Book Clubs & Workshops – Fall 2022

Book Clubs  |  Workshops  |  The Great Upheaval Book Groups  |  STLR Sessions  |  Collegium  |  On Demand Sessions  |  Additional Opportunities


BOOK CLUBS – Click Here to Register

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.

book cover image
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;

 


WORKSHOPS  Click Here to Register!

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;

 


THE GREAT UPHEAVAL BOOK GROUPS – Click Here to Register!

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;

 


Horizontal logo graphic of Student Transformative Learning RecordSTLR 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

Bell Tower image with words: annual collegium on college teaching practice

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.


Photo of computer screen with Qedex platform and UCO group showing

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/


Graphic with books on bookshelves with text block in front "A series of book conversations: Academic innovation for the public good"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/


 

Book Clubs & Workshops – Summer 2022

Book Clubs  |  Workshops  |  STLR Sessions  |  Collegium  |  On Demand Sessions  |  Additional Opportunities


BOOK CLUBS – Click Here to Register! 

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, 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.

Intersectional Pedagogy: Complicating Identity and Social Justice, Edited by Kim A. Case  [Amazon summary]
Date(s)/Time(s):  Mondays, 3-4p, 5/16, 6/6, 6/27 [Book Provided for First 10 Registrants; No Cap on Number of Registrations]
Location(s):          Virtual (Link Provided by Facilitator to Registrants);
Facilitator(s):        Gigi Jones; Eric Kyle;
FLO(s):                   Course Design (#1); Active Learning Strategies (#2); Learning Ecosystem (#4);
STLR:                      Global and Cultural Competencies;

Creating Wicked Students: Designing Courses for a Complex World, by Paul Hanstedt [Amazon summary]
Date(s)/Time(s):    Fridays, 2-3p, 6/10, 6/17, 6/24 [Book Provided for First 10 Registrants; No Cap on Number of Registrations]
Location(s):             Virtual (Facilitator to send link to registrants)
Facilitator(s):         Dr. Leeda Copley
FLO(s):                     Course Design (#1);
STLR:                       Leadership; Research, Creative and Scholarly Activities;


WORKSHOPS Click Here to Register!

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.


(Image Source: https://www.kean.edu/news/teaching-students-lead-challenging-conversations)

Engaging Students in Difficult Conversations on Diversity, Equity, and Inclusion (DEI)
Date(s)/Time(s):  Mondays, 12:00 p.m. – 1:30 p.m., 5/16 and 5/23 [No Cap on Number of Registrations]
Location(s):           In-Person (CTL 109) and Virtual (Link Provided by Facilitator to Registrants); Lunch Provided for In-Person Registrants;
Facilitator(s):        Liz Wallace Tabak & ODI Student Peer Facilitators
FLO(s):                   Learning Ecosystem (#4);
STLR:                      Global and Cultural Competencies; Leadership;


Horizontal logo graphic of Student Transformative Learning RecordSTLR TRAINING

Login to the Learning Center at https://learningcenter.uco.edu, search for “STLR” then register for the session

STLR: Tagging & Advertising Events (Support Staff)
Monday, April 25, 2022, 9:00 AM-10:00 AM; Zoom.

STLR: Module 1, Tagging & Assessing Activities (Faculty/Staff)
Tuesday, May 17, 2022; 1:30 PM-3:30 PM; Zoom | Monday, June 13, 2022; 10:00 AM-12:00 PM; Zoom | Thursday, July 14, 2022; 1:00 PM-3:00 PM; Zoom.

STLR: Module 2, Tagging & Assessing Activities (Faculty/Staff)  [prerequisite is Module 1]
Wednesday, May 18, 2022; 1:30 PM-3:30 PM; Zoom | Monday, June 13, 2022; 2:00 PM-4:00 PM; Zoom | Thursday, July 14, 2022; 3:00 PM-5:00 PM; Zoom.

STLR: Refresher Session (Faculty/Staff)  [prerequisite is Module 2]
Thursday, June 2, 2022; 1:30 PM-3:00 PM; Zoom | Wednesday, July 20, 2022; 3:30 PM-5:00 PM; Zoom.


2022 ANNUAL COLLEGIUM

Bell Tower image with words: annual collegium on college teaching practice

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.


Photo of computer screen with Qedex platform and UCO group showing

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/


Graphic with books on bookshelves with text block in front "A series of book conversations: Academic innovation for the public good"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/


 

Engaging Students as Partners in Learning and Teaching: A Guide for Faculty

An education professor, a Scottish lecturer, and a provost walk into a bar…

Okay, okay, it wasn’t a bar.  It was a publishing house.  And I guess I don’t know for certain they actually walked.  They wrote a book.

No, scratch that, they wrote THE book on student-faculty partnerships.

Student-faculty partnerships are collaborations in the classroom based on sharing the power, sharing the learning, and sharing the risks.  While the book focuses generally on in-class collaboration, keep in mind that you could have partnerships outside of class in research, creative, or scholarly activities as well.  Through mutual trust and respect, and with clear communication, a reciprocal process is possible where students can take more autonomy over their education.  This is clearly a continuum—as a faculty member you can give as much or as little power to students as you are comfortable doing so, and different situations will obviously call for different partnerships.  On the more minimal side, it could be as simple as giving students a choice in class activities or readings one day.  On the more maximal side, you could allow students to work with you to completely design your course, or write the syllabus together the first days of class.  It can be a partnership for one day, or over the whole semester.  You could partner with only a few students (there’s a great example in Chapter 3 where a faculty member partnered with a few former students to redesign their course) or your entire classroom of students.

If you’re already sold on the idea of giving students more power over their own educations, may I gently recommend you skip right ahead to Chapters 2 and 8, which are both filled with all of those practical questions that you need to ask yourself before you start planning your future partnerships.  If you aren’t quite sold yet, see Chapter 5 for a brief but thorough summary of the educational research showing how effective partnerships are, and then bounce back to Chapter 3 to see real-world examples of what you can do.

Everyone who picks up the book needs to read Chapter 6, “Challenges of Student-Faculty Partnerships,” and Chapter 7, “Practical Strategies.”  These two chapters are really the core of their wisdom, and the most practical chapters.  You need to prepare for problems so they don’t take you by surprise, and you need to have some practical tools in your educator toolkit.  For example, will you run into students who resent having to do “your work” of educating them?  Will you hear blowback from colleagues who think this is an unproven tactic meant to lighten your workload?  Having your explanations ready will keep you sane and provide you with protection if someone decides to throw metaphorical stones at you.

Before you start your wonderful new partnerships, you do need to think about the power dynamic between yourself and your students, which can be uncomfortable for some folks.  Taking a good, hard look at the intersection of your different identities, as well as your privileges and stigmas, can help you understand why students maybe don’t feel as empowered as you think they should.  However, with the strategies from Chapter 7 in your utility belt and a little forethought, you absolutely can create successful partnerships.

Sounds good, right?  There’s even a chapter on assessment because we live in an educational system that requires grades.  You could probably start small tomorrow if you tried, right?  Talk to that brilliant student about RCSA grants, or give your students a meaningful choice in tomorrow’s class.  Imminently doable.

Now, are you ready to have your mind completely blown?  Tucked innocently into the middle of the book, where it can pop out and smack you across the face and then melt back into the rest of the monograph, is a chapter on “Program-Level Approaches” to these partnerships.  At the end of this chapter is arguably the most radical idea, coyly hiding in plain sight.  What if we gave students autonomy not just over one class, and not just with one instructor?  What if we built our major programs around this idea of partnerships?  What if we redesigned our university or higher education at large around this idea that students will earn more if they see professors as guides and trusted partners?

If we think of teaching as “community property,” as the authors absolutely do (pg. 87), who’s to say that the community ends with my classroom or yours?  We all work every day to create and recreate what we lovingly refer to as UCO, and that education belongs to everyone, not just me the faculty member or the student with their carefully-framed diploma.  Clearly, this is a radical idea, but the authors have an interesting discussion about how this could (theoretically) work.  It would require an impressive amount of institutional buy-in, real partnerships between colleges and departments, and an educational culture that is okay with taking risks, but it’s a fascinating idea.  At a time when we seem to be scraping around, looking for ways to make ourselves more marketable to students, this anti-student-as-consumer approach to empowering students could ironically be the thing that UCO has been looking for all along.

Written by Leeda Copley, Department of Sociology, Gerontology, and Substance Abuse Studies

Frequently Identified Learning Outcomes

Check out this graph showing most frequently identified learning outcomes among institutions surveyed for the report. Fifteen outcomes are shown, ranging from a high of 90% for Written Communication down to a low of 29% for Digital Literacy.

Most Frequently Identified Learning Outcomes

Source: Finley, A. & McConnell, K. D. (2022). On the same page?: Adiministrator and faculty views on what shapes college learning and student success. Washington, DC: Association of American Colleges and Universities / Hanover. Graph is from p. 8 of the report available at https://dgmg81phhvh63.cloudfront.net/content/user-photos/Research/PDFs/OntheSamePage_FINAL_2-15-22_pdftoprint.pdf

Additional Opportunities

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.


Center for eLearning & Connected Environment (CeCE) @ UCO

Backward Design-What is it and How Can it help you with your Online Course

Zoom Webinar Tuesday, Sept 27-12:30 pm to 1:30 pm-1 hour

  • We will explain what is Backward design and show you some tips on how to use it in your online courses. Featuring guest faculty Teresa Pac

Sign up Here

Backwards Design Webinar Sign Up Link

In person September Workshops at CeCE 201 N. Bryant Ave:

Technology Hands On Workshop Break-out Sessions

Thursday, September 29th from 10 am to 12 pm. We provide lunch.

  1. How to Create Your Own Video with the Zoom platform.

Includes hands on demonstration, pedagogy tips and copy of 99 Tips for Creating Sustainable Educational Videos by Karen Costa

Sign up Here

Create Your Own Video at CECE Sign Up Form


LGBTQ+ Safe Zone Ally Training at Rose State College

You are invited to participate in the LGBTQ+ Safe Zone Ally training being offered on Friday, September 9, 2022, from 9:30-11:30am at Rose State College (RSC). [Note: This training is not intended for students].

This training, facilitated by Dr. Lindsey Churchill, Director of the UCO Women’s Research Center & BGLTQ+ Student Center and Women’s, Gender, & Sexuality Studies Program, will discuss issues regarding sex, gender, & sexual orientation, as well as biases & allyship. This training will allow faculty & staff to be Safe Zone Ally trained, which means that they are recognized as a safe member of the community for those who have questions or concerns related to sexual orientation and/or gender identity & expression. Safe Zone Allies serve as points of contact who can connect individuals to relevant programs and resources, both on and off campus. Attendees will receive a certificate to put either on their office door or in their office, to show that they are a safe member of the community for those needing support on LGBTQ+ issues. We are not able to Zoom or record these presentations, but we are hoping to provide them once a semester as needed in the future.

For UCO Staff and Faculty who are interested in this, please email 21cpi@uco.edu for more information. All other inquires can be directed to Dr. Juanita Ortiz at jrortiz@rose.edu.


Coalition of Urban and Metropolitan Universities Conference

Register Today

The Coalition of Urban and Metropolitan Universities will be hosting their Annual Conference, The Essential Role of Urban and Metropolitan Universities, October 23–26, 2022 in San Diego, CA.

As our institutions and communities continue to navigate a global pandemic, wrestle with a long-overdue racial reckoning, face environmental challenges, and witness the great inequality in how communities are able to respond to these challenges—we recognize that we are still in the midst of crisis. Our conference offers an opportunity to pause and reflect on how we are responding to our current moment while also looking forward as we begin to articulate how we emerge from crisis.

Conference Themes

The Essential Role of Urban and Metropolitan Universities hosts presenters who will reflect broadly on how the urban mission can be fully integrated into operations, structure, partnerships, and academic objectives within the following major themes.

  • Cultivating Resilient Campuses in the Midst of Crisis
  • Inclusive Growth and Housing
  • Industry Engagement and Entrepreneurship
  • K-16 Student Success and Support
  • Place-Based Hyperlocal Community Engagement
  • Racial Equity and Social Mobility
  • Regional Collaborations and Partnerships
  • Workforce and Talent Development

Stanford Digital Education and Trinity College Monthly Book Conversations

Stanford Digital Education and Trinity College have organized 10 monthly book conversations via Zoom with leading scholars on how higher education can affect the public good. Each event features an author of a recently published book exploring the role of colleges and universities in addressing society’s problems. An expert in the author’s field will conduct the interview, followed by questions from the audience, for these one-hour sessions. Find details and register for free at https://digitaleducation.stanford.edu/academic-innovation-public-good. Note that some sessions can count towards UCO’s Continuous Cultural Competencies credit.


 

Qedex: On Demand Faculty Development

The 21st Century Pedagogy Institute (21CPI, https://21cpi.uco.edu), part of UCO’s Center for Excellence in Transformative Teaching and Learning, is proud to offer a limited number of complimentary licenses to an on-demand faculty development platform, Qedex (https://www.qedex.org). To request a license, please complete the following form:  https://uco.co1.qualtrics.com/jfe/form/SV_4JzPX5wHIDW1MO2

For the chance to receive 21CPI credit, please do the following:

  • Complete at least 6 hours of Qedex training (as listed for each Qedex course) within the calendar year,
  • Complete your Qedex Reflective Practice Exercise for each Qedex course, relating these reflections to one or more of the FLO areas,
  • Submit this reflection(s) along with the corresponding Certificate of Achievement for each Qedex course to 21cpi@uco.edu

You may track your 21CPI credits on the downloadable 21CPI FLO Tracking Sheet (https://www.uco.edu/academic-affairs/files/cettl/21cpi-flo-tracking-sheet3.pdf). Questions? Comments? Email us at 21cpi@uco.edu. Enjoy!

Here are examples of Qedex courses that have been matched with some of the 21CPI Faculty Learning Outcomes (FLOs):

FLO #1: Course Design – Incorporating Transformative Learning Theory with evidence-based principles of teaching and learning or engaging, student-centered practices. FLO #2: Active Learning Strategies – Need to be aligned with an outcome or objective. FLO #3: Learning Assessment – Selecting an appropriate technique to measure a student learning outcome, or utilizing a STLR rubric to measure student transformative growth FLO #4: Learning Ecosystems – Optimizing the environment for learning by applying practices of inclusion, mindfully using technology, and/or incorporating the human dimension FLO #5: Academic Professionalism – Engaging in a non-21CPI professional development event to improve pedagogy, and/or improving their work-life balance.
Preparing and Creating Lesson Plans Problem Solving Tools and Techniques: Part 1 Online Learning Assessment Academic Integrity, Cheating, and Plagiarism How to Identify and Survive a Toxic Workplace
Course Planning Problem Solving Tools and Techniques: Part 2 Developing Rubrics Teaching Students with Learning Difficulties Coaching and Mentoring
Writing Learning Outcomes Student Engagement for Online Learning Assessment and Evaluation in Online Learning Teaching Online: An Inclusive learning Community Approach Managing Faculty Wellbeing
Essentials of Effective Teaching Engaging HE Students with Project-Based Learning Educational Technologies for Online Learning Establishing Health and Wellness Programs
Become a Superstar Instructional Designer Creating Service-Learning Opportunities for Students Leading Libraries in the Digital University Time Management

 

These courses can also help you to develop courses that foster student development in the Transformative Learning (STLR) Outcomes as well as support your own ongoing growth and development in these areas. Here are examples of Qedex courses that align with these Outcomes:

STLR #1:

Disciplinary Knowledge

STLR #2:

Global & Cultural Competencies

STLR #3:

Health & Wellness

STLR #4:

Leadership

STLR #5:

Research, Creative, & Scholarly Activities

STLR #6:

Service-Learning & Civic Engagement

Employability in the Curriculum Teaching Online: An Inclusive Learning Community Approach Establishing Health and Wellness Programs Coaching and Mentoring Problem Solving Tools and Techniques: Parts 1 & 2 Creating Service – Learning Opportunities for Students
Creating Socially Just Campuses with Restorative Practice How to Identify and Survive a Toxic Workplace Project Management Practical Presentation Skills
Teaching Students with Learning Difficulties Time Management Developing Effective Governing Bodies and Advisory Committees
Managing Faculty Wellbeing Leadership – Theory and Practice
Change Management

 

Book Clubs and Workshops, Spring 2022

Book Clubs  |  Workshops  |  STLR Sessions  |  On Demand Sessions  |  Additional Opportunities


BOOK CLUBS – [Registration for Summer Offerings Coming Soon!] 

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, 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.

 

Teaching to Transgress book coverTeaching to Transgress: Education as the Practice of Freedom [Amazon summary]
Wednesday, 1:00 p.m. – 1:50 p.m., 1/19; and Mondays, 1:00 p.m. – 1:50 p.m., 2/7, 2/28, 3/28, and 4/11 [No cap on the number of participants]
Location: Online
Facilitator: Sophia Clark  [Request to register for this one by emailing Sophia directly]
FLO #4

 

cover of the book "Teaching through challenges for equity, diversity, and inclusion (EDI)"Teaching through Challenges for Equity, Diversity, and Inclusion (EDI), by Storms, Donovan, and Williams  [Amazon summary]
[Capped at 15 and book provided for first 10 registrants; Registration is now closed for this group.]
Mondays, 1:00 p.m. – 2:00 p.m., 1/24, 2/7, 2/21, 3/7 and 3/21  
Location: Online
Facilitator: Jerry Green
  FLO #4

 

cover of the book "Engaging Students as Partners in Learning and Teaching: A Guide for Faculty" by Cook-Sather, Bovill, and FeltenEngaging Students as Partners in Learning and Teaching: A Guide for Faculty, by Cook-Sather, Bovill, and Felten  [Amazon summary] [Sorry, this session is now full. Please choose from one of our other exciting book clubs.]
Tuesdays, 2:15 p.m. – 3:15 p.m., 1/25, 2/8, 2/22 and 3/8
Location: Online
Facilitator: Jeff King
  FLOs #1, 3, or 4

 

cover of book "Think Again" by GrantThink Again, by Adam Grant  [Amazon summary]
Fridays, 2:00 p.m. – 3:00 p.m., 1/28, 2/4, 2/11, 2/18 and 2/25
Location: Online
Facilitator: Adrienne Wright
  FLO #4

 

cover of "Becoming a critically reflective teacher" by BrookfieldBecoming a Critically Reflective Teacher, by Stephen Brookfield  [Amazon summary]
Wednesdays, 12:00 p.m. – 1:00 p.m., 2/2, 2/16, 3/2 and 3/23
Location: Online
Facilitator:  Mark McCoy
  FLOs #1, 3, or 5

 

cover of "Critical Indigenous Studies" bookPostponed: College of Liberal Arts session
Critical Indigenous Studies: Engagements in First World Locations
, edited by Aileen Moreton-Robinson  [Amazon summary]

Time and Dates TBD
Location: TBD
Facilitators: TBD
  FLO #4

 

cover of the book "Drawing is magic" by HendrixDrawing is Magic: Discovering Yourself in a Sketchbook by John Hendrix  [Amazon summary]
Fridays, 3:00 p.m. – 4:00 p.m., 2/4, 2/25, 3/25, 4/15 and 4/29
Location: Online
Facilitator:  Samuel Washburn
  FLOs #1, 2, or 4

 

cover of the book "Range" by Epstein

Range: Why Generalists Triumph in a Specialized World, by David Epstein  [Amazon summary]
Fridays, 12:00 p.m. – 1:00 p.m., 2/4, 2/18 and 3/4  [Lunch Provided; capped at 15 and book provided for first 10 registrants]
Location: In-Person TBD
Facilitator: Eric Eitrheim
  FLO #4

 

cover of the book "All we can save: Truth, courage, and solutions for the climate crisis"All We Can Save: Truth, Courage, and Solutions for the Climate Crisis, edited by Johnson and Wilkinson  [Amazon summary]
Tuesdays, 9:30 a.m. – 10:30 a.m., 2/8, 3/1 and 4/5
Location: In-Person TBD
Facilitators: Katrina Lacher and Alyssa Provencio
  FLOs #4 or 5

 

cover of the book "Understanding by Design Meets Neuroscience" by McTighe and WillisUnderstanding by Design Meets Neuroscience, by McTighe and Willis  [Amazon summary]
Thursdays, 2:00 p.m. – 3:00 p.m., 3/24, 3/31, 4/7 and 4/14
Location: Hybrid
Facilitators: Rachelle Franz and Trevor Cox
  FLO #1


WORKSHOPS[Registration for Summer Offerings Coming Soon!]

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.

 

photo of wallet, coins, and Visa credit cardEssentials of University Budgeting
Fridays, 3:00 – 4:15 p.m., 1/21 and 2/11
Location: In-Person TBD
Facilitator: Luis Montes
FLO #5

This workshop series is intended to provide an overview of general university funding and specifically how UCO is funded.  It will give an overview of the general budgeting process including a look at the UCO budget and audits.  This is not intended to be a comprehensive look at the UCO budget, but to provide a working knowledge for future discussions.

cover of workbook, "Engaging in the scholarship of teaching and learning"

Scholarship of Teaching and Learning (SoTL)
Thursdays, 2:00 p.m. – 4:00 p.m., 1/27, 2/17 and 3/10  [Capped at 10 participants]
Location: Online
Facilitators:  Jill Lambeth and Sam Ladwig
  FLO #5

This guide 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. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years.

photo of home office desk with 3 monitors and microphoneOnline Teaching Strategies, Best Practices, Challenges and Success Stories
Monday, 3/28, 11:30 a.m. – 1:00 p.m.
Location: Online
Facilitators: Suzanne Clinton, Abbie Lambert and Melody Edwards
  FLO #1

 

New Faculty session
Powerful tools for engaging students: Using formative and summative assessments to measure student learning

Friday, 4/1, 11:00 a.m. – 1:00 p.m.  [Lunch Provided]
Location: In-Person TBD
Facilitators: Michelle Johnson and the Center for eLearning & Connected Environments
  FLO #3

 

Successfully Supporting BGLTQ+ Students: An Interactive Student Panel
Wednesday, 4/6, 11:30 a.m. – 1:00 p.m.
Location: Online
Facilitators: Suzanne Clinton, Lindsey Churchill and Abbie Lambert
  FLOs #4 or 5

 

Picture of students in the Forensic Science Institute departmentStudents as Partners in Learning and Teaching
Friday, 4/8, 1:30 – 3:00 p.m.
Location: Hybrid
Guest speaker: Peter Felten and colleagues (Zoom); hosted by Jeff King
  FLOs #1 or 4

 


Horizontal logo graphic of Student Transformative Learning RecordSTLR 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)
Jan 21, 10:00 a.m. – 12:00 p.m.  |  Feb 15, 1:30 – 3:30 p.m.  |  Mar 25, 1:00 – 3:00 p.m.  |  Apr 18, 4:00 – 6:00 p.m.

STLR: Module 2, Tagging & Assessing Activities (Faculty/Staff)  [prerequisite is Module 1]
Jan 21, 2:00 – 4:00 p.m.  |  Feb 16, 2:00 – 4:00 p.m.  |  Mar 29, 2:30 – 4:30 p.m.  |  Apr 21, 2:00 – 4:00 p.m.

STLR: Refresher Session (Faculty/Staff)  [prerequisite is Module 2]
Jan 7, 10:30 a.m. – 12:00 p.m.  |  Feb 3, 1:30 – 3:00 p.m.  |  Mar 9, 12:00 – 1:30 p.m. [lunch provided]  |  Apr 15, 1:00 – 2:30 p.m.

Incorporating STLR Snapshot into Capstone Courses
Jan 19, 3:00 – 5:00 p.m.


Photo of computer screen with Qedex platform and UCO group showing

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/


Graphic with books on bookshelves with text block in front "A series of book conversations: Academic innovation for the public good"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/


 

Book Clubs and Workshops, Fall 2021

Book Clubs  |  Workshops  |  STLR Sessions


BOOK CLUBS

Front cover of author Alfie Kohn's book Ungrading- Why Rating Students Undermines Learning (and What to Do Instead)Ungrading Why Rating Students Undermines Learning (and What to Do Instead)
Facilitator: Lora Pezzell
Dates: 9/7, 9/14, 9/21
Time:  12:30 – 1:30 pm
Location: Virtual

Front cover of the book Blind Spot - Modern Biases of Good PeopleBlindspot: Hidden Bias of Good People
Facilitators: Anastasia Wickham and Trevor Cox
Dates: 9/29, 10/6, 10/20, 11/3
Time:  1:00 – 2:00 pm
Location: Virtual

Front cover of the book Advancing Online Teaching-Creating Equity-Based Digital Learning EnvironmentsAdvancing Online Teaching
Facilitators: Melody Edwards and Trevor Cox
Dates: 9/8, 9/29, 10/20, 11/10
Time:  10:30am – 12:00 pm
Location: Virtual

cover of book, Bringing the Neuroscience of Learning to Online TeachingBringing the Neuroscience of Learning to Online Teaching
Facilitators: Ed Cunliff, Kristen Gregory, and Brett King
Dates: 10/26, 11/2, 11/9, 11/16
Time:  1:00 – 2:00 pm
Location: Virtual

cover of the book Noise: A Flaw in Human Judgement

Noise: A Flaw in Human Judgement
Facilitator: Chintamani Jog
Dates: 9/10, 9/24, 10/8, 10/15
Time: 12:00 – 1:00 pm
Location: Virtual

cover of the book Radical Hope: a teaching manifestoRadical Hope
Facilitators: Katrina Lacher and Ed Cunliff
Dates: 9/22, 10/20, 11/17
Time: 12:00 – 1:00 pm
Location: Virtual

Front cover of the book Teaching and Learning STEM - A Practical GuideTeaching and Learning in STEM
Facilitators: Stephanie Jones and Amanda Waters
Dates: 9/3, 10/1, 10/22, 11/12
Time: 1:00 – 2:00 pm
Location: In-person and Virtual


WORKSHOPS

Thursday Tidbits
Facilitator: Carlie Deatherage
Dates: 9/2, 9/9, 9/16, 9/23, 9/30, 10/7, 10/21, 10/28, 11/4, 11/11, 11/18, 12/2, 12/9
Time: 12:00 – 12:30 pm
Location: Virtual

Critical Reflection: How to Create Embodied Prompts that Help Students Move from Basic Summaries Towards Deeper Internalization and Transformation
Facilitator: Camille Farrell
Dates: 9/9, 9/23, 10/7
Time: 12:00 – 1:00 pm
Location: Virtual

Successfully Supporting BGLTQ+ Students: An Interactive Student Panel
Facilitators: Suzanne Clinton; Lindsey Churchill; Abbie Lambert
Date: 9/15
Time:  12:00 – 1:30 pm
Location: Virtual

Informal Peer Observation Workshop
Facilitator: Linda Harris
Dates: 9/16, 9/30, Peer Observation Time, 11/11
Time: 2:00 – 3:30 pm
Location: Virtual

Online Teaching Best Practices, Strategies, Success Stories and Challenges
Facilitators: Suzanne Clinton; Abbie Lambert; Melody Edwards
Date: 9/22
Time:  11:30 am – 1:00 pm
Location: Virtual

 


STLR TRAINING

  Login to the Learning Center at https://learningcenter.uco.edu, search for “STLR” then register for the session of your choice.

STLR: Module 1, Tagging & Assessing Activities (Faculty/Staff)
Sept. 15, 4:00 – 6:00 pm; Oct. 22, 10 am-12 pm; or Nov. 8, 2:30-4:30 pm

STLR: Module 2, Tagging & Assessing Activities (Faculty/Staff)
Sept. 17, 9:30 – 11:30 am; Oct. 22, 2-4 pm; or Nov. 10, 1-3 pm

STLR: Refresher Session (Faculty/Staff)
Sept. 21, 3:00 – 4:30 pm; Oct. 22, 9:30-11 am; or Nov. 12, 1:30-3 pm

Incorporating STLR Snapshot into Capstone Courses
Nov. 3, 1:00 – 3:00 pm

 

2021 Collegium on College Teaching Practices

Logo graphic of 21st Century Pedagogy Institute

UCO’s annual Collegium on College Teaching Practices will be from 9 a.m.-2:30 p.m. Wednesday, Aug. 18, in the south wing of the College of Liberal Arts.

This event represents the academic year kickoff for the Center for Excellence in Transformative Teaching and Learning’s faculty enhancement activities. During the collegium, faculty present, attend breakout sessions and hear a keynote address as they explore, learn, share and expand their professional curiosity to enhance student learning.

Attendees may also receive credit towards their 21st Century Pedagogy Institute achievements.

Mays Imad, Ph.D., will present this year’s keynote address, “Harnessing the Power of Metacognition to Improve Student Learning.” Imad researches stress, self-awareness, advocacy and classroom community and how these relate to cognition, metacognition and lead to student learning and success.

Register for the collegium by Thursday, Aug. 12 to ensure the availability of boxed lunches.

 

 

2021 New Faculty and Adjunct Orientation and Teaching-Learning Institute

Logo graphic of 21st Century Pedagogy InstituteThe August 2021 New Faculty Orientation and the Teaching and Learning Institute will be on Wednesday, Aug. 11, from 8:00 am – 5:00 pm in the Center for Transformative Learning (CTL) Building, Rooms 117-118.

This event will include ideas for the first day of classes, aligning student learning outcomes with assessments and course content, creating a potentially transformative assignment, and how to STLR (Student Transformative Learning Record) tag an assignment.

The Adjunct Faculty Teaching and Learning Institute is also on Aug. 11, from 3:00 – 5:00 pm. Both the new full-time and adjunct faculty will meet together in the Radke Auditorium on the first floor of the CTL Building.

Register for the New Faculty Orientation by Thursday, Aug. 5 to ensure the availability of boxed lunches.