and connection
Note: Participants will *not* learn to build a course in Canvas as part of this institute, given that the focus of this institute is on overall course design; however, participants will benefit from having a knowledge of Canvas - and what is and is not possible in an online space - prior to participating in this institute.
Registration, along with more details, will be available soon.
Online
The Teaching Online Short Course is a self-paced course that takes place throughout the month of August and contains readings, assignments, and multimedia to help participants learn how to design and facilitate online courses effectively. The course takes place on Canvas, DU’s primary learning management system (LMS), so that participants can experience the structure of an online course as a student.
Course Objectives
By the end of this course, you should be able to...
- Utilize academic technology such as Canvas to organize and enhance your online course
- Create objectives that are clear and measurable
- Design meaningful online assessments and activities
- Identify methods for engaging and motivating online learners
- Demonstrate best practices for facilitating an online course synchronously and asynchronously
- Apply experience as an online learner to the facilitation of your own course
Online
Join us for a discussion of Born A Crime by Trevor Noah. The Office of Teaching and Learning will be holding a book discussion in three parts:
1. Discussion of the book
2. Discussion of the book in terms of integrating it into your class.
3. Using the book to encourage community-building in your classes because many students and faculty will have read it prior to classes beginning.
We will be meeting from 11 am -12:30 pm on August 3, 4, and 5. This book discussion will be on Zoom https://udenver.zoom.us/j/4500127127
The University is pleased to announce the 2020-21 One Book, One DU selection: Born a Crime by Trevor Noah. Born a Crime: Stories from a South African Childhood takes readers on a journey through Noah's unconventional upbringing that began with a criminal act: his birth. The South African Parliament's Immorality Act, 1927, prohibited the union between his white European father and black Xhosa mother. Noah spent much of his childhood hiding his true identity from his community, his friends, and his government, guarded by his mother's often extreme precautionary measures and unconditional love. With empathy and wit, Noah shares his trials and tribulations growing up in a world where he was never supposed to exist.
All incoming and transfer students will be invited to read the One Book title before arriving on campus, though all members of our community are welcome to engage with the shared text through programming and discussion groups throughout the 2020-21 year. Inspired by the personal lens Noah applies to the complexity of education, language, family life, religion, and current events throughout Born a Crime, the One Prompt will encourage our campus community to share their individual and collective stories.
Online
Join us for a discussion of Born A Crime by Trevor Noah. The Office of Teaching and Learning will be holding a book discussion in three parts:
1. Discussion of the book
2. Discussion of the book in terms of integrating it into your class.
3. Using the book to encourage community-building in your classes because many students and faculty will have read it prior to classes beginning.
We will be meeting from 11 am -12:30 pm on August 3, 4, and 5. This book discussion will be on Zoom https://udenver.zoom.us/j/4500127127
The University is pleased to announce the 2020-21 One Book, One DU selection: Born a Crime by Trevor Noah. Born a Crime: Stories from a South African Childhood takes readers on a journey through Noah's unconventional upbringing that began with a criminal act: his birth. The South African Parliament's Immorality Act, 1927, prohibited the union between his white European father and black Xhosa mother. Noah spent much of his childhood hiding his true identity from his community, his friends, and his government, guarded by his mother's often extreme precautionary measures and unconditional love. With empathy and wit, Noah shares his trials and tribulations growing up in a world where he was never supposed to exist.
All incoming and transfer students will be invited to read the One Book title before arriving on campus, though all members of our community are welcome to engage with the shared text through programming and discussion groups throughout the 2020-21 year. Inspired by the personal lens Noah applies to the complexity of education, language, family life, religion, and current events throughout Born a Crime, the One Prompt will encourage our campus community to share their individual and collective stories.
Online
Join us for a discussion of Born A Crime by Trevor Noah. The Office of Teaching and Learning will be holding a book discussion in three parts:
1. Discussion of the book
2. Discussion of the book in terms of integrating it into your class.
3. Using the book to encourage community-building in your classes because many students and faculty will have read it prior to classes beginning.
We will be meeting from 11 am -12:30 pm on August 3, 4, and 5. This book discussion will be on Zoom https://udenver.zoom.us/j/4500127127
The University is pleased to announce the 2020-21 One Book, One DU selection: Born a Crime by Trevor Noah. Born a Crime: Stories from a South African Childhood takes readers on a journey through Noah's unconventional upbringing that began with a criminal act: his birth. The South African Parliament's Immorality Act, 1927, prohibited the union between his white European father and black Xhosa mother. Noah spent much of his childhood hiding his true identity from his community, his friends, and his government, guarded by his mother's often extreme precautionary measures and unconditional love. With empathy and wit, Noah shares his trials and tribulations growing up in a world where he was never supposed to exist.
All incoming and transfer students will be invited to read the One Book title before arriving on campus, though all members of our community are welcome to engage with the shared text through programming and discussion groups throughout the 2020-21 year. Inspired by the personal lens Noah applies to the complexity of education, language, family life, religion, and current events throughout Born a Crime, the One Prompt will encourage our campus community to share their individual and collective stories.
Online
The OTL is hosting a series of professional development workshops for Assessment Fellows and folks who want to learn more about assessment. There are five modules:
- July 9: Program Mission
- July 16: Student Learning Outcomes
- July 23: Curriculum Alignment Map
- July 30: Data Recipes and Menus
- August 6: Synthesis
Each module aligns with a portion of the assessment process so departments can start the 2020-21 academic year feeling fresh and fancy-free about assessment. Each session begins with a mini-lecture (10-12 minutes), followed by Q&A, and then parallel play dates where people can work on their assessment initiative with virtual support from facilitators. The session will be recorded.
To make the most of this series, we recommend that participants attend or watch each module in sequential order. We look forward to connecting!