This interactive workshop will equip participants with tools and skills to handle student mental health referrals and cope with common scenarios that may arise in the classroom and in office hours. Be on the lookout for some online guides on the CATL website for handling student mental health concerns, too.
We will be holding this workshop remotely. Watch for a date, time, and link to the web conference.
Facilitators: Dr. Caroline Boswell, Director of the Center for the Advancement of Teaching and Learning; Associate Professor of Humanities and History; and Dr. Kate Burns, Associate Dean of the College of Arts, Humanities, and Social Sciences; Associate Professor of Human Development, Psychology, and Women’s and Gender Study.
While collaborative and group-based learning is on the rise, students are often unaware of the stereotypes and biases that inform group dynamics, student learning, and work productivity. Drawing on recent research on equitable team dynamics, this workshop will allow us to discuss how instructors may use equity-based methods to support the creation of group procedures and dynamics that work to minimize stereotyping and bias.
Faculty and staff from Green Bay, Manitowoc, Marinette, and Sheboygan joined other institutions participating in the Taking Student Success to Scale high-impact practice (HIP) project in an interactive webinar about designing transparent assignments. The session was hosted by Mary-Ann Winkelmes on 4/15/19. More information on Dr. Winkelmes’s work can be found beneath the embedded video.
Transparent instruction is an inclusive, equitable teaching practice that can enhance High Impact Practices by making learning processes explicit and promoting student success equitably. A 2016 AAC&U study (Winkelmes et al.) identifies transparent assignment design as a small, easily replicable teaching intervention that significantly enhances students’ success, with greater gains by historically underserved students. A 2018 study suggests those benefits can boost students’ retention rates for up to two years. In this session we reviewed the findings and examined some sample assignments. Then we applied the research to revising some class activities and assignments. Participants left with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning equitably.