Faculty Development

Upcoming Workshops from Instructional Technology

Greetings from Instructional Technology!

As we prepare for the Fall term we would like to make you aware of some of the upcoming workshops available to you.

Here is a list of the sessions. Links to RSVP will be below.

  • Monday, August 22, 1-2:30 pm, Main Hall 108 – Canvas Overview
  • Tuesday, August 23, 1-2:30 pm, Zoom – Canvas Overview
  • Tuesday, August 30, 1:15-3:15, Memorial 002 – Create a More Inclusive Syllabus
  • Tuesday September 6, 9:30-11am, Main Hall 108 – Canvas Overview
  • Tuesday, September 6, 1:30-3:00 pm, Main Hall 108 – Grading in Canvas
  • Wednesday, September 7, 9:30-11 am, Main Hall 108 – Canvas Overview
  • Thursday, September 8, 9:30-11 am, Mail Hall 108 – Grading in Canvas


Session Descriptions and RSVP Links

  • Canvas Overview
    Jedidiah will provide an overview of the tools available within Canvas.
    RSVP: https://forms.office.com/r/fVZnuVXgzs

  • Grading in Canvas
    Jedidiah will share grading strategies and tools within Canvas. Topics include Speedgrader, weighting grades and using the gradebook.
    RSVP: https://forms.office.com/r/fVZnuVXgzs

  • Create a More Inclusive Syllabus
    Jedidiah Rex and Rose Theisen will lead participants in an exploration of what it means to create a more inclusive syllabus and why it is important to do so. Participants will be provided with a rubric and other syllabus resources. Participants will be given the opportunity for structured peer-to-peer discussion.   

    Workshop participants will review the inclusive syllabus rubric, discuss why inclusive syllabi are important, and summarize and compare elements of an inclusive syllabus, analyze syllabi for inclusive elements, and create an evaluation and action plan for making their own syllabus more inclusive.   

    *While this session is part of the New Faculty Orientation, all faculty are welcome.
    RSVP: https://forms.office.com/r/eSFJksp2Ni

TEACHING WORKSHOP FOR EARLY-CAREER FACULTY AT SMALL LIBERAL ARTS COLLEGES

This fully-funded workshop might be an opportunity for some of our junior faculty. 
Applications are due September 30.

The Nielsen Center Teaching Workshop for Early-Career Faculty creates a sustained faculty learning community over successive workshop weekends. Workshop Fellows reflect on their vocation, context, and teaching practices and develop teaching strategies that nurture transformative student learning.

https://www.eckerd.edu/nielsencenter/workshop/

Create a More Inclusive Syllabus Workshop on either June 6 or June 13, 2022

Sponsored by the HHMI Grant Management Team and the Inclusive Pedagogy Committee   

Dr. Rose Theisen and Jedidiah Rex will lead participants in an exploration of what it means to create a more inclusive syllabus and why it is important to do so. Participants will be provided with a rubric and other syllabus resources. Participants will be given the opportunity for structured peer-to-peer discussion.   

The workshop will consist of two 90-minute sessions, 10:30AM-12:00PM and 1:30-3:00PM. In the morning session, workshop participants will review the inclusive syllabus rubric, discuss why inclusive syllabi are important, and summarize and compare elements of an inclusive syllabus. In the afternoon session, workshop participants will analyze syllabi for inclusive elements, and create an evaluation and action plan for making their own syllabus more inclusive.   

Rose and Jedidiah will facilitate two sessions. The sessions will be: 

  • Monday, June 6, held in Zoom 
  • Monday, June 13, held in Memorial 002 

Please RSVP here for the session you prefer by Friday, June 3.
Zoom details for the June 6 session will be shared upon RSVP.  

✅ Please note that these sessions will not be recorded. To make the workshop valuable for all, we would like to have at least four participants per session.   

In keeping with our support for the Transparency in Learning and Teaching (TILT) initiative, we have outlined the workshop’s Purpose, Tasks, and Criteria below.  

Purpose  

  • To learn about strategies and best practices for inclusive syllabus development.   
  • To engage with peers on issues of teaching and learning.   
  • To use tools and resources to examine, evaluate, and revise one’s own syllabus.   

Tasks  

Participants will:  

  • review and become familiar with the Inclusive Syllabus Rubric [AM]  
  • engage in discussion with peers around information shared in the session [AM, PM] 
  • examine assumptions and fears about creating a more inclusive syllabus [AM, PM]  
  • collaboratively evaluate a recent or upcoming draft syllabus with the Inclusive Syllabus Rubric [PM]  
  • create an action plan for making their own syllabus more inclusive [PM]  

Criteria  

Successful participation means that after the sessions a participant can:  

  • summarize the parts of an inclusive syllabus as defined in the rubric.  
  • identify positive examples of inclusive syllabus elements using the rubric.  
  • explain to a peer why creating an inclusive syllabus is important.   
  • use what you learned from the workshop when developing your next syllabus and be willing to share what you learned with others in your department or office.   

Round Table on Curricular Innovations

Come hear from three faculty about innovations they have made in their classes. Each Inclusive Pedagogy Committee award recipient will share a 5-10 minute summary their revision, including why they did it, what they accomplished and what needed improvement. This will then be followed by a question-and-answer session.

When: Friday, April 1st; 12:30 -1:30 pm

Where: Music Drama Center 259

Masks will be required for all people attending this optional in-person event.

Please RSVP here, preferably before Wednesday, March 30th, 2022

Presenters

Matthew Arau and Stephen Sieck – MUEP 403 Large Ensemble Rehearsal Techniques

Arau and Sieck reconfigured this course to remove barriers to learning and accommodate learner variability by implementing Universal Design for Learning techniques. Students now have multiple ways to represent, express, and engage in learning, and multiple ways to make music and teach music. Changes in this course also influence the pedagogies in the successive courses in the capstone sequence: MUEP 451 Instrumental Rehearsal Techniques (Matthew Arau) and MUEP 452 Choral Rehearsal Techniques (Steve Sieck). 

Gustavo Fares – SPAN 425 Latin American Visual Art

Fares coupled technology and flipped classroom units to more fully engage students and reduce stereotype threat as they gain tools for difficult cultural discussions and presentations. 

Timothy X. Troy – THAR 347: Acting II: Premodern

Timothy and Jacque Troy were prompted by an exposure to Ayanna Thompson and Lauri Turchi’s book, Teaching Shakespeare with Purpose (Bloomsbury: London 2016) where the authors bring a cross-cultural approach to teaching Shakespeare in the US and the UK. They identified particular developmental characteristics of the 16 to 20 year-old cohort – bridging the usual divide between high school and university education. Thompson and Turchi’s core insights included recognizing that any particular classroom: 1) will have wide-disparities of exposure to Shakespeare; 2) that dense text-based material can be especially challenging for students in our current media environment; and 3) race, class, and other social factors can inhibit the take-up of premodern repertory often associated with cultural institutions suffering from delayed inclusivity. Troy and Troy enhanced the efforts of Thompson and Turchi by including aspects of Universal Design, foregrounding the power of peers teaching peers, and integrating a variety of learning modalities.

Create a More Inclusive Syllabus Workshop – March 17, 18, 2022

Sponsored by the HHMI Grant Management Team and the Inclusive Pedagogy Committee  

UPDATE: We did not receive the number of RSVPs we had hoped for and are sad to say that we had to cancel the workshops planned for this Thursday and Friday. I think that this past term has been difficult for many and that is borne out in the response to this opportunity. But all is not lost. Rose and Jedidiah are very interested in offering these again in Spring term. Please stay tuned!

Dr. Rose Theisen and Jedidiah Rex will lead participants in an exploration of what it means to create a more inclusive syllabus and why it is important to do so. Participants will be provided with a rubric and other syllabus resources. Participants will be given the opportunity for structured peer-to-peer discussion.  

The workshop will consist of two 90-minute sessions. In the morning session, workshop participants will review the inclusive syllabus rubric, discuss why inclusive syllabi are important, and summarize and compare elements of an inclusive syllabus. In the afternoon session, workshop participants will analyze syllabi for inclusive elements, and create an evaluation and action plan for making their own syllabus more inclusive.  

The sessions will be held in Memorial 002 on March 17 and 18 from 10:30AM-12:00PM and 1:30-3:00PM. Choose one day that works for your schedule.

An RSVP by Tuesday, March 15, is strongly encouraged, but everyone is warmly welcome regardless! To make the workshop valuable for all, we would like to have at least eight participants at each session.   

✅  PLEASE NOTE: These sessions are planned to be in-person and will not be recorded.  

In keeping with our support for the Transparency in Learning and Teaching (TILT) initiative, we’ve outlined the workshop’s Tasks, Purposes, and Criteria below. 

Purpose: 

  • To learn about strategies and best practices for inclusive syllabus development.  
  • To engage with peers on issues of teaching and learning.  
  • To use tools and resources to examine, evaluate, and revise one’s own syllabus.  

Tasks: 

Participants will: 

  • review and become familiar with the Inclusive Syllabus Rubric [AM] 
  • engage in discussion with peers around information shared in the session [AM, PM]
  • examine assumptions and fears about creating a more inclusive syllabus [AM, PM] 
  • collaboratively evaluate a recent or upcoming draft syllabus with the Inclusive Syllabus Rubric [PM] 
  • create an action plan for making their own syllabus more inclusive [PM] 

Criteria: 

Successful participation means that after the sessions a participant can: 

  • summarize the parts of an inclusive syllabus as defined in the rubric. 
  • identify positive examples of inclusive syllabus elements using the rubric. 
  • explain to a peer why creating an inclusive syllabus is important.  
  • use what you learned from the workshop when developing your next syllabus and be willing to share what you learned with others in your department or office.  

REFLECT Peer Observation Workshop [Mellon RTP]

Sent on behalf of the Mellon Task Force on Restructuring Reappointment, Tenure, and Promotion Practices (RTP)

Dear All: 

We write on behalf of the Mellon Task Force on Restructuring Reappointment, Tenure, and Promotion Practices (RTP). As a part of our charge, we are exploring ways to incorporate peer observation and peer evaluation into the formal reappointment and tenure process.  

We hope that this potential change will give all faculty frequent opportunities to reflect on their strengths and weaknesses as teachers in addition to building a broader culture of effective teaching.  We invite you  to join us for a two-part opportunity. 

  1. Attend a facilitated workshop on a robust peer observation and peer evaluation system, called REFLECT. We have invited the developers of the model, team from the University of Portland to provide the two-day workshop. The team received an NSF grant to develop the work, and despite their initial STEM focus, they have successfully applied their methods in many different academic fields.  You may learn more about REFLECT at sites.up.edu/reflect/about/.  The REFLECT team’s two-day workshop will be at Lawrence February 10 and 11 (reading period) from 2 to 4 pm by Zoom.  
  2.  Join a pilot project in the Spring 2022 term of how formal peer observation might work at Lawrence in classes with a variety of teaching styles and levels. 

Although participation in the two-day workshop is open to all, we can provide a small $100 stipend for 25 attendees.  Workshop participants are also invited to participate in the spring pilot of the protocol methods.  We can provide a $450 stipend for up to 12 faculty members for observing and being observed multiple times throughout the spring term.  Pilot participants must have attended the workshop. 

Ideally, we would like faculty from all ranks and offering courses of a variety of styles to volunteer as observers (and the observed!) as we encourage meaningful conversations around teaching. 

If you’d like to sign up to attend the workshop or additionally volunteer for the spring term pilot project, please contact Karen Leigh-Post (karen.leigh-post@lawrence.edu) or Arnold Shober (arnold.shober@lawrence.edu). 

From the committee, 

Karen Leigh-Post and Arnold Shober, co-chairs 

Round Table on Curricular Innovations

Come hear from three faculty about innovations they have made in their classes. Each Inclusive Pedagogy Committee award recipient will share a 5-10min summary of what they each did, including an overview of their revision, why they did it, and what worked and what didn’t. This will then be followed by a question-and-answer session. Students are welcome to the session.

When:

Friday, January 21st 12:30 -1:30pm (with students)

Where:

Zoom. Details will be sent upon RSVP.

Please RSVP for the Round Table here.

Presenters

Vanessa Plumly – 1st year German sequence

Plumly will embark on a process of replacing the textbook with a less-expensive choice, and supplementing that text with materials that more accurately portray the diversity and complexity of contemporary German culture.  She will also shift assessments to more active language production through real-world contexts.

Brigid Vance   – History 160: Traditional East Asian Civilizations

Vance will take a new thematic approach to this survey course so her students experience the complexity of traditional East Asia while working to rebalance an understanding of what kind of knowledge is valued and by whom. She will use a series of scaffolded reading, writing, and engagement exercises designed to invite students to become co-creators and purveyors of knowledge. 

Bob Williams – EDST 180     Psychology of Learning

Williams will restructure the course around different types of learning that include a multitude of examples drawn from diverse cultural contexts.  He will engage the students in actively demonstrating research-based methods that use diverse examples of their own choosing alongside exemplars from the original research. 

Create a More Inclusive Syllabus Workshop

Under sponsorship by the HHMI grant management team and the Inclusive Pedagogy Committee, Dr. Rose Theisen and Jedidiah Rex will lead participants in an exploration of what it means to create an inclusive syllabus and why it is important to do so. Participants will be provided with a rubric and other syllabus resources. Participants will be given the opportunity for structured peer-to-peer discussion.

The workshop will consist of two 90-minute sessions. In the morning session, workshop participants will review the inclusive syllabus rubric, discuss why inclusive syllabi are important, and summarize and compare elements of an inclusive syllabus. In the afternoon session, workshop participants will analyze syllabi for inclusive elements, and create an evaluation and action plan for making their own syllabus more inclusive.  

The sessions will be held in Science Commons/Youngchild 121 on December 7, 8, and 14 from 10:30-12PM and 1:30-3:00PM. Choose one day that works for your schedule. An RSVP is encouraged, but everyone is warmly welcome regardless! 

In keeping with our support for the Transparency in Learning and Teaching (TILT) initiative, we’ve outlined the workshop’s Tasks, Purposes, and Criteria below. 

Purpose 

  • To learn about strategies and best practices for inclusive syllabus development.  
  • To engage with peers on issues of teaching and learning.  
  • To use tools and resources to examine, evaluate, and revise one’s own syllabus.  

Tasks

Participants will: 

  • review and become familiar with the Inclusive Syllabus Rubric [AM] 
  • engage in discussion with peers around information shared in the session [AM, PM] 
  • examine assumptions and fears about creating a more inclusive syllabus [AM, PM] 
  • collaboratively evaluate a recent or upcoming draft syllabus with the Inclusive Syllabus Rubric [PM] 
  • create an action plan for making their own syllabus more inclusive [PM] 

Criteria

Successful participation means that after the sessions a participant can: 

  • summarize the parts of an inclusive syllabus as defined in the rubric. 
  • identify positive examples of inclusive syllabus elements using the rubric. 
  • explain to a peer why creating an inclusive syllabus is important.  
  • use what you learned from the workshop when developing your next syllabus and be willing to share what you learned with others in your department or office.  

Canvas Training Sessions: D-Term and More

If you are interested in a first-time or refresher training, a number of sessions will be offered. Most sessions will be in Zoom, but there will be two sessions in-person. The in-person sessions will take place in the Humanities Lab (Main 108). Descriptions, modalities, topics, dates and times are listed below.

Session Descriptions

> Introduction: A walkthrough of Canvas and tools to get started using Canvas.
> Grading and Feedback: A focused look at using the grading and feedback tools available in Canvas including the gradebook and Speedgrader.
> Course Design: A hands-on exploration of how to create a student-centered Canvas course using the Canvas Course Checklist. 

Session Dates and Times

Most sessions will be in Zoom, but there will be one session in-person. The in-person session will take place in the Humanities Lab (Main Hall 108). Modalities and topics are listed below.

  • Friday, November 19, 10:30-11:30 a.m. [In-Person] Grading and Feedback
  • Monday, November 22, 10:00-11:30 a.m. [Zoom] Introduction
  • Tuesday, November 23, 10:00-11:30 a.m. [Zoom] Grading and Feedback
  • Tuesday, November 30, 9:30-11:00 a.m. [In-Person] Introduction
  • Wednesday, December 1, 1:30-3:00 p.m. [Zoom] Canvas Course Design
  • Friday, December 3, 9:30-11:00 a.m. [Zoom] Introduction
  • Thursday, December 9, 9:30-11:00 a.m. [Zoom] Grading and Feedback
  • Thursday, December 9, 1:30-3:00 p.m. [Zoom] Canvas Course Design
  • Monday, December 13, 10-11:30 a.m. [Zoom] Introduction

RSVP

Please RSVP here. You may choose as many sessions as you wish to attend.
Zoom links for pertinent sessions will be shared with you after you RSVP.

Strategies for classroom observations (for observers and observees) with Professor Chloe Armstrong (Philosophy)

On Tuesday, November 9, 2021 from 4:30-5:30PM via Zoom, Professor Armstrong (Philosophy) will give a 25-minute presentation on strategies that serve a range of goals, including the modeling of new pedagogical innovations, data collection on experimental teaching and new practices, revising current practices, peer-to-peer observations, self-observations using recorded materials from remote course content, and classroom observations that may serve in the promotion and reappointment process. After the presentation, she will host a 30-minute question and answer (not recorded) session. An RSVP is encouraged but everyone is warmly welcome regardless!

http://thor.lawrence.edu/calendar/main.php?view=event&calendar=default&eventid=1635456138369

And in keeping in our support for the Transparency in Learning and Teaching (TILT) initiative, we’ve outlined the workshop’s Tasks, Purposes, and Criteria below.

Purpose:

To learn about strategies and best practices for classroom observations for observers and observees developed by the University of Michigan’s Center for Research on Learning and Teaching.

Tasks:

Attend the live presentation with Q&A session or watch the recorded presentation. Participants will be provided with an electronic template fordata collection and guidance for before, during, and after a class visit.

Criteria:

Attend the live presentation with Q&A session or watch the recorded presentation. At the end of the workshop, we hope that you will be willing to share your intention to apply some of what you learn in your next observation with the Inclusive Pedagogy Committee!

HHMI Inclusive Excellence Grant & Inclusive Pedagogy Committee