TILT Events - List Format

During this interactive session, participants will use Learning Experience Design Cards (LXD) and other classroom assessment techniques to identify active learning approaches that align with course goals. The activities on LXD Cards are intended to help design courses that engage students, foster critical thinking, and show clear alignment to course outcomes. The variety of learning activities aligned with different types of learning will inspire creativity and engagement for you as an instructor as well your students.

Learning Outcomes:
• Align course outcomes with higher-order learning outcomes from Bloom's and Fink's Taxonomies
• Choose active learning strategies that align with course outcomes
• Create a course plan

What to Bring:
• Course outcomes & syllabus

This workshop aligns with the Instructional Strategies domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

Please bring your own lunch to this workshop.

As many of us work to improve our teaching practices by responding to important cultural, societal, and professional calls for curricula that foster equity, diversity, and inclusivity, it is important we revisit and rethink our writing assignments across the curriculum through a lens of linguistic justice. This workshop will share research on linguistic justice that will inspire a collaborative discussion and analysis of sample writing assignments (low stakes and high stakes) and will propose questions we should all be asking ourselves as we design and revise writing assignments in our courses. Time will be spent in the workshop brainstorming and discussing ways faculty might revise an existing assignment to include principles of linguistic justice that they can assign in the spring, summer, or fall.

Learning Outcomes:
• Participants will leave with an understanding of definitions of and professional calls for linguistic justice.
• Participants will learn some of the questions we need to be asking ourselves to understand the role our writing assignments (and our assessments of them) can play in fostering linguistic justice.
• Participants will learn writing assignment design strategies from participating in a collaborative analysis of sample assignments.
• Participants will leave with ideas for how to incorporate linguistic justice in their low- and high-stakes writing assignments.

This workshop aligns with the Inclusive Pedagogy domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

Multicultural Undergraduate Research Art and Leadership Symposium (MURALS) is an undergraduate research and artistry symposium that provides a platform for undergraduate students with marginalized identities to showcase their scholarly work.  MURALS is inclusive, rigorous, and culturally relevant. 

Students will present their scholarly work (creative writing, visual and performing arts, Entrepreneurship, S.T.E.M., social sciences, humanities) while graduate students and faculty provide feedback and faculty serve as mentors. Throughout MURALS, students will have the opportunity to showcase their scholarly work and represent themselves, their departments and colleges to faculty, staff, peers, alumni, administration, and FAMILY!

GOALS

• Increase their interaction and collaboration with students from diverse populations
• Communicate confidently and constructively about their research/scholarly work with their peers, faculty, and staff
• Independently synthesize and extrapolate information pertaining to their own research/scholarly work, including lessons learned, strengths, and ways to improve
• Articulate significance of independent research interests as it pertains to their field, community, nation and/or world.
• Increase professional interaction through interpersonal skills with peers, faculty, and staff
• Understand the fundamental characteristics needed to become a successful multicultural leader

Numerous literatures suggest that games are powerful active classroom learning tools, but classroom games must be matched with measurable classroom objectives in order to be effective. In the first portion of this workshop, you will learn the psychology behind why games work and an objective-based template for designing and assessing classroom games. During the second portion, you will ideate on and draft a single-lesson game prototype for your classroom.

Learning Outcomes:
• Learn the psychology of games and the importance of objective-based game design for active learning
• Utilize a game design template for designing and assessing classroom games
• Apply a game design template to create a draft prototype single-lesson game

Join TILT for a tour of the Teaching Effectiveness Framework that guides instructors and GTAs in the process of defining, enhancing, and evaluating teaching effectiveness at CSU. The Teaching Effectiveness Framework includes seven domains for effective teaching (RI, hybrid and remote). We will review the domains, noting Inclusive Pedagogy as the foundational domain, and help participants choose a domain to focus on for the year.

Learning Outcomes:
• Define effective teaching and student success
• Describe the Teaching Effectiveness Framework
• Identify tools that can be used to improve teaching

This workshop aligns with all domains of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

Please bring your own lunch to this workshop.

The Teaching Effectiveness Framework (TEF) provides instructors with evidence-based teaching practices to help identify strengths and grow their teaching practice. This workshop will walk you through a visioning and goal-setting process that aligns with your definition of student success and the TEF. You will leave this session with a goal and action steps to carry out your goal. If you need to set a teaching goal for annual review or for the Graduate Teaching Certificate, this workshop will help you focus your goal and teaching efforts in a way that aligns with your vision of student success.

This workshop is a 2 part series. To get full credit for this workshop, you must attend this session and the following session on March 20th.

This workshop introduces all domains of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

In this workshop participants will work together to draft or revise a syllabus within a framework that supports diversity equity and inclusion.

Learning outcomes:
• Articulate the importance of syllabi as a tool for classroom equity and inclusion
• Draft or revise a course syllabus to incorporate universal design for learning guidelines

This workshop aligns with the Inclusive Pedagogy domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

In this workshop, participants will learn the elements of a compelling diversity statement. They will have the opportunity to reflect on key questions and receive suggestions on specific considerations about their diversity statement. Workshop participants will review samples of existing diversity statements and engage in discussion.

Learning outcomes:
• Become familiar with best practices in writing a diversity statement
• Review and discuss elements of writing a compelling diversity statement

This workshop aligns with the Inclusive Pedagogy domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

This workshop is open to all CSU faculty, staff, and graduate students.

It can be difficult to know where to start when looking to create an inclusive classroom. Dr. Shari Lanning will work with instructors to help them focus on one or two modalities they can use in their classroom using Universal Design principles and proactive teaching to accommodate all learners.

Instructors should leave with specific activities they can immediately apply to their own classroom and/ or courses.

This workshop aligns with the Instructional Strategies domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

This workshop is open to all CSU faculty, staff, and graduate students.

Please bring your own lunch to this workshop.

The objectives of this workshop will be to inform participants about the concepts of stereotype threat and implicit bias. Participants should feel more comfortable with the terms and be aware of some of the data behind the idea that stereotype threat can potentially lead to underperformance by students. Participants will also receive guidance on how to create an environment in the classroom where all students can reach their full potential.

It is our hope the participants completing the workshop would be enthusiastic about their classroom experience and how they will create this encouraging environment for every student. This workshop can also be thought of as a guide toward identifying and reducing stereotype threat and implicit bias in order to maximize student performance

This workshop aligns with the Inclusive Pedagogy domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

This workshop is open to all CSU faculty, staff, and graduate students. Please bring your own lunch.

Instructors often struggle with effective participation in small group work and in large group discussions, which impacts student motivation and learning. In this workshop, participants will learn how to organize group activities for improved effectiveness, learn how small group work can support productive large group discussions, and come away with a variety of activities to try in their classes.

This workshop aligns with the Instructional Strategies domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.

This workshop aims to discuss trauma and its lasting impact on a student's ability to learn. We will discuss types of trauma, how to start recognizing potential trauma responses in our students, and learn how to avoid secondary trauma and practice care for ourselves.

This workshop aligns with the Classroom Climate domain of the teaching effectiveness framework.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

With the advent of Open AI’s program, ChatGPT, educators worldwide have questioned the role of teaching in the college classroom. We must confront new questions of plagiarism detection, assignment applicability, and assessment practices. While ChatGPT does create existential (and ethical) dilemmas, this workshop will help instructors develop practical strategies for using ChatGPT and AI strategically and productively in the classroom. We will discuss the ways we might caution students to not use ChatGPT in addition to brainstorming assignments and assessment strategies that acknowledge the utility of this platform.

By the end of this session, participants will be able to:

• Identify ethical dilemmas in ChatGPT
• Evaluate potential use cases of ChatGPT
• Brainstorm assignments that incorporate ChatGPT

As post-secondary teachers, it is becoming increasingly more important to articulate an individual teaching philosophy and that it be available for review when applying for a college or university faculty positions. This session will give you the opportunity to learn about best practices in creating a teaching philosophy as well as solicit advice from TILT Professional Development staff as you develop your own. Specifically, this session will include:

• An overview of the research on what potential employers are looking for in a Teaching Philosophy
• An overview of the basic structure and central information that should be included
• Ideas for strategies from CSU faculty and what they look for in a Teaching Philosophy

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the Graduate Teaching Certificate.

In this workshop Annie will describe her transition away from exams and quizzes to student choice module assignments and student-authored rubrics. She will share the rationale behind this change, lessons learned over the past year, and the impact it has had on student motivation and success.

Learning Outcomes:

• Describe the benefits of student choice assignments over exams and quizzes and how this approach increases critical thinking, student motivation, and inclusivity
• Describe the benefits of rubrics and how their use connects to student motivation, class climate, and inclusivity
• Apply elements of student choice assignments and student-authored rubrics to any course

Lunch will be provided.

This workshop aligns with the feedback and assessment domain of the teaching effectiveness framework.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

This workshop explores the use of ungraded in-class writing as a tool for instructors to promote class engagement and an inclusive environment. Attendees will learn how to structure in-class writing activities and prompts that strengthen student reading skills, promote knowledge transfer, and create a classroom dialogue that is both more lively and more informed. The workshop will consider multiple approaches to in-class writing and explore its applications to a variety of disciplines, from the humanities to the sciences to the arts.

This workshop aligns with the instructional strategies domain of the Teaching Effectiveness Framework.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

Gain insights into the cross cultural experience of international students and some of the challenges they face as well as learn about some of the resources available for support.

This workshop aligns with the inclusive pedagogy domain of the teaching effectiveness framework and is part of TILT's inclusive pedagogy series.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

As post-secondary teachers, it is becoming increasingly more important to articulate an individual teaching philosophy and that it be available for review when applying for a college or university faculty positions. This session will give you the opportunity to learn about best practices in creating a teaching philosophy as well as solicit advice from TILT Professional Development staff as you develop your own. Specifically, this session will include:

• An overview of the research on what potential employers are looking for in a Teaching Philosophy
• An overview of the basic structure and central information that should be included
• Ideas for strategies from CSU faculty and what they look for in a Teaching Philosophy

This two-hour session contains two parts: a presentation and workshop. From 11:00-12:00 , we will offer a presentation on writing a teaching philosophy. From 12:00-1:00 , we will facilitate a peer workshop wherein you can write, revise, and solicit feedback on your teaching philosophy. You may attend one or both parts of this session.

Lunch will be provided. This two-hour session counts as two workshops towards the TILT teaching certificate.

This workshop is open to all CSU faculty, staff, and graduate students.

Offering feedback on student work can sometimes feel daunting and overwhelming for GTAs. Similarly, receiving a great deal of instructor feedback can feel overwhelming for students. In this session, we will cover strategies for offering productive feedback on student work that honors a growth mindset and process oriented learning. Specifically, we will consider best practices for scope and focus of feedback. We will address the hierarchy of concerns in assignments and consider best practices for formative and summative feedback.

Workshop Objectives:
• To develop feedback that promotes process-oriented learning
• To cultivate formative and summative feedback strategies
• To promote student agency in writing

This workshop aligns with the feedback and assessment domain of the teaching effectiveness framework

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

This workshop aims to discuss trauma and its lasting impact on a student's ability to learn. We will discuss types of trauma, how to start recognizing potential trauma responses in our students, and learn how to avoid secondary trauma and practice care for ourselves.

Lunch will be provided.

This workshop aligns with the classroom climate domain of the teaching effectiveness framework.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

This is the second part of a two-part workshop.

Teaching is a complex, often overwhelming endeavor that no two instructors approach in the same manner. With myriad research, resources, and opinions on effective teaching - where do you begin? The Teaching Effectiveness Framework (TEF) organizes evidence-based teaching practices into seven interdependent domains to help instructors identify strengths and focus efforts to grow their teaching practice. This workshop can help take this challenging thing called teaching and make it more manageable.

Part 2 (90 minutes) digs deeper into your focus domain of the TEF and the specific teaching practices you will integrate into your course. You will also consider types of evidence that will gauge success of newly integrated teaching practices.

Participants will be able to...

• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, interdependence
• Identify teaching strengths related to a teaching domain
• Analyze your current teaching practices and how they align with your vision for students
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching
• Be aware of evidence that can gauge success of teaching practices

Lunch will be provided.

Participation in part 1 of this workshop is required.

There has been an increase in the number of neurodiverse students entering into higher education. Neurodiversity can include, but is not limited to, ADHD, dyspraxia, dyslexia, and autism spectrum disorder. Neurodiverse students can experience issues with attention, organization, working memory, time management, listening skills, sensory perception, and speed of processing. By developing/ redesigning courses that do not focus on accommodating neurodiverse students, but instead is designed FOR neurodiverse students, one is able to remove the stigma behind the accommodations related to neurodiversity while benefitting all students in the classroom.

By following the guidelines and principles to promote a Universal Design within the classroom, one can support students that are often plagued with anxiety related to the stigma of accommodations and neurodiversity while also following best practices of higher education. Ableism is a consistent, and often overlooked, issue that faculty faces when designing and teaching courses. It directly affects the ability of our students to learn from the present curriculum.

Faculty should walk away with some ideas on how to get started or how to continue their course adjustments when considering neurodiverse learning. They will be able to view various modalities and ideas related to neurodiverse learning that can be incorporated into the classroom.

Lunch will be provided.

This workshop aligns with the inclusive pedagogy domain of the teaching effectiveness framework and is part of TILT's inclusive pedagogy series.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

This is the first of a two part workshop.

Teaching is a complex, often overwhelming endeavor that no two instructors approach in the same manner. With myriad research, resources, and opinions on effective teaching - where do you begin? The Teaching Effectiveness Framework (TEF) organizes evidence-based teaching practices into seven interdependent domains to help instructors identify strengths and focus efforts to grow their teaching practice. This workshop can help take this challenging thing called teaching and make it more manageable.

Part 1 (90 minutes) begins with a visioning process to help you define success for your students and align your vision with a domain of the Teaching Effectiveness Framework (TEF). From there, you can more easily set a teaching goal and create action steps to carry out your goal.

Participants will be able to...

• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, interdependence
• Identify teaching strengths related to a teaching domain
• Analyze your current teaching practices and how they align with your vision for students
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching

Please bring your own lunch.

If you can, please register for part 2 of this workshop on Friday, September 30th.

This is the second part of a two-part workshop.

Teaching is a complex, often overwhelming endeavor that no two instructors approach in the same manner. With myriad research, resources, and opinions on effective teaching - where do you begin? The Teaching Effectiveness Framework (TEF) organizes evidence-based teaching practices into seven interdependent domains to help instructors identify strengths and focus efforts to grow their teaching practice. This workshop can help take this challenging thing called teaching and make it more manageable.

Part 2 (90 minutes) digs deeper into your focus domain of the TEF and the specific teaching practices you will integrate into your course. You will also consider types of evidence that will gauge success of newly integrated teaching practices.

Participants will be able to...

• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, interdependence
• Identify teaching strengths related to a teaching domain
• Analyze your current teaching practices and how they align with your vision for students
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching
• Be aware of evidence that can gauge success of teaching practices

Lunch will be provided.

Participation in part 1 of this workshop is required.

This is the first of a two part workshop.

Teaching is a complex, often overwhelming endeavor that no two instructors approach in the same manner. With myriad research, resources, and opinions on effective teaching - where do you begin? The Teaching Effectiveness Framework (TEF) organizes evidence-based teaching practices into seven interdependent domains to help instructors identify strengths and focus efforts to grow their teaching practice. This workshop can help take this challenging thing called teaching and make it more manageable.

Part 1 (90 minutes) begins with a visioning process to help you define success for your students and align your vision with a domain of the Teaching Effectiveness Framework (TEF). From there, you can more easily set a teaching goal and create action steps to carry out your goal.

Participants will be able to...

• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, interdependence
• Identify teaching strengths related to a teaching domain
• Analyze your current teaching practices and how they align with your vision for students
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching

Please bring your own lunch.

If you can, please register for both parts of this workshop. The second workshop will take place on Thursday, September 15th.

Inclusive Pedagogy is a student centered teaching approach that considers all students’ backgrounds, experiences, and learning variabilities in the planning and implementation of student engagement activities, equitable access to content, mutual respect, and a more robust learning experience for all learners. This workshop will model inclusive teaching strategies and help faculty integrate equitable practices into their classroom.

Participants will be able to...

• Recognize Inclusive Pedagogy as fundamental to student success
• Identify practices to make your teaching more inclusive

This workshop aligns with the inclusive pedagogy domain of the teaching effectiveness framework and is part of TILT's inclusive pedagogy series.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.

A demonstration of using Gradescope for bubble sheet (Scantron-style) testing.

Click here to join the MS Teams Meeting

The University Testing Center will close soon after the Spring 2022 semester ends. As a result, the Scantron Scoring Service will no longer be available.

To provide continuity for instructors and departments, the University Testing Center (UTC) will continue offering Scantron scoring and make-up exam proctoring services through the end of the Spring 2022 semester.

CSU will use an automated exam scoring software, Gradescope, beginning with the Summer 2022 semester. Individual faculty and departments can use the Gradescope software’s bubble sheet functionality to provide features similar to Scantron.

• Allows instructors to quickly update an exam question and regrade the exam.
• Integrates with Canvas which allows exam grades to be pushed to your grade book.
• Works with cross listed courses in Canvas.
• Allows for multiple versions of the same test syncing the scores into a single Canvas Grade Book column.

Go to TILT's Gradescope webpage for more information.

A demonstration of using Gradescope for bubble sheet (Scantron-style) testing.

Click here to join the MS Teams Meeting

The University Testing Center will close soon after the Spring 2022 semester ends. As a result, the Scantron Scoring Service will no longer be available.

To provide continuity for instructors and departments, the University Testing Center (UTC) will continue offering Scantron scoring and make-up exam proctoring services through the end of the Spring 2022 semester.

CSU will use an automated exam scoring software, Gradescope, beginning with the Summer 2022 semester. Individual faculty and departments can use the Gradescope software’s bubble sheet functionality to provide features similar to Scantron.

• Allows instructors to quickly update an exam question and regrade the exam.
• Integrates with Canvas which allows exam grades to be pushed to your grade book.
• Works with cross listed courses in Canvas.
• Allows for multiple versions of the same test syncing the scores into a single Canvas Grade Book column.

Go to TILT's Gradescope webpage for more information.

A google search for "how to be an effective teacher" provides 2,970,000,000 results, a daunting number that is impossible to navigate. This workshop will guide you through a process to determine exactly what you value as an educator, what you most want for your students (and for yourself) and connect this vision to the Teaching Effectiveness Framework. You will leave the workshop with evidence-based teaching practices unique to your vision for student (and instructor) success.

Developed at The Institute of Learning and Teaching at Colorado State University, the Teaching Effectiveness Framework is comprised of seven essential, interrelated domains of effective teaching practices—for face-to-face and online instruction—grounded in the scholarship of teaching and learning. The framework includes leveled criteria within each domain, a goal-setting process, a collection of teaching practices to improve student learning, and materials for instructors and administrators to measure growth in teaching effectiveness.

Learning objectives for this workshop include:
• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, interdependence, and how inclusive pedagogy is foundational to being an effective teacher
• Identify their teaching strength related to a Teaching Effectiveness Framework domain
• Create their vision for student (and instructor) success
• Analyze how their current teaching practices align with their vision for students

This workshop is open to all CSU graduate students, faculty, and staff. Lunch will be provided.

This workshop is open to all faculty, staff, and graduate students.

Join TILT for a tour of the Teaching Effectiveness Framework developed to guide faculty and departments in the process of defining, enhancing, and evaluating teaching effectiveness at CSU. After extensive research into best practices in teaching and learning, along with feedback from CSU faculty and leadership, TILT has identified 7 domains for effective teaching and, therefore, student learning. The team has developed a process for departments and faculty to set a teaching goal and evaluate goal achievement. The tools can be modified by departments or individuals to meet their needs as they grow their teaching practice.

Learning outcomes for this workshop include:
• Define effective teaching
• Describe the Teaching Effectiveness Framework
• Identify tools that can be used to improve teaching

This workshop is open to all CSU graduate students, faculty, and staff. Lunch will be provided.

Teaching Effectiveness Framework Alignment: Student Motivation

This workshop is open to all faculty, staff, and graduate students.

Peer Instruction is a research-based, interactive teaching strategy that can easily be integrated into large lecture or small group settings as a means of increasing student engagement and supporting the development of problem solving and critical thinking. During this seminar, we will explore Peer Instruction as a teaching and learning strategy and discuss the research-based evidence for its effectiveness.

This workshop is available to all graduate students, faculty, and staff. Lunch will be provided.

Offering feedback on student work can sometimes feel daunting and overwhelming for GTAs. Similarly, receiving a great deal of instructor feedback can feel overwhelming for students. In this session, we will cover strategies for offering productive feedback on student work that honors a growth mindset and process oriented learning. Specifically, we will consider best practices for scope and focus of feedback. We will address the hierarchy of concerns in assignments and consider best practices for formative and summative feedback.

Workshop Objectives:
• To develop feedback that promotes process-oriented learning
• To cultivate formative and summative feedback strategies
• To promote student agency in writing

Teaching Effectiveness Framework Alignment: Feedback and Assessment

This workshop is open to all faculty, staff, and graduate students.

We will discuss what a Choose-Your-Own-Adventure syllabus is, how it benefits student learning as an example of learner-centered teaching. The presenter will also discuss their experience using a Choose-Your-Own Adventure syllabus in the past, while reflecting on what worked, what didn't, advantages and disadvantages of the approach for both student and teachers, and what student evaluations revealed about the usefulness of the Choose-Your-Own Adventure format.

Lunch will be provided.

This workshop is open to all faculty, staff, and graduate students.

As post-secondary teachers, it is becoming increasingly more important to articulate an individual teaching philosophy and that it be available for review when applying for a college or university faculty positions. This session will give you the opportunity to learn about best practices in creating a teaching philosophy as well as solicit advice from TILT Professional Development staff as you develop your own. Specifically, this session will include:

• An overview of the research on what potential employers are looking for in a Teaching Philosophy
• An overview of the basic structure and central information that should be included
• Ideas for strategies from CSU faculty and what they look for in a Teaching Philosophy

This two-hour session contains two parts: a presentation and workshop. From 11:30-12:30 , we will offer a presentation on writing a teaching philosophy. From 12:30-1:30 , we will facilitate a peer workshop wherein you can write, revise, and solicit feedback on your teaching philosophy. You may attend one or both parts of this session.

Lunch will be provided. This two-hour session counts as two workshops towards the GTA teaching certificate.

This workshop is open to all faculty, staff, and graduate students.

This workshop is open to all faculty, staff, and graduate students.

Teaching Effectiveness Framework Alignment: Student Motivation

This workshop is open to all faculty, staff, and graduate students.

This workshop is open to all faculty, staff, and graduate students.

Questions? Please contact the College of Natural Sciences at CNS_info@mail.colostate.edu or 970-491-1300

This luncheon is open to all faculty, staff, and graduate students.

This workshop is open to all faculty, staff, and graduate students.

Whether GTAs are the instructor of record or act as assistants in the classroom, they interact with students and have the opportunity to increase student motivation and thus student success. In this workshop, GTAs will address issues they have encountered in their classroom roles and then identify best practices in student motivation, inclusive pedagogy, and classroom climate that can help to improve interactions with students.

Learning objectives:
• to identify issues related to instructor-student interaction and their impact on student success, engagement, and experience
• to identify best practices in student motivation, inclusive pedagogy, and classroom climate that can act as solutions to the above issues
• to create a plan for applying the above practices

Lunch will be provided.

This workshop is open to all faculty, staff, and graduate students.

The CSU Teaching Effectiveness Framework is comprised of seven essential, interrelated domains of effective teaching practices—for face-to-face and online instruction—each grounded in the scholarship of teaching and learning. The framework includes leveled criteria within each domain, a goal-setting process, a collection of teaching practices to improve student learning, and materials for instructors and administrators to measure growth in teaching effectiveness.

This virtual workshop takes place in two Zoom sessions:
Session 1: 90-minutes on Tuesday, February 1 from 12:00 – 1:30 PM
Session 2: 90-minutes on Tuesday, February 8 from 12:00 – 1:30 PM.

Learning Goals
Upon completion of this virtual workshop, you’ll be able to:
• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, interdependence, and how inclusive pedagogy is foundational to being an effective teacher
• Identify your teaching strength related to a Teaching Effectiveness Framework domain
• Analyze how your current teaching practices align with your vision for students
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching

NOTE: You will receive the Zoom link via email prior to the workshop.

Learning Objectives:
• Participants will gain increased knowledge about resources to support LGBTQIA+ students, faculty, staff and community members at CSU.
• Participants will develop skills to better support LGBTQIA+ community members at CSU.

We will discuss what a Choose-Your-Own-Adventure syllabus is, how it benefits student learning as an example of learner-centered teaching. The presenter will also discuss their experience using a Choose-Your-Own Adventure syllabus in the past, while reflecting on what worked, what didn't, advantages and disadvantages of the approach for both student and teachers, and what student evaluations revealed about the usefulness of the Choose-Your-Own Adventure format.

Whether GTAs are the instructor of record or act as assistants in the classroom, they interact with students and have the opportunity to increase student motivation and thus student success. In this workshop, GTAs will address issues they have encountered in their classroom roles and then identify best practices in student motivation, inclusive pedagogy, and classroom climate that can help to improve interactions with students.

Learning objectives:
• to identify issues related to instructor-student interaction and their impact on student success, engagement, and experience
• to identify best practices in student motivation, inclusive pedagogy, and classroom climate that can act as solutions to the above issues
• to create a plan for applying the above practices

• Is there anything wrong with presenting different faces to my students?
• Should I continue to work on presenting a coherent persona in class, or is the hope of finding one a delusion?
• What kind of persona will help students learn most effectively?

• Develop consistent teaching personas
• Consider how certain roles and attributes configure into teaching personas

Instructors are well aware that the students in their classes come from a variety of different backgrounds and educational settings. What is sometimes forgotten, however, is that these varied backgrounds may include other countries and languages. Students from other countries and/or language backgrounds often face language and cultural challenges that can interfere with comprehending course content and expectations. This in turn can lead to a lack of engagement and motivation. This workshop will provide examples of cultural and language challenges facing these students, followed by suggestions for how to address the challenges and help all students be successful in your course.

Learning Outcomes:

By the end of the workshop, participants will:

• recognize and identify learning challenges unique to students from other countries and/or language backgrounds
• utilize a variety of teaching strategies designed to engage and motivate students who are dealing with cultural and language challenges

Registering for this part of the event gives you access to part I which will include the following:

• An overview of the research on what potential employers are looking for in a teaching philosophy


• An overview of the basic structure and central information that should be included


• Ideas for strategies from CSU faculty and what they look for in a Teaching Philosophy

1. Apply Institutional Research data and recommendations to decisions about how you will teach your course during the first four weeks.
2. Plan, implement, and reflect on at least one content-related FFW strategy on the first day of class.
3. Plan, implement, and reflect on at least one group-building activity during the first week of class to help create and foster a community of learners.
4. Create and administer low-stakes assessment(s) during the first four weeks of class.
5. Identify CSU resources that support student success in the first four weeks.
6. Assess and activate prior knowledge of your students.

1. Apply Institutional Research data and recommendations to decisions about how you will teach your course during the first four weeks.
2. Plan, implement, and reflect on at least one content-related FFW strategy on the first day of class.
3. Plan, implement, and reflect on at least one group-building activity during the first week of class to help create and foster a community of learners.
4. Create and administer low-stakes assessment(s) during the first four weeks of class.
5. Identify CSU resources that support student success in the first four weeks.
6. Assess and activate prior knowledge of your students.

1. Diagnose your comfort with and skill in active learning.
2. Describe the purposes of active learning and its relationship to formative assessment and checks for understanding.
3. Determine the most challenging concepts in your course.
4. Design, within your comfort and skill set, an active learning experience(s) that meets content and student needs.
5. Apply classroom management techniques to active learning strategies.

1. Apply researched motivation techniques to your course.
2. Identify supports for students for main course content.
3. Promote growth mindset and self-efficacy during instruction.
4. Integrate at least one new motivation technique into your course.

1. Create assignments that align with learning outcomes for your course.
2. Provide clear and transparent directions on assignments.
3. Use a variety of assignments to reach all learners.
4. Scaffold assignments to check for student understanding and support student success OR
5. Add resources and reflections to assignments to support student success.

1. Apply researched motivation techniques to your course.
2. Identify supports for students for main course content.
3. Promote growth mindset and self-efficacy during instruction.
4. Integrate at least one new motivation technique into your course.

• Identify and plan how you will use at least two new strategies to build a welcoming and supportive classroom community using Canvas. Choose what fits best for you, your students, and your content.
• Discuss ideas for intentionally creating a positive classroom climate in your online course.
• Identify one or two new strategies to foster student participation in your courses.
• Create a video to engage students.
• Choose formative (e.g., frequent low stakes) assessment techniques you might use in a medium- or large-enrollment course.
• Identify summative assessments you might use in a medium- or large-enrollment course.
• Identify strategies to provide feedback on assessments in a manageable way in medium- to large-enrollment courses.

Please complete this Survey to select the section in which you want to enroll.

Please complete this Survey to select the section in which you want to enroll.

Learning Objectives for this Session include:

• Identify ways to encourage students to discuss their research in nontechnical terms (the elevator talk)
• Examine why elevator talks are an important skill for scientists of all levels to master
• Discuss the difficulty of learning how to read primary research articles
• Break down the abstract of a paper using ‘they say, I say/we say, and so what’ approach

After completing the two sessions on Feedback and Assessment strategies, learners will:

• Define the difference between formative and summative assessments and their purposes
• Align formative and summative assessment strategies with course outcomes
• Choose or design a rubric that uses specific, measurable, student-friendly language
• Identify opportunities so that feedback is a regular aspect of the student experience

After completing the two sessions on Feedback and Assessment strategies, learners will:

• Define the difference between formative and summative assessments and their purposes
• Align formative and summative assessment strategies with course outcomes
• Choose or design a rubric that uses specific, measurable, student-friendly language
• Identify opportunities so that feedback is a regular aspect of the student experience

After completing the two sessions on Inclusive Pedagogy, learners will:

• Recognize their own implicit biases, how to mitigate those biases, and be aware of the impact those biases can have on learners in the classroom
• Incorporate a variety of instructional strategies that include the voices of all students
• Know and practice inclusive language that supports student learning
• Design opportunities for students to feel safe to engage with each other
• Be more aware of course materials that reflects the diversity of contributors to the field
• Direct students to CSU campus resources to meet their diverse needs
There is an expectation that you will attend both sessions on October 21 and October 28.

After completing the two sessions on Inclusive Pedagogy, learners will:

• Recognize their own implicit biases, how to mitigate those biases, and be aware of the impact those biases can have on learners in the classroom
• Incorporate a variety of instructional strategies that include the voices of all students
• Know and practice inclusive language that supports student learning
• Design opportunities for students to feel safe to engage with each other
• Be more aware of course materials that reflects the diversity of contributors to the field
• Direct students to CSU campus resources to meet their diverse needs
There is an expectation that you will attend both sessions on October 21 and October 28.

After completing the two sessions on instructional strategies, learners will:

• Have an increased set of instructional strategies to draw on when teaching
• Match instructional strategies with content and students’ needs
• Apply classroom management techniques to chosen instructional strategies
There is an expectation that you will attend both sessions on October 7 & October 14th.

After completing the two sessions on instructional strategies, learners will:

• Have an increased set of instructional strategies to draw on when teaching
• Match instructional strategies with content and students’ needs
• Apply classroom management techniques to chosen instructional strategies
There is an expectation that you will attend both sessions on October 7 & October 14th.

After completing the two sessions on Student Motivation, learners will:

• Apply growth mindset to classroom techniques that support student learning
• Examine their own mindset as an instructor
• Describe self-efficacy and know how to use its constructs to increase students’ self-efficacy
• Apply researched motivation techniques to match student needs
There is an expectation that you will attend both sessions on September 23 & 30.

After completing the two sessions on classroom climate, learners will:

• Increase skills in creating group norms
• Create a welcoming space for students
• Be familiar with techniques that create a positive and inclusive climate for all students
• Be familiar with techniques for undergraduate students to engage with each other and their instructor
• Be able to describe: sense of belonging, mattering, how they relate, and how they support classroom climate
• Gain strategies that help set up students for success
• Use self-reflection to improve teaching practice
There is an expectation that you will attend both sessions on September 9 & 16.

Please Sign Up for Lunch Here

Please sign up for the Continental Breakfast Here

By the end of the institute, you will have:

• practiced a variety of evidence-based teaching strategies to improve learning outcomes for all students through workshops, presentations and group work
• worked as a team to create teaching materials that implement these strategies
• begun to shift your focus from content and teaching to outcomes and learning
• practiced peer evaluation to promote reflective teaching practices

The CSU MoSI is funded by the Provost’s Office; the College of Natural Sciences; the College of Health and Human Sciences; the College of Veterinary Medicine & Biomedical Sciences; the Walter Scott, Jr. College of Engineering; and The Institute for Learning and Teaching (TILT).

List of Fall Ramp-Up Sessions 2018:

• Practical Strategies for Developing a Growth Mindset in Your Students
• Introduction: Build a Course in Canvas
• Looking Sharp with Touch Screen Technologies
• Access for All: Partnering with Student Disability Center to Support Disabled Students
• CSU LENS: focused on providing Evidence Based Student Feedback
• Use PlayPosit in Canvas to Create Interactive Videos
• Best Practice for PowerPoint Presentations
• Grader and Getting your Tests Scanned
• Professional Development Opportunities/Listening Session
• Work Smarter not Harder: Make your research documents more efficient
• Energizing PowerPoint with Audio and Animation
• Students Testing at the UTC and Beyond
• Best Practices for Student Engagement
• Echo 360 Intro to Lecture Capture
• Introduction to Canvas Gradebook
• Online Course Development, Are you ready?
• Unizen Engage e-text Platform
• Creating Qualtrics Surveys
• Duo: Two Factor Authentication
• iClickers – Set up in Canvas
• Best Practices using iClickers
• E-reserves for your Course and Connect to Canvas
• Echo Personal Capture for Multi-Modal Teaching
• Digging Deeper with Data: CSU Learning Analytics
• Canvas: Create Eye Catching Home Pages with Design Tools

Training and Organizational Development, The Institute for Learning and Teaching, The Technology Training Center, The Assistive Technology Resource Center, Morgan Library, Student Disability Center, CSU Online, and ECHO Personal Capture are collaborating to make this program possible.

By the end of the institute, you will have:

• practiced a variety of evidence-based teaching strategies to improve learning outcomes for all students through workshops, presentations and group work
• worked as a team to create teaching materials that implement these strategies
• begun to shift your focus from content and teaching to outcomes and learning
• practiced peer evaluation to promote reflective teaching practices

The CSU MoSI is funded by the Provost’s Office; the College of Natural Sciences; the College of Health and Human Sciences; the College of Veterinary Medicine & Biomedical Sciences; the Walter Scott, Jr. College of Engineering; and The Institute for Learning and Teaching (TILT).

Download MoSI 2018 Information

Download MoSI 2018 Appliation Form

The heart of the workshop is an in-depth review of the intents and requirements of each Concept category and Feature including an understanding of the medical basis for each Feature and design and construction strategies for implementing the concepts and requirements.

The WELL Building Standard marries best practices in design and construction with evidence-based health and wellness interventions.

In this workshop, attendees learn how to harness the built environment as a vehicle to support human health, well-being, and comfort. Strategies for improving the nutrition, fitness, mood, sleep patterns and performance of occupants through design and construction practices are explored in detail.

NOTE: When you register you will be asked to login using your eID. If you do not have one, please fill in the alternate eID form fields found on the login page.

PARKING: The nearest parking lots are 412 (West of Hartshorn Health Center) and 425 (West of Morgan Library). Visitor parking is outlined in red on the map.

For a visual, see Map of Parking Lots 412 and 425

Learning Objectives:

• Identify the purpose, key components, and structure of the WELL Building Standard
• Discuss the medical basis for the Concepts and Features of the WELL Building Standard
• Understand successful strategies for meeting the requirements of the WELL Features
• Learn WELL resources and how to become a WELL Accredited Professional

CEU Credit available

• GBCI Course Code: 920002572
• AIA Course Code: WELLAP6-15
• IDCEC number will be forthcoming.

From Groups and Hangouts to Analytics and Docs, Google offers a wide range of products that might be incorporated to support learning and teaching. This workshop, which will focus on Google Forms, offers participants an opportunity to explore and envision a range of pedagogical uses of this survey tool.

In specific, we’ll discuss how Google Forms can be used as a quiz and testing mechanism to measure how students have mastered course readings and concepts, as well as a tool for capturing in-semester feedback from students about how course design is working. We’ll also discuss how the tool could be leveraged for larger projects such as assessment and programmatic research.

Those who bring a laptop will have the opportunity to practice designing a form, and we’ll collaboratively brainstorm how we might creatively use the tool for other aims, too!

“State Your Case: Teaching Students to Develop and Support Thesis Statements”Presented by Ariel Schnee, History

Please join us for a series of conversations about how to integrate writing into courses across the disciplines. We are pleased to feature the experiences of CSU graduate student teachers who have developed innovative and thoughtful ways to reflect upon teaching and motivate successful student writing.

This interactive workshop is about making sure we, as teachers, are actively involved in energy-giving and energy-taking activities. The purpose is to develop a plan for building a teaching career that you would choose. There will be lunch provided by TILT.

Over a quarter of a million veterans are currently enrolled in U.S. colleges and universities, and a quarter million more have applied for GI Bill education benefits. In total, nearly 2 million military personnel who served in Iraq and Afghanistan are eligible for the 2009 Post-9/11 GI Bill.

In many ways, CSU is well-situated to respond to the needs of this student population; we have earned a "veteran-friendly" designation and have initiated efforts to identify and reduce barriers to veterans' educational goals, to assist veterans as they transition from active duty to college life, and to provide timely and accurate information about veterans' benefits and services.

As we continue to strengthen programs we need to focus our efforts at the pedagogical level. According to a 2010 NASPA report, student-veterans often report a sense of isolation on campus and frustration with traditional students: they express concern about entering into a potentially liberal college culture that may conflate anti-war sentiment with anti-military sentiment, and they can face difficulty finding mentors amongst faculty whose values may differ significantly from their own. Not only are some student-veterans struggling with financial pressures and dealing with physical and mental health disabilities (including the "signature wounds" of TBI and PTSD), they also share the challenges many nontraditional students face, such as childcare, "relearning" study skills and understanding (often unspoken) academic expectations. Only a well-informed faculty can understand and address such challenges to ensure retention and degree-completion.

About the Course Leaders:

Lisa Langstraat has been directly involved with teaching of student-veteran cohorts in first-year composition at CSU and has worked closely with some on writing and research projects. She grew up as a "military brat," the daughter of a senior Army non-commissioned officer who served in Vietnam.

Sue Doe is a military spouse for the final 15 years of her partner's military career, taught at several colleges and universities around the country during Army duty assignments. Immediately prior to her appointment at CSU, she served on the civilian faculty at the U.S. Military Academy at West Point. She has worked closely with student-veterans on the campus of CSU, including the teaching of 50-50 split sections of first-year composition which are evenly divided between student-veterans and civilian students. Her father served as a combat engineer in WWII.

Christina Sutton is a long-time instructor in the English Department who works to tap into what student-veterans offer to the courses they take. She likes working individually with student-veterans to help them figure how they can use their military experiences to write more effectively in their classes.

“Big History,” supported by Bill Gates, is a controversial teaching model that builds connections from the big bang to global warming. “Microhistory” addresses the big themes of world history through localized studies. Which best serves our students and society? Bring your lunch and ideas to this discussion about innovations in history teaching and methods.

For registration questions please contact Karen Gardenier at: karen.gardenier@colostate.edu

“The Power of Creativity: Teaching Students to Explore Voice and Identity in their Writing”. Presented by Octavius Jones, Ethnic Studies

Please join us for a series of conversations about how to integrate writing into courses across the disciplines. We are pleased to feature the experiences of CSU graduate student teachers who have developed innovative and thoughtful ways to reflect upon teaching and motivate successful student writing.

Wish your students could collaboratively annotate texts and images? They can! Learn about Hypothes.is and StoryMap.JS, free digital tools that allow students to collaboratively annotate online texts, .pdfs, and images. These tools work well for class discussion preparation, encouraging critical thinking and engagement with texts, and larger class projects like annotated bibliographies, text/image analyses, and geospatial narratives. These tools are easy to learn and will change the way your students engage with a variety of texts.

In this workshop we will explore some dimensions of what makes reflective practice critical, including theoretical perspectives and practical reflective techniques based on our own experiences. Please register to attend as capacity is limited. To register please contact Merinda McLure at: merinda.mclure@colostate.edu.

Presenters: Anne-Marie Deitering, Franklin A. McEdward Professor for Undergraduate Learning Initiatives, Oregon State University Libraries, and Wendy Holliday, Head of Teaching, Learning, and Research Services, Cline Library, University of Northern Arizona.

“What's a Syllabus? Helping Students Navigate College Writing Expectations” Presented by Jessica Campbell, Hailey Groo, and Sam Iven.

Please join us for a series of conversations about how to integrate writing into courses across the disciplines. We are pleased to feature the experiences of CSU graduate student teachers who have developed innovative and thoughtful ways to reflect upon teaching and motivate successful student writing.

As graduate students enter their final semesters at CSU, they increasingly focus on plans for their life after finishing the University. This workshop will focus on “best practices” for advising our upper division students on career-related matters, including: finding internships and employment, preparing applications for graduate school or the health professions, and career options other than professional school.

Please RSVP to: cns@colostate.edu by Friday, February 19th, 2016. Contact Debbie Garrity, 491-2513, deborah.garrity@colostate.edu with questions.

Presenters: Judy Brobst, Career Education Manager, Career Center-College of Natural Sciences Jim Zakely, Director, Health Professions Advising, Center for Advising and Student Achievement Jennifer Mueller, Professor & Graduate Director, Department of Mathematics

Warner College of Natural Resources—dates back to 1999 with the first visit by CSU faculty and the first graduate students from VFU. This led to a series of VFU graduate students at CSU, Dr. MacDonald spending a semester teaching in Vietnam, and a long-term curriculum development program that has stimulated a large number of faculty exchanges and an expanding relationship between CSU and VFU that is partly planned and partly pseudo- random. This seminar will discuss the lessons learned, unexpected limitations, and surprising benefits that may only result from longer-term interactions.

Co-sponsored by WCNR International Affairs Committee and TILT

Panel Presenters: Paul Laybourn, Professor, Department of Biochemistry and Molecular Biology; Erik Arthun, Instructor,Department of Biology; Sam Desta, KEY Coordinator, Center for Advising and Student Achievement

In 2010 a group of CNS instructors and science education researchers gathered to discuss how to improve life sciences instruction and concluded that more integrated chemistry and biology instruction was the solution. As a first step we developed a bridging course for KEY Health Professions LLC students enrolled in both introductory biology and general chemistry that we envision forming the basis more extensive curricular redesign.

Lunch will be provided. Please RSVP to: cns@colostate.edu by Monday, November 16th, 2015.

In this workshop we will discuss how to write exam questions and allow the use of cheat sheets to foster higher order thinking in our general microbiology courses as well as introducing Universal Design for Learning (UDL) into your course and why it’s important. I will share ways that we promote collaborative learning, as well as how we have incorporated hands-on models and flipped classes into our courses.

Peer instruction (student to student) is an interactive teaching strategy that can be used in the large lecture setting as well as in a small group setting (e.g., clinical rounds, recitation, etc.).

During this seminar, participants will explore peer instruction as a teaching strategy and discuss the research-based evidence for its effectiveness.

Snacks will be provided. For GTC students and faculty in the CVMBS program only. For registration please contact Dr. West at: Andrew.West2@colostate.edu

Dr. Andrew West is the Education Development Manager for CVMBS. His primary role is to support faculty in areas related to their teaching.

Many instructors have heard last minute excuses and seen students omit citations for work. Additionally, with increased time commitments, the costs of attendance, and pressures to perform well, we may have seen our students grapple with completing their coursework honestly. Thus as instructors we are faced with more than teaching the course content and can also explore with students why they should choose ethical behaviors with their academics.

Come to this informative discussion of the academic misconduct process and learn more about what students share about academic integrity. Additionally, there is an opportunity to discuss helpful strategies to frame academic integrity in our classes to reinforce the norm that most students appreciate the culture of integrity at CSU. Our facilitators, Dr. Elaine Green, Director of Academic Integrity with TILT/CRSCS and Lindy Cartrite, Assistant Director of CRSCS, will share their insights and experiences with academic integrity at CSU.

Lunch is provided. Once you register, we will contact you with LSC box lunch options and take your order. RSVP to Kim Okamoto at kim.okamoto@colostate.edu

Peer instruction (student to student) is an interactive teaching strategy that can be used in the large lecture setting as well as in a small group setting (e.g., clinical rounds, recitation, etc.).

During this seminar, participants will explore peer instruction as a teaching strategy and discuss the research-based evidence for its effectiveness.

Pizza will be provided. For GTC students and faculty in the CVMBS program only. For registration please contact Dr. West at: Andrew.West2@colostate.edu

Dr. Andrew West is the Education Development Manager for CVMBS. His primary role is to support faculty in areas related to their teaching.

Research from the field of cognitive psychology has established practice testing as one of the most effective ways to enhance learning and retention, having been identified in a recent literature review as one of two methods (along with spaced study) as having the highest potential utility for improving student learning (Dunlosky et al., 2013).

Practice testing has direct benefits on learning, in that the act of retrieval reinforces learning and reduces forgetting of the information retrieved. It also has indirect benefits on learning by providing students with an indicator of how well they know the information, identifying what information does and does not need further study, and encouraging students to space their study.Tests should therefore be used in courses not just as tools for assessment and assignment of grades, but also as tools to enhance student learning and retention.

This presentation will describe a "mastery model" of practice testing in which students complete multiple practice tests, with feedback, such that the number of practice tests is based on each student’s individual mastery of the concepts. Testing is fully automated, using Canvas to deliver the practice tests and feedback, such that instructors do not need to devote valuable class time to the practice tests, or devote time and effort toward checking answers and providing feedback. The impact on exam performance will be discussed, along with students’ impressions of the technique.

There are many considerations to take when teaching with a co-facilitator and teams, including how to keep your content consistent while still providing leeway for instructors to individualize their classes. In addition, there are helpful things instructors can do including planning how to incorporate co-facilitators and teaching assistants, preparing before class the division of topics topics, and scheduling regular meetings to check-in about the course materials.

Join us for this workshop where some of our experienced instructors share their experiences, offer helpful hints for organizing curriculum, and discuss the highlights and challenges of teaching courses with teams. Amber Paulson-Hofseth from CASA will share her experiences working with the Key Explore Community curriculum with a team of instructors and TAs, Sagarika Sarma from Case Management will talk about her about her instruction with the Global Village Learning Community seminar team and TAs, and Emily Ambrose from SLiCE will discuss coordinating the President’s Leadership Program curriculum with a team of eight co-instructors.

The Notice and Respond: Assisting Students in Distress workshops were developed as part of a broad public health approach to help our campus community understand the potential role they play in maintaining campus mental health.

The faculty version models an effective interaction between an instructor and a distressed student. Participants explore common concerns that may present barriers to taking action, and learn why a proactive response is vitally important.

A combination of learning modalities is used, including a realistic filmed scenario, participant discussion and a review of response options and campus resources.

This Workshop Will:

• Overview research on what potential employers are looking for in a Teaching Philosophy
• Highlight the central information that should be included
• Share strategies that ensure an engaging, succinct, and audience-appropriate document

Would you enjoy some clarity on CSU expectations for Instructors regarding student academic integrity and a strategy for reducing cheating, particularly on written work?

This presentation and discussion with your colleagues is designed to accomplish those two objectives. We will cover CSU reporting procedures and syllabi requirements and discuss using the CSU Honor Pledge in your courses.

We all think we do it…but do we do it…closely?

This session will demonstrate “close reading” techniques (a mainstay of literary criticism) as a useful practice for those who read and teach non-literary texts. Reading closely with students can enhance the quality of instruction and improve student learning in multiple disciplines.It can also help settle us into deeper reading even in our busy day-to-day lives.

Participants will do and share close readings to experience the “boost” and power of sustained attention to language and meaning. Because reading closely can be, believe it or not, powerful and super rewarding!

Goals and Objectives:

• To introduce faculty and staff to a mainstay of literary critical practice in a fun and enjoyable way.
• To encourage faculty and staff to pick and chose from a number of techniques that might work for them. Such as: noting key words, noting repetitions, making connections to similarly framed ideas within the text. Ultimately finding ways that will enhance their reading and teaching and working lives.

Are you a Graduate Student in either the SAHE, or SOE programs? If so, then this event is for you!

Become a facilitator in the mid-semester feedback program – Consult with students about positive change in the classroom and earn SAHE Independent Study or Practicum Credit. SOE participants can earn credit towards the OLPC or AET Capstone Course Requirements.

The time commitment to learn how to become a facilitator is roughly three hours. This includes an approximately 90-minute consultation with a TILT instructional designer and the time involved to conduct your first feedback session, which includes roughly 30 minutes in the classroom, 90 minutes to compile results, and 60 minutes to debrief the course instructor and collaboratively developing new strategies for the course based on student comments and recommendations.

What you will learn in the facilitator training:

• Introduction
• Background/History/Research of "The Classroom Meeting Model"
• Discussion of the pros and cons of having the feedback session conducted by instructor-led versus facilitator-led methods
• Video of in-class feedback session
• Review step-by-step feedback process
• Review facilitator/instructor debriefing session
• Discussion of additional training resources
• Conclusion
• Post Training: Monthly meetings to discuss program

The Notice and Respond: Assisting Students in Distress workshops were developed as part of a broad public health approach to help our campus community understand the potential role they play in maintaining campus mental health.

The faculty version models an effective interaction between an instructor and a distressed student. Participants explore common concerns that may present barriers to taking action, and learn why a proactive response is vitally important.

A combination of learning modalities is used, including a realistic filmed scenario, participant discussion and a review of response options and campus resources.

Music positively affects almost every area of the brain — improving creativity, effecting perception of neutral faces, influencing brain development in children, listening ability and even enabling connections with non-verbal people in all stages of life including Alzheimer’s patients.

Join us for a week-end of lively discussion, exploration of meditation, and neuroscience in the classroom, in this closing OFF the HOOK Festival week-end, hosted by composer Bruce Adolphe.

This will be the perfect opportunity to understand on-going research studies about the effects of music and meditation on the brain, with leading neuroscientists in their fields. You will delve deeper into understanding what it is to be In the Zone — a state common to composers, performing musicians, and Tibetan monks, as well as a variety of meditation practices and Feldenkrais® Method.

Panelists Include:

• Bruce Adolphe, composer and host
• Dr. Rael Cahn, Brain and Creativity Institute neuroscientist studying meditation and it’s effect on the brain
• Dr. Assal Habibi, Brain and Creativity Institute neuroscientist focusing on investigating the effects of music on the brain
• Dr. Mac McGoldrick, Colorado State University faculty member in Philosophy and Director of the Energy Institute
• Douglas Penick, author and Buddhist

Registration coming soon! Continuing Education Units information available by April 20. For a complete schedule of events please visit: With Music In Mind Conference

Neuroscience for the Classroom Registration Fee Note: Fee will be waived for those registering for 1.5 Continuing Education Units (CEUs) from CSU Online Plus and independently completing the remaining hours of the online Annenberg Learner series. Please see the CSU Online Plus website for more information for details and enter NIC code when purchasing tickets for the Sunday Self Comes to Mind Chamber Music Concert.

We're very pleased to invite you to the 2015 TILT Summer Conference: Using Learning Research to Move Students from Consumers to Robust Learners. The keynote address will be given by Phil Winne, Professor of Educational Psychology, Simon Fraser University, on Wednesday May 20th.

Prof. Winne is an internationally recognized exeprt on self-regulated learning and learning technologies, as well as a Fellow of the American Educational Research Association, the American Psychological Association, the Association for Psychological Science, and the Canadian Psychological Association.

This year's Summer Conference will spotlight CSU faculty members' research on learning, teaching, and related topics. In doing so, it will emphasize:

• Robust learning, which includes long-term retention of learned material
• The capacity to transfer (and adapt) such material to new problems in unfamiliar situations, and
• Accelerated future learning

The Conference begins a set of initiatives designed to encourage learning research at CSU and to help disseminate it in ways that promote robust learning by improving curricula, instructional delivery, instructors' professional development, and other relevant endeavors.

There will also be a second plenary session on the afternoon of May 20th. This will feature five-minute lightning talks by CSU researchers studying learning and teaching, followed by a discussion of the implications of this research for course and curriculum design and for instructional delivery. Each presenter will lead a two-hour workshop on May 21st on how attendees might draw on the research presented to improve some aspect of learning and/or teaching, whether curricular, cocurricular, or both.

Presented by Lorie Smith, CSU Director, Organizational Development and University Initiatives, and Dr. Patricia L. Mestas Vigil, CSU Director of University Partnerships and Student Success and Director of the Alliance Partnership.

This session will focus on the topic of training versus teaching: what do training and teaching share and how do they differ?

This hands-on workshop will demonstrate how to design learning materials to work well with technology for students who listen to materials using text-to-speech or screen reading software, or who convert text to an audio format for mobile use. The focus will be on formatting materials for audio navigation, and on providing a description of non-text elements that students can hear.

The workshop will be led by Allison Kidd, the IT Coordinator for the Assistive Technology Resource Center who specializes in preparing documents and web-based materials for use with various technology platforms.

In light of the digital literacies through which today’s students increasingly construct themselves and express their ideas, participants will learn how to build digital games to reimagine traditional pedagogies by leveraging principles of insistent design.

In this workshop, I will demonstrate how simple game design exercises can improve student engagement and interaction in classes in the social sciences. No experience programming necessary!

Do you have a teaching idea you would like to share with colleagues? Do you have a question about how to teach a particular concept to students? Join us for this interactive session where participants are invited to be the presenters. Come prepared to talk teaching and to share your favorite tip.

Paul Thayer, CSU Vice President for Student Affairs, returns with Laura Jensen, Director, CSU Institutional Research, and Heather Novak, Coordinator, CSU Institutional Research, to talk with us about how and why the Collegiate Learning Assessment (CLA+) and the National Survey of Student Engagement (NSSE) are administered at CSU. What is learned from these student assessments?

Shea Swauger, Data Management Librarian, Digital Collection Services, will give the last of four classes on digital data management. He will guide you in a hands-on session as you use the data management plan template with sample data.

Faculty, staff and graduate students welcome. Even if you missed any of the other 3 sessions, you may still participate in this workshop and learn valuable tools for data management.

Evelyn Swiss (RICRO) and Scot Allen (Office of Vice-President for Research) will unravel the perceived mystery of the IRB process, and specifically address and answer your questions about conducting research cross-culturally that involves human subjects.

Lunch Will Be Served

Registration Not Required

Beginning in the fall 2014 semester, we were provided with funding to develop a Writing to Learn (WTL) program in the College of Natural Sciences at Colorado State University. The first year of the program has been devoted to developing faculty understanding of WTL, to the development of WTL activities - specifically in Mathematics and Physics, and to exploring the importance and best approaches to giving meaningful feedback. The ultimate goal of the program is to address the student experience in gateway courses across the College of Natural Sciences.

In this presentation we will provide the framework of the WTL program, provide prompts that emerged from our processes, and share sample student responses.

This presentation will highlight the growing need for campus-wide personnel to develop an understanding of students on the Autism Spectrum (ASD) and to cultivate strategies and approaches to support these students in a higher education setting.

We will address common misperceptions, strengths, and challenges of students with ASD on a college campus, provide case examples of some of these students within multiple domains of college life, and outline campus resources for students with ASD.

Finally, simple tips, and strategies for anyone in higher education working with students with ASD will be discussed.

In recent years, increasingly larger number of educators have begun using social media such as Twitter, Facebook, Tumblr, and other platforms as means of extending student discussion outside the physical confines of the classroom and creating deep learning opportunities even for students in large, introductory classes.

This workshop will provide numerous examples, training in usage, and potential means for employing such technologies and provide an opportunity for discussion of the rules of the road for safe, successful usage of social media in an academic setting

Registration Not Required

The Notice and Respond: Assisting Students in Distress workshops were developed as part of a broad public health approach to help our campus community understand the potential role they play in maintaining campus mental health.

The 90 minute faculty version models an effective interaction between a faculty member and a distressed student. Participants explore shared experiences and common concerns that may present barriers to taking action, and learn why a proactive response is vitally important. A combination of learning modalities is used, including a realistic filmed scenario, participant discussion and a review of response options and campus resources.

Registration Not Required

As post-secondary teachers, it is becoming increasingly more important to articulate an individual teaching philosophy and that it be available for review when applying for a college or university faculty position.

This Workshop Will:

• Overview research on what potential employers are looking for in a Teaching Philosophy
• Highlight the central information that should be included
• Share strategies that ensure an engaging, succinct, and audience-appropriate document

This workshop will offer information on a course redesign for a large 100 level class, and the workshop example for this is ART100. A large (97 seat) Arts & Humanities course for non-Art majors traditionally presented primarily through instructor lecture.

The Art team (course instructor and visual resource librarian) teamed with course designers at TILT to develop a project that ‘flips’ the classroom to further engage students using instructional sequencing, visual literacy components, and write-to-learn and write-to-engage strategies as part of a collaborative group project.

Natalie Barnes and Anna Bernhard will be co-presenting this workshop. Anna is the Director for the Wold Resource Center and an integral part in the ART100 course redesign project that will be presented. Natalie is a key academic advisor and adjunct instructor who has taught at CSU for over 10 years. They will be presenting this project in New Orleans at the National Art Education Association convention as well, in March.

Are students producing work that meets your expectations? Do some students miss the point of an assignment and turn in something different? Are they baffled by their grade? If so, they may be unclear about your expectations and a rubric may be the solution.

Rubrics are a tool to communicate and measure pre-defined grading criteria. Developing a rubric and sharing it with students ahead of time can result in student work better aligned with the assignment criteria and make the feedback process less subjective, especially if TA's are grading assignments. You will leave the workshop with sample rubrics as well as starting one of your own.

In this 5-session course, you will edit and produce three short videos, including a final video in your area of interest. The class will incorporate guest speakers from professionals in video production.

This course will take you from start to finish in video production with an emphasis on producing professional quality videos within different genres. We will use Adobe Premiere as the primary editing software, but students will have the option at their discretion to use others.

No prior video editing experience is necessary, though this class will also benefit those who already have video editing experience.

Registration Not Required

This hands-on workshop will demonstrate how to design learning materials to work with technology.

Specifically, how to make PDF documents searchable, how to format Word documents using Styles, and formatting PPT presentations for multiple uses. Formatting these materials prior to embedding them in various technology platforms enables students to access the content through multiple media and technological tools, thus supporting students of all abilities to engage the material.

The workshop will be led by Allison Kidd, the IT Coordinator for the Assistive Technology Resource Center who specializes in preparing documents and web-based materials for use with various technology platforms.

This course is a confidence builder. We will talk you through each section of the exam, go over the logistics, and review the formatting.

Much of the course will be spent discussing strategies for answering questions as well as completing practice questions similar to those on the actual exam.

Dates:

Sat: Feb. 14 – 10 am - 4 pm - Overview and Verbal Reasoning

Sat: Feb. 21 – 10 am - 4 pm - Verbal Reasoning/Analytical Writing

Sat: Feb. 28 – 10 am - 4 pm - Quantitative Reasoning

Sat: Mar. 7 – 10 am - 4 pm - Quantitative Reasoning

Cost: $200

For more information, visit: http://tilt.colostate.edu/learning/shortcourses/grePrep.cfm

Digital Repository and Other Long Term Archiving Resources on Campus

Our guest speaker will be Shea Swauger, Data Management Librarian from Morgan Library. (We will stream the session live and capture the event using Echo 360, however neither will be interactive. You will find the link on the College IT webpage.)

College of Agricultural Sciences Faculty, Staff, Graduate students and other interested individuals are welcome to attend. To register email Ken Barbarick.

Most of us use PowerPoint or other presentation systems as a teaching tool. But if you are simply presenting slides with bulleted lists and a few figures, you aren't taking full advantage of the capabilities of this software. And if you are simply presenting slides with bulleted lists and a few figures, you might not be using your class time to best effect.

I’ll give some tips for spicing up your slides and making your teaching more effective.

8-8:30 Registration, Breakfast, Networking

8:30-8:45 Welcome: Tammi Vacha-Haase, The Graduate School; Deb Colbert, TILT

8:45-10 Alumni Panel: Skills to make yourself more marketable on the job search-- Facilitated by Therese Lask, Director, CSU Alumni Relations

10:15-12:15 Concurrent Breakout sessions on the following topics:

* Basic Interpersonal and Interviewing Skills

* Networking Skills and LinkedIn

* Negotiation Skills

10:15-12:30 Drop-in consults (Career Center/Alumni look individually over grad student materials)

* CV rush

* LinkedIn page reviews

In this session, participants will engage in designing assignments that meet the needs of the instructor as well as the students. Attendees are encouraged to bring any relevant course materials: syllabi, assignment sheets, etc.

This will be a hands-on workshop where we will engage with:

• Identifying course objectives
• Defining instructor expectations and course demands
• Exploring student needs
• Designing and adapting course assignments with a focus on student--and instructor--engagement.

Teaching Uniquely: Using Archives and Special Collections Materials in Instructional Sessions. The presenters will discuss practices and methods in the instruction that they provide in archives and special collections.

Microaggressions are the everyday verbal and nonverbal environmental slights, snubs, and insults, which (whether intentional or unintentional) communicate hostility and negativity in the workplace.

Join the Office of the Vice President for Diversity and The Institute for Learning and Teaching for lunch and an informal panel discussion focused on: managing microaggressions in the workplace, strategies to recognize and combat them, and what our fellow faculty have done to rise above them.

The College of Natural Sciences presents an MTI lunch and Lecture. The presentation will discuss how CNS faculty can provide an effective experience through: honors courses, breakout sessions and more.

Presenters Include:

• Dr. Don Mykles, Professor
• Department of Biology
• Director University Honors Program

Panelists Include:

• Dr. Lisa Angeloni, Department of Biology
• Dr. Greg Florant, Department of Biology
• Dr. Gerwyn Green, Department of Statistics
• Dr. Stephen Ogle, National Resource Ecology Laboratory

Alison Hicks will present on the topic of critical information literacy.

Our guest speaker will be Shea Swauger, Data Management Librarian from Morgan Library.

In this Session We Will Cover: Time Travel - Preserving Your Data for the Future

• Media and Software Obsolescence
• Bit Rot
• Meta- Data
• Big/Large Data sets

We will stream the session live and capture the event using Echo 360, however neither will be interactive. You will find the link on the College IT webpage.

College of Agricultural Sciences Faculty, Staff , Graduate students and other interested individuals are welcome to attend.

Please RSVP to Ken.Barbarick@colostate.edu, subject: Data Management, by November 12th. If there is significant interest, we may need to find a different room.

You have an expertise and many lessons to share your students. There’s only so much you can share within a class period.

How are we teaching students about the culture of our field? How can we mold students to be leaders in their disciplines?

In This Session We Will:

• Discuss programs and opportunities that are available for faculty to engage students outside of the classroom.
• Talk about why these programs exist and how students are making meaning out of their participation.
• Most importantly, we will talk about what it might mean for you and the future of your discipline.

Recent clinical research on mindfulness practices has shown multiple benefits that may offer an increased ability to transform stress, improve mental clarity, and help with concentration.

This session is designed to explore mindfulness, meditation, and supportive yoga breath for your daily life, both in and out of the classroom.

This session will include:

• An overview of the multiple physical, and mental health benefits of mindfulness.
• Offer background on mindfulness and yoga breath practice.
• Discuss strategies for the classroom, and engage participants in "hands-on" practice of these techniques.

Audience participation will be invited in a "learning circle" format. A "start where you are" philosophy is embraced and no previous experience is required.

In recent years, science educators have achieved a broad consensus on how students learn. But there are many different visions of how to put these ideas into practice.

In This Session I will:

• Share some of the relevant theory and results in student learning.
• Introduce the use of different educational technologies.
• Share some practical tips for designing an effective college course in an institutional setting, with real constraints on time and resources.

As national and Colorado demographics continue to diversify, classrooms continue to encompass more historically underrepresented populations.
The need to develop more inclusive teaching and classroom management techniques to engage all students across diverse backgrounds is essential to ensure student success.

The Office of the Vice president for Diversity, in partnership with TILT, will host an interactive faculty panel to discuss:

• Inclusive classroom techniques
• Experiences and challenges in creating a welcoming classroom
• And inclusive pedagogy which engages all students across race, gender, class, and ability

This seminar will focus on experiential learning and teaching students to think like a scientist in the lab. How do you accomplish that during class periods?

Come find out how to teach students to move past memorization and into practice! By letting students have the opportunity to practice, and see what you want them to be able to DO. This allows them to participate in experiential learning, thus producing more effective and lasting results.

Our roles as teachers are becoming increasingly important in the academy, and a Teaching Philosophy is an important document to include in any application for a college or university faculty position.

This Workshop Will:

1. Overview research on what potential employers are looking for in a Teaching Philosophy
2. Highlight the central information that should be included
3. Share strategies that ensure an engaging, succinct, and audience-appropriate document

Critical thinking, problem solving, and/or clinical reasoning have long been difficult concepts to teach novices. Many experts who have keen reasoning skills are unable to explain, let alone teach, the mental processes they use to quickly analyze a situation and produce a short list of sound hypotheses.

In the medical world, lack of advanced clinical reasoning skills can lead to life-threatening misdiagnoses, but the same can be said of any field where mistakes in reasoning can lead to critical errors.

Goals and Objectives:

In this session we will:

• Present a clinical reasoning reiterative process adapted to veterinary medicine.
• Participate in activities we have developed, to train students in this important skill from year 1 of the 4-year program.

In 2014 the Association of College and Research Libraries is incrementally releasing, and revising through feedback from librarian and higher education stakeholders, a new Framework for Information Literacy for Higher Education.

This interactive session will explore the Framework, consider its emphasis on threshold concepts and metaliteracy, and engage participants in discussing and envisioning the application of the Framework in collaborations between course instructors and librarians.

Goals and Objectives:

This session will:

• Introduce the new Framework for Information Literacy for Higher Education in its current form.
• Consider the Framework’s emphasis on threshold concepts and metaliteracy.
• Engage attendees in envisioning the application of the Framework in collaborations between course instructors and librarians.

Please RSVP to: cns@lamar.colostate.eduby Friday, October 10th, 2014.

This is an unprecedented time in the human experience as we face an array of extremely complicated local, national and global challenges. As such how we educate, engage and prepare 21st century college and university graduates requires an equally complex, global and critically analytical approach.

One key element to that approach is the development and utilization of a social justice education lens on the part of university faculty. Unfortunately, “social justice” has been so overused this last decade that it has lost some of its precision of meaning, which in turn has led to a watering down of its efficacy.

This session addresses the question of “what is ‘social justice education’?” and then examines its application in three key areas:

• our capacity to critically self-­?reflect as educators
• its pedagogical implementation across all academic disciplines
• and its indispensability to any 21st century higher educational environment.

More specifically, the session begins with a clear commentary about what social justice education “is” and “is not” within higher education. This is followed by the presentation of a social justice education self-­?reflection matrix, a handful of social justice education case study examples from across university curricula, and a summary of how social justice education frameworks critically shape 21st century higher education.

The session is both content driven and interactive and thus participants are expected to engage with the content and with each other.

There is no greater risk to our national and global well being in the 21st century than climate change. That is not to diminish the incredible complexity of some of the most challenging issues within the various content areas across a college or university campus, but simply to acknowledge that climate change will impact every single aspect of our lives and likely exacerbate the existing complex problems and issues within all fields of study.

As such, this workshop highlights the need to address climate change, social justice and sustainability in every content area on campus and offers some basic frameworks for how to do that, no matter the curricular focus. Specifically, this workshop addresses: is broken into three major parts:

1. Basic information about the current climate moment (applicable to any content area);
2. The relationship of issues of race, class and gender to sustainability and climate justice work;
3. Concrete pedagogical “what’s” and “how’s” for addressing this content across a university curricula.

How many times have you struggled with data organization? How have you responded to data management/data sharing policies enacted by granting agencies recently? Have you been concerned about the long-term sustainability of your data?

If any of these are true, please join us at the first of four College hosted Data management classes, September 26, as part of the Master Teaching Initiative brown bag series. The focus is research data, but the discussion should be useful to many others. We will hold one more session at the end of the semester and two in the spring.

We will stream this session live and capture the event using Echo 360, however neither will be interactive. You will find the link on the College IT webpage.

College of Agricultural Sciences Faculty, Staff, Graduate students, and other interested individuals are welcome to attend.

Note: RSVP required. PLEASE! If there is significant interest, we may need to find a different room). To register, please click on "Register for this Event" below no later than 5:00 pm, Wednesday, September 24, 2014. You will receive a confirmation email with a Panino’s menu from which you may order your lunch.

• ASDs defined
• Growing numbers and how this impacts institutes of higher education
• Dispelling myths associated with ASDs
• Common strengths and challenges as related to academics and campus life
• The many variances: a couple case studies

• Importance of structure: syllabus, assignments, expectations, procedures, guidelines, changes in routine
• Emotional climate: reducing stress/anxiety- triggers, one-on-one check in, preparation
• Environmental factors: lighting, positioning, stimuli – sights and sounds
• Promoting successful group teaching/learning experiences
• Encouraging self-advocacy, a key indicator of success

• What we thought it was, what it is and is not (i.e., moving beyond charity and volunteer models of service to community-engagement as a pedagogical method for teaching and learning)
• The four models (Direct, Indirect, Community-engaged Research, Advocacy)
• The importance of community partners and fostering mutually-beneficial relationships
• The importance of consistently linking engagement activities to learning objectives through critical reflection
• Practices: Assignments, Assessments, Evaluation

• Introduce the new Framework for Information Literacy for Higher Education in its current form.
• Consider the Framework’s emphasis on threshold concepts and metaliteracy.
• Engage attendees in envisioning the application of the Framework in collaborations between course instructors and librarians.