Call for 2022-23 Online Equity Community of Practice (Applications Due Wednesday, Sept. 7)

During the 2022-2023 academic year, CATL will offer an Online Equity Community of Practice open to all full-time instructors who have taught or plan to teach online. This community of practice will leverage the online, asynchronous modality to support instructors as they examine and apply the Peralta Online Equity Rubric to their own online classes. To learn more about the program, see the full call here.


Each participant will receive a $1000 stipend, paid in installments over the course of academic year paychecks.

How to Apply

If you are interested in joining our Online Equity Community of Practice, please complete the interest survey by Wednesday, September 7. Participation is capped at 10 and applicants will be invited to join the Community of Practice by Friday, September 9.


If you would like to find out more about this Community of Practice, please contact Nichole LaGrow, CATL Instructional Designer by emailing her at

Call for 2022–23 Sustainability Community of Practice (Applications Due Thursday, Sept. 1, 2022)

Instructors (tenured faculty, tenure-track faculty, lecturers, adjuncts, academic staff instructors, etc.) are invited to participate in a Sustainability Community of Practice (SCoPe), which will provide support to incorporate a sustainability emphasis into an existing course. This could be as simple as adding a unit that focuses on a major sustainability challenge or the application of sustainability within a discipline, or it could mean infusing these focuses throughout the entire course.  

Sustainability is growing in popularity and importance, plus, incorporating sustainability into a course could make it eligible to fulfill the sustainability perspective general education requirement – both of which could pique students’ interest in these revised courses. 

Faculty who complete the requirements for the SCoPe will receive a certificate for their personnel files and a $500 stipend. Priority will be granted to those in programs that don’t currently have a program/major-specific sustainability course offering and whose class reach is larger/longer. 


  • Attend hybrid (F2F and virtual) 90-minute monthly meetings from September 2022 through May 2023 (skipping December). Meetings will be facilitated by Daniela Beall, sustainability coordinator, and will include a combination of group discussion, one-on-one consultations, presentations, and guest presentations. 
    • Note: We will work to find a meeting time/day that works for all participants. We understand you may miss a meeting due to an inevitable scheduling conflict, in which case you will meet with one of the facilitators individually to review the content and discuss your course. Given the importance of community to this work, however, steady attendance is strongly encouraged.  
  • Complete assigned asynchronous activities (reading, discussion board participation, videos, etc.) between monthly meetings and submit them in the designated timeframe.  
  • Follow-up meetings with university resources (e.g., librarians, CATL’s instructional designers, technologists, etc.).
  • Create a revised syllabus and activity (or activities) for one class you regularly teach. 
  • Create and record a short presentation about your revised course to share in our SCoPe portfolio to offer inspiration and ideas to other faculty. 
  • Submit the final syllabus, activity, recorded presentation, and reflection materials by May 30, 2023. 

Apply by September 1, 2022, to join the 2022–23 cohort. Contact Daniela Beall,, with questions. 

Apply Here

Ungrading Teaching Circle (Summer 2022, Register by Jun. 8)

Have you ever considered ungrading but don’t know where to start? Looking for other instructors who are trying alternative forms of assessment in their courses? Seeking feedback on ungrading ideas? Join the Ungrading Teaching Circle this summer! In this short, low-stakes teaching series led by Kris Purzycki (Assistant Professor, Humanities), we’ll discuss the “whys” and “why nots” of ungrading before focusing on trying some techniques. Our series will conclude by applying our experiments to Canvas as we explore how the LMS can support ungrading and other alternative forms of assessment.

Participants will meet virtually four times during the summer based on collective availability. Please register by Wednesday, June 8, so that we can gauge interest and send out a poll to determine the meeting dates and times.


Call for Pilot Program Peer Teaching Mentors (Due April 1)

On the recommendations of the UWGB Teaching Effectiveness Working Group, the University Committee and the Provost’s Office agreed to a two-year program to pilot a peer teacher mentoring effort. The UC, in consultation with the Center for the Advancement of Teaching and Learning, calls for two tenured faculty teaching mentors to lead the effort. These teaching mentors will each work with eight untenured colleagues in two cohorts each over two years. As compensation, each teaching mentor will receive one course reassignment for each of the two years piloting the project.

Full Program Description and Call for Applications

To Apply

Please send the following in one PDF to by April 1, 2022:

  • A short statement of teaching philosophy and how you would use that philosophy to work with mentees (no more than one page).
  • A short vita that focuses on teaching performance and professional development related to teaching (no more than two pages).
  • A letter from your unit chair that affirms their support for a course reassignment (ad hoc funds are available from the Provost’s Office to support this reassignment).
  • (Optional): Up to three supporting documents highlighting teaching effectiveness (e.g., course syllabi, examples of student work, Scholarship of Teaching and Learning, letter of support from a colleague who can speak to teaching and/or mentoring work you’ve done, etc.).

Contact Jon Shelton with any questions about the program or application process.

Call for The Council on Faculty, Diversity, & Emotional Labor in Teaching (due Feb. 14)

Emotional labor involved in teaching is not a new concept, and all instructors bear that burden in some way. We know, however, that some instructors, such as BIPOC faculty, women, and those who teach in specific content areas, bear a disproportionate part of that burden (Costillo-Montoya, 2020; Hua, 2018; Miller, Howell, & Struve, 2019). When it comes to teaching and learning related to human diversity, that situation has been exacerbated by increasingly polarized thinking around issues such as multiculturalism and the nature of evidence and “truth.” Thus, although CATL fully recognizes emotional labor in teaching is a far greater and more complex issue, we want to begin considering it through a more narrowly focused group. 

The Problem: 

How do we provide community and individual and institutional support for those who are at greater risk for increased emotional labor in teaching, particularly those who teach courses related to diversity (e.g., race/racism, LGBTQIA+ and gender studies, globalism, Indigenous and cultural studies)? 

The Proposal: 

Thanks to the support of Provost Kate Burns, CATL will lead a one-semester Council on Faculty, Diversity, & Emotional Labor in Teaching. A small group of instructors will be selected to serve based on an application process and will meet approximately monthly during the semester. 

The purpose of the Council will be two-fold. First, these individuals will be able to create community and provide guidance and support to one another as they deal with common issues. Second, as an advisory group, they will: 

  • produce concrete deliverables for the Provost and CATL 
  • compile information on the types of issues currently faced by instructors of diversity-related courses, as well as those that pertain particularly to BIPOC and other underrepresented faculty teaching such classes. 
  • craft an annotated bibliography of relevant literature on the invisible labor of such faculty and the specifics of “emotional labor” in their teaching.  
  •  use both of those resources to make formal recommendations for institutional changes that might reduce those burdens. 


Selected participants will earn a stipend of $1000 for their work and resulting deliverables. 

To Apply

Full-time faculty members or instructors are invited to apply by sending the following materials to 

  • An email with the subject line “Emotional Labor” with the following information: 
    • Name, title, and unit 
    • Courses taught relevant to this Council 
    • 1-2 paragraph explanation of the experience or expertise you would bring to the Council, as well as your reasons for applying 
  • A separate email from your unit chair providing approval of your application and the work this appointment entails. This can be as brief as one sentence. 

Please submit all materials by Monday, February 14, 2022.