Common CAHSS Panel: “Instructor Perspectives on Managing Information, Misinformation and Democracy in the Classroom” (Nov. 29, 11:40 a.m. – 12:35 p.m)

Check out the Common CAHSS panel on Nov. 29 from 11:40 a.m. – 12:35 p.m., where Sam Mahoney will facilitate a discussion with panelists: Preston Cherry, Christin DePouw, Lisa Lamson, J P Leary, Brian Merkel, Valerie Murrenus Pilmaier, and Jessica Warwick.

In this session, panelists will address questions around information literacy in the classroom. Topics will include managing class dynamics around controversial topics, helping students distinguish between “safety” and “comfort” in class discussions, and dispelling misinformation and misconceptions.

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Exploring Open Educational Resources (OER) Workshop (Dec. 10, 11:40 a.m.–12:35 p.m.)

👓 Description

Join the Open Educational Resources Pilot team on Dec. 10 from 11:40 a.m. – 12:35 p.m. for a virtual workshop where participants will explore open educational resources (OER) for their courses.

Workshop Trailer

In this workshop trailer, Nathan Kraftcheck describes OER and shares why you might wish to adopt, modify, or create them for your courses. Check it out before you attend so that you’re ready to start finding OER during the workshop.

Outcomes

Participants will explore why they might wish to adopt OER, how they can find quality OER, and explore methods for creating and modifying open instructional materials.

Please reach out to CATL@uwgb.edu if you have questions before registering.

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Presentation & Discussion: White Emotionality, Teaching, and Learning (Dec. 9, 1–2 p.m.)

Join Christin DePouw (Associate Professor, Education & 2021-22 Equity, Diversity, and Inclusion Consultant) for a presentation and guided conversation, on Dec. 9, from 1–2 p.m. Building on prior conversations, we will discuss white emotionality (Matias, 2016) as a complex set of emotional responses to race-focused discussions and consider the role of white emotionality in teaching and learning.

This discussion will deconstruct and grapple with various emotional responses that maintain or support racial dominance and consider strategies for moving past these responses. We will consider how personal responses are socially situated, and how they may interrupt or maintain institutional processes of inequality.

Register here for a link to a Teams Meeting

Student Parent Advocacy Panel (Nov. 11, 12–1 p.m.)

Did you know that nationally about 20 percent of students are student parents, paying both university tuition and childcare costs? Yet, despite shouldering enormous financial burden to attend college, many student parents routinely lack access to the best learning experiences, including HIPs.  UWGB numbers and student parents’ challenges are consistent with the national statistics and trends.

Those on our campus who are interested in unique learning challenges facing student parents on our campus, both in our regular classes and in engaging with HIPs, are cordially invited to a panel of UWGB student parents, including Anthony Blake, Candace Hoch, and Carl Woitekaitis, discussing these issues. The panel, moderated by Katia Levintova (Professor of Democracy and Justice Studies (Political Science and Global Studies), and a 2021-22 Equity, Diversity, and Inclusion Consultant) is on Thursday, November 11, 12–1 p.m., virtually via Zoom.

It is the first event in the year-long programming designed to make our classrooms and our academic offerings more student parents friendly. Those attending events in this series will be recognized by various levels of student parents advocate badges (Participation, Knowledge, or Practice), awarded by CATL.

Please come and learn with us how we can do better for our student parents. To register, please click here.

Presentation & Discussion: Building a Process for Critical Reflection in Our Teaching (Nov. 18, 1–2 p.m.)

Join Christin DePouw (Associate Professor, Education & 2021-22 Equity, Diversity, and Inclusion Consultant) on Nov. 18, from 1–2 p.m. for a presentation and guided conversation, where we will discuss the role of “self-excavations” (Sealey-Ruiz, 2021) and reflective practice in our teaching. We will consider identities as both personal and group-oriented, imposed and/or chosen, visible and internal. We will also discuss the specific nature of academic identities and how these relate to our understandings of authority, knowledge production and validity, emotion, and embodied experience. We will conclude by connecting these conversations to our dispositions and behaviors as educators.

Register here for a link to a Teams Meeting