The fine print: Sessions are capped at 10 participants unless otherwise noted, books are provided for first 10 registrants, faculty are provided only one book per semester, and registrants are requested to attend all sessions for their enrolled group. To be eligible for 21CPI Recognitions/Awards, learning artifacts must be submitted to the facilitator within 30 days of the last session and must show evidence of meeting a Faculty Learning Outcome (FLO). See the 21CPI homepage for more details.
Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation.
For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.
Date(s)/Time(s): Mondays, 3-4pm, 9/12, 9/26, 10/10, 10/24 [21CPI will buy for books for the first 10 Registrations; No Cap on number of Registrants]
Location(s): Virtual (Link Provided by Facilitator to Registrants; link);
Facilitator(s): Mark McCoy & Jerry Green
FLO(s): Active Learning Strategies (#2);
STLR: Leadership;
Dare to Lead: Brave Work. Tough Conversations. Whole Hearts.
How do you cultivate braver, more daring leaders, and how do you embed the value of courage in your culture? In this new book, Brown uses research, stories, and examples to answer these questions in the no-BSstyle that millions of readers have come to expect and love. Brown writes, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” Whether you’ve read Daring Greatly and Rising Strong or you’re new to Brené Brown’s work, this book is for anyone who wants to step up and into brave leadership.
Date(s)/Time(s): Fridays, 4:00 p.m. – 5:000 p.m., 9/23, 9/30, 10/7 [Cap at 10 Registrations]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Monica Lam
FLO(s): Academic Professionalism (#5);
STLR: Leadership;
POSTPONED:
The Power of Teaching Vulnerably: How Risk-Taking Transforms Student Engagement
Perhaps more now than at any other time in modern history, our students need a feeling of connectedness at school. They need to feel seen, heard, understood, and known in our classrooms. And it begins with us. As middle and high school teachers, we have the power to inspire a whole new level of engagement with the students in front of us. David Rockower argues that the key to positive student relationships lies in our capacity to teach with vulnerability-to bring our authentic selves into the classroom. David identifies three dimensions of what it means to teach with vulnerability (personal, relational, and dialogic), and shows what each of these dimensions look like in the classroom. Action steps teachers can take to implement the qualities of vulnerable teaching are offered alongside student activities that build trust, engagement, and community. Most importantly, David illustrates the transformational impact on student learning that results when teachers lean into their own discomfort and share personal stories, write with their students, and navigate difficult classroom conversations.
Date(s)/Time(s): Thursdays, 1:00-2:00p, 9/1, 9/15, 9/29, 10/13, 11/17 [Capped at 10 Registrations]
Location(s): In-Person (CTL Building, 2nd Floor, CETTL Table – Open Area)
Facilitator(s): Linda J. Breslin
FLO(s): Course Design (#1); Active Learning (#2); Learning Ecosystem (#4);
STLR: Health & Wellness;
Critical Indigenous Studies: Engagements in First World Locations
With increasing speed, the emerging discipline of critical Indigenous studies is expanding and demarcating its territory from Indigenous studies through the work of a new generation of Indigenous scholars. Critical Indigenous Studies makes an important contribution to this expansion, disrupting the certainty of disciplinary knowledge produced in the twentieth century, when studying Indigenous peoples was primarily the domain of non-Indigenous scholars. Aileen Moreton-Robinson’s introductory essay provides a context for the emerging discipline. The volume is organized into three sections: the first includes essays that interrogate the embedded nature of Indigenous studies within academic institutions; the second explores the epistemology of the discipline; and the third section is devoted to understanding the locales of critical inquiry and practice. Each essay places and contemplates critical Indigenous studies within the context of First World nations, which continue to occupy Indigenous lands in the twenty-first century.
Date(s)/Time(s): Tuesdays, 11:00-12:00, 10/25, 11/8, 11/29 [21CPI will buy for books for the first 10 Registrations; No Cap on number of Registrants]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Nya Beasley, Eric Kyle
FLO(s): Learning Ecosystem (#4);
STLR: Global and Cultural Competencies;
How the Word Is Passed: A Reckoning with the History of Slavery Across America
It is the story of the Monticello Plantation in Virginia, the estate where Thomas Jefferson wrote letters espousing the urgent need for liberty while enslaving more than four hundred people. It is the story of the Whitney Plantation, one of the only former plantations devoted to preserving the experience of the enslaved people whose lives and work sustained it. It is the story of Angola, a former plantation–turned–maximum-security prison in Louisiana that is filled with Black men who work across the 18,000-acre land for virtually no pay. And it is the story of Blandford Cemetery, the final resting place of tens of thousands of Confederate soldiers. A deeply researched and transporting exploration of the legacy of slavery and its imprint on centuries of American history, How the Word Is Passed illustrates how some of our country’s most essential stories are hidden in plain view—whether in places we might drive by on our way to work, holidays such as Juneteenth, or entire neighborhoods like downtown Manhattan, where the brutal history of the trade in enslaved men, women, and children has been deeply imprinted.
Date(s)/Time(s): Mondays, 3:00-4:00pm, 10/3, 10/17, 10/31, 11/14 [Capped at 10 Registrations]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Saheli Nath
FLO(s): Learning Ecosystem (#4);
STLR: Global and Cultural Competencies;
Think Like a Freak: The Authors of Freakonomics Offer to Retrain Your Brain
Levitt and Dubner offer a blueprint for an entirely new way to solve problems, whether your interest lies in minor lifehacks or major global reforms. As always, no topic is off-limits. They range from business to philanthropy to sports to politics, all with the goal of retraining your brain. Along the way, you’ll learn the secrets of a Japanese hot-dog-eating champion, the reason an Australian doctor swallowed a batch of dangerous bacteria, and why Nigerian e-mail scammers make a point of saying they’re from Nigeria. Some of the steps toward thinking like a Freak: First, put away your moral compass—because it’s hard to see a problem clearly if you’ve already decided what to do about it. Learn to say “I don’t know”—for until you can admit what you don’t yet know, it’s virtually impossible to learn what you need to. Think like a child—because you’ll come up with better ideas and ask better questions. Take a master class in incentives—because for better or worse, incentives rule our world. Learn to persuade people who don’t want to be persuaded—because being right is rarely enough to carry the day. Learn to appreciate the upside of quitting—because you can’t solve tomorrow’s problem if you aren’t willing to abandon today’s dud. Levitt and Dubner plainly see the world like no one else. Now you can too.
Date(s)/Time(s): Mondays, 4:00 p.m. – 5:00 p.m., 9/12, 9/26, 10/10, 10/24 [Capped at 10 Registrations]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Saheli Nath
FLO(s): Learning Ecosystem (#4);
STLR: Research, Creative, & Scholarly Activities;
Field Guide to White Supremacy.
Gathering together a cohort of researchers and writers, A Field Guide to White Supremacy provides much-needed connections between violence present and past. This book illuminates the career of white supremacist and patriarchal violence in the United States, ranging across time and impacted groups in order to provide a working volume for those who wish to recognize, understand, name, and oppose that violence. The Field Guide is meant as an urgent resource for journalists, activists, policymakers, and citizens, illuminating common threads in white supremacist actions at every scale, from hate crimes and mass attacks to policy and law. Covering immigration, antisemitism, gendered violence, lynching, and organized domestic terrorism, the authors reveal white supremacy as a motivating force in manifold parts of American life. The book also offers a sampling of some of the most recent scholarship in this area in order to spark broader conversations between journalists and their readers, teachers and their students, and activists and their communities.
Date(s)/Time(s): Mondays, 2:00 p.m. – 3:00 p.m., 9/12, 10/10, 11/7, 11/21 [21CPI will buy for books for the first 10 Registrations; No Cap on number of Registrants]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Elizabeth Overman
FLO(s): Course Design (#1); Active Learning (#2); Learning Ecosystem (#4);
STLR: Global & Cultural Competencies; Leadership; Research, Creative, & Scholarly Activities;
Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants
As a botanist, Robin Wall Kimmerer has been trained to ask questions of nature with the tools of science. As a member of the Citizen Potawatomi Nation, she embraces the notion that plants and animals are our oldest teachers. In Braiding Sweetgrass, Kimmerer brings these two lenses of knowledge together to take us on “a journey that is every bit as mythic as it is scientific, as sacred as it is historical, as clever as it is wise” (Elizabeth Gilbert). Drawing on her life as an indigenous scientist, and as a woman, Kimmerer shows how other living beings—asters and goldenrod, strawberries and squash, salamanders, algae, and sweetgrass—offer us gifts and lessons, even if we’ve forgotten how to hear their voices. In reflections that range from the creation of Turtle Island to the forces that threaten its flourishing today, she circles toward a central argument: that the awakening of ecological consciousness requires the acknowledgment and celebration of our reciprocal relationship with the rest of the living world. For only when we can hear the languages of other beings will we be capable of understanding the generosity of the earth, and learn to give our own gifts in return.
Date(s)/Time(s): Fridays, 1:00-2:00p, 9/30, 10/21, 11/11 [21CPI will pay for books for the 10 Registrations; No Cap on number of Registrants]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Antiracism Pedagogy Group
FLO(s): Learning Ecosystem (#4);
STLR: Global & Cultural Competencies;
The fine print: To be eligible for 21CPI Recognitions, learning artifacts must be submitted to the facilitator within 30 days of the last session and must show evidence of meeting a Faculty Learning Outcome (FLO). See the 21CPI Homepage for more details.
Engaging in the Scholarship of Teaching and Learning (SoTL): An Introductory Workshop
This text provides prospective SoTL Scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Participants in this workshop are also strongly encouraged to attend at least one of the Peer Writing and Research Workshop. After each meeting, we will have a 30 minute “talk about our research” session. These are open to anyone who is working on a SoTL project, even if you are not currently in the book group.
Date(s)/Time(s): Fridays, 1:00-2:00 p.m., 9/23 (1-2:30), 10/28, 11/18 [21CPI will pay for books for the 10 Registrations; No Cap on number of Registrants]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Laura Dumin, Eric Kyle
FLO(s): Academic Professionalism (#5);
STLR: Research, Creative, and Scholarly Activities;
[Image Source: https://www.sfcollege.edu/sotl/]
Peer Writing and Research Workshop
These workshops are open to ALL faculty at UCO who are working on a research project of some kind or who are writing a grant. This means SoTL, TL, general research on classroom management or design, IRB writing, and grant writing for helping with any of the above concepts. In these workshops, you can: Bounce your ideas off of other members of the group; Ask questions about your research questions; Get help figuring out the IRB process or how to make requested changes; Discuss speed bumps in your work.
Date(s)/Time(s): Fridays, 1:00-2:00 p.m., 10/7, 11/4, 12/2 [No cap on the # of participants]
Location(s): TBD
Facilitator(s): Laura Dumin, Eric Kyle
FLO(s): Academic Professionalism (#5);
STLR: Research, Creative, and Scholarly Activities;
POSTPONED:
Online Teaching Strategies, Best Practices, Challenges and Success Stories: An Interactive Workshop
Participants will gather ideas for improving their online teaching practices, discuss engagement strategies, discover online classroom management techniques, and share their own challenges and successes.
Date(s)/Time(s): Thursday, 9/15, 11-12:30p
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Suzanne Clinton, Abbie Lambert, and Melody Edwards
FLO(s): Course Design (#1);
STLR: Leadership;
[Image Source: https://neaedjustice.org/supporting-lgbtq-youth/]
Successfully Supporting BGLTQ+ Students: An Interactive Student Panel
Participants will gather ideas for improving their interactions with BGLTQ+ students, learn to better offer support and learn what resources to suggest to better help our students learn and thrive.
Date(s)/Time(s): Wednesday, 9/14 – 11:30-1pm [No cap on the number of registrants]
Location(s): Virtual (Link Provided by Facilitator to Registrants)
Facilitator(s): Suzanne Clinton, Lindsey Churchill, and Abbie Lambert
FLO(s): Learning Ecosystem (#4); Academic Professionalism (#5);
STLR: Leadership;
[Image Source: https://www.instructionaldesign.org/]
When Lightning Strikes: Connecting Educational Philosophies to Transformational Activities
Our educational philosophy underpins everything that we do as instructors in the teaching-learning transaction. Our philosophy is based on our assumptions about our definition of learning and our views on the nature of humankind, the purpose of education, the nature of the curriculum, the role of the teacher and the learner, and the nature of the instructional process. There is no right or wrong philosophy. Each philosophy simply represents a different belief system about the nature of the learning process. In this workshop you will examine your assumptions and views and identify your overall educational philosophy and be able to understand why you think and act the way you do in the classroom.
Date(s)/Time(s): Wednesdays, 3:00-4:30p, 10/5, 10/19, 11/2
Location(s): In-Person [FSI 113]; Virtual [Link Provided by Facilitators]
Facilitator(s): Mark McCoy & Eric Kyle
FLO(s): Course Design (#1);
STLR: Leadership; Research, Creative, & Scholarly Activities;
[Image Source: https://www.newriver.edu/grant-writing-class-planned-at-new-river-ctc/]
Grant Writing Workshop
This workshop will focus on writing strong grants with clear goals, following best practices, et cetera.
Date(s)/Time(s): Tuesday, September 27, from 10:30am to 12:30pm
Location(s): Via Zoom, email Susan Hemphill for the Link (shemphill1@uco.edu)
Facilitator(s): Office of Research & Sponsored Programs; Hanover Consultants;
FLO(s): Academic Professionalism (#5);
STLR: Research, Creative, & Scholarly Activities;
[Image Source: https://www.hlcommission.org/]
HLC Accreditation: Reviewing the Five HLC Criteria
These sessions will introduce the UCO community to what is in UCO’s Assurance Argument (self-study) as it prepares for its April 2023 HLC Site Visit. There will be three sessions mirroring the way the site visit team will seek broad input regarding how UCO meets each of HLC’s five criteria. The first session will address Criteria 1 (Mission) and 2 (Integrity: Ethical & Responsible Conduct). The second session will address Criteria 3 (Teaching 7 Learning: Quality, Resources, and Support) and 4 (Teaching & Learning: Evaluation & Improvement). The third session will address Criterion 5 (Institutional Effectiveness, Resources and Planning) and the Federal Compliance report. Participants will have an opportunity to read current drafts of the assurance argument and provide input and examples for each criteria.
Date(s)/Time(s): Wednesdays, 2:30-3:30p, 9/7, 10/12, 11/16
Location(s): HOH 222
Facilitator(s): Ed Cunliff, Kristi Archuleta, Keith Higa, Guillermo Martinez Sotelo, Elizabeth Maier, Jennifer Barger Johnson, Jeanetta Sims
FLO(s): Academic Professionalism (#5);
STLR: Leadership;
[Image Source: https://www.nomensa.com/blog/researching-meaning-making-sense-of-behaviour]
Critical Reflection: How to Create Embodied Prompts that Help Students Move from Basic Summaries Towards Deeper Internalization and Transformation
By the end of the session, participants will be able to summarize what critical reflection and is and what it can do for students through an active opening discussion activity, delivery of initial basic chunked context info, and follow up group discussion. You will also analyze and compare disembodied prompts often used in higher education with reworked embodied prompts, through case scenario activities with examples, brief introduction to the Basic Guidelines for Creating Integrative and Embodied Reflection Prompts handout (Peet & Farrell Kilbourne, 2017) and ending discussion with colleagues. Finally, participants will evaluate an assignment or activity of their own they would like to adapt, modify, or implement; during the session will discuss with a colleague partner(s). Note: This is the same workshop offered by the STLR Team in the past.
Date(s)/Time(s): Fridays, 2:30-3:30p, 9/30, 10/21, 11/11 [Capped at 12 participants]
Location(s): Virtual [Link Provided by Facilitator]
Facilitator(s): Camille Farrell
FLO(s): Course Design (#1); Learning Assessment (#3);
STLR: Leadership; Research, Creative, & Scholarly Activities;
Seeing Science: Teaching for Transformative Experience in Higher Ed
Co-hosted by the College of Math & Science with 21CPI
Dr. Benjamin Heddy, an associate professor at the University of Oklahoma in the Learning Sciences program, teaches undergraduate and graduate courses on the topics of motivation, cognition, learning theory, human development and research methods. His research program focuses on cognitive and motivational aspects of learning; including engagement, academic emotions, interest development, and further specializing in the investigation of learning activities that occur in everyday experience. This 2-part workshop will introduce faculty to “transformative experiences in science” and then give them time to modify their course activities to promote student application of course concepts to their everyday lives.
Date(s)/Time(s): Tuesdays, 1:00-2:00p, 10/18 (Zoom), 10/25 (In-Person) [No cap on the # of participants]
Location(s): In Person; Virtual;
Facilitator(s): Dr. Benjamin Heddy, U of Oklahoma
FLO(s): Course Design (#1);
STLR: Research, Creative, & Scholarly Activities;
Supported by the Office of the President, UCO will host campus-wide reading and discussion groups for the book, The Great Upheaval: Higher Education’s Past, Present, and Uncertain Future, by Drs. Arthur Levine and Scott Van Pelt. Staff and faculty will meet over several sessions to discuss portions of this text in preparation for Dr. Levine’s on-campus visit on Tuesday, March 7, 2023. We are expecting as many as 150 people to participate in this initiative and we’ll be forming small groups of 4-8 participants. These groups will begin as early as September and end as late as just before Dr. Levine’s visit in March. Groups will typically meet for 4 sessions.
The Great Upheaval: Higher Education’s Past, Present, and Uncertain Future
In The Great Upheaval, Arthur Levine and Scott Van Pelt examine higher and postsecondary education to see how it has changed to become what it is today—and how it might be refitted for an uncertain future. Taking a unique historical, cross-industry perspective, Levine and Van Pelt perform a 360-degree survey of American higher education. The book is neither an attempt to advocate for a particular future direction nor a warning about that future. Rather, it looks objectively at the contexts in which higher education has operated—and will continue to operate. It also seeks to identify likely developments that will aid those involved in steering higher education forward, as well as the many millions of Americans who have a stake in its future.
If you would like to register for one of these groups, please complete the Great Upheaval Registration Form.
Date(s)/Time(s): There are several opportunities – click on the registration link to sign-up for the group that works best for you
Location(s): Several
Facilitator(s): Several
FLO(s): Academic Professionalism (#5);
STLR: Leadership;
STLR TRAINING
Login to the Learning Center at https://learningcenter.uco.edu, search for “STLR” then register for the session
STLR: Module 1, Tagging & Assessing Activities (Faculty/Staff)
Thursday, August 18, 2022, 9:30 AM-11:30 AM, Zoom | Friday, September 16, 2022, 10:00 AM-12:00 PM, TBD | Thursday, October 6, 2022, 2:30 PM-4:30 PM, Zoom | Tuesday, November 8, 2022, 5:30 PM-7:30 PM, Zoom
STLR: Module 2, Tagging & Assessing Activities (Faculty/Staff) [prerequisite is Module 1]
Thursday, August 18, 2022, 1:00 PM-3:00 PM, Zoom | Friday, September 16, 2022, 2:00 PM-4:00 PM, TBD | Friday, October 7, 2022, 10:00 AM-12:00 PM, Zoom | Thursday, November 10, 2022, 5:30 PM-7:30 PM, Zoom
STLR: Refresher Session (Faculty/Staff) [prerequisite is Module 2]
Thursday, August 18, 2022, 3:00 PM-4:30 PM, Zoom | Friday, September 9, 2022, 10:00 AM-11:30 AM, TBD | Wednesday, September 28, 2022, 2:00 PM-3:30 PM, Zoom | Tuesday, November 8, 2022, 1:30 PM-3:00 PM, Zoom
2022 ANNUAL COLLEGIUM
Wednesday, August 17, 2022, 8:30am – 3:00pm
UCO Liberal Arts Building
This 23rd Annual Collegium will feature a thoughtful keynote, dynamic breakout sessions, celebratory teaching awards, a satisfying lunch, an engaging afternoon workshop, cool prizes, and much, much more! Let us join as a community for a wonderful day of focusing on the craft of teaching and learning as we work together to improve the quality of education on our campus.
For more information, visit the Collegium site.
Qedex – On Demand Faculty Development – Register Here
UCO’s Center for Excellence in Transformative Teaching & Learning will be offering 140 licenses for online, professional faculty development modules offered through QEDEX, https://www.qedex.org for 21CPI credit. Explore the myriad options, find something that interests you, and sign up for one of these limited licenses! For more information, and to request a license, please visit: https://blogs.uco.edu/tts/qedex-on-demand-learning/
Additional Faculty Development Opportunities
We regularly receive information about other faculty development opportunities that our UCO community might be interested in. Some of these are facilitated by other UCO departments while others are hosted by colleagues from other organizations. Between our own programs and these additional ones, we hope that you will find ample opportunities to support your growth as a professional educator.
To find the latest offerings, please visit the following site: https://blogs.uco.edu/tts/additional-opportunities/
Teaching to Transgress: Education as the Practice of Freedom [
Teaching through Challenges for Equity, Diversity, and Inclusion (EDI), by Storms, Donovan, and Williams [
Engaging Students as Partners in Learning and Teaching: A Guide for Faculty, by Cook-Sather, Bovill, and Felten [
Think Again, by Adam Grant [
Becoming a Critically Reflective Teacher, by Stephen Brookfield [
Postponed: 
Drawing is Magic: Discovering Yourself in a Sketchbook by John Hendrix [
All We Can Save: Truth, Courage, and Solutions for the Climate Crisis, edited by Johnson and Wilkinson [
Understanding by Design Meets Neuroscience, by McTighe and Willis [
Essentials of University Budgeting
Online Teaching Strategies, Best Practices, Challenges and Success Stories
Students as Partners in Learning and Teaching