Pre-Semester Workshops

Get ready to teach! CATL is offering a variety of pre-semester workshops to help instructors prepare their Fall 2022 courses. Each workshop will be held via Zoom. Drop in and meet the CATL team! 

Creating a Dynamic Syllabus: Best Practices (Thursday, Aug. 25, 10 a.m.)

Learn about creating effective syllabi and exchange your ideas with colleagues!

Click here to join the workshop via Zoom


Getting Started with Canvas: Building Your First Module (Thursday, Aug. 25, 1 p.m.) 

New to Canvas and not sure where to start? In this one-hour workshop, we will walk you through the essentials for building your first module!

Click here to join the workshop via Zoom


Building on the Basics: Effective Instruction Practices in Canvas (Thursday, Aug. 25, 2:00 p.m.) 

Have you used Canvas before but never at UWGB? Are you a returning instructor looking to use Canvas beyond the basics of modules and pages? Then please join us in this overview of some Canvas features included in the UWGB digital learning environment.

Click here to join the workshop via Zoom


Using PlayPosit in the Classroom to Collect Live Student Responses (Monday, Aug. 29, 10:30 a.m.)* 

Looking for an audience response system or “clickers” solution for your classroom? Join this session with PlayPosit and CATL to learn how to collect live responses with PlayPosit’s “broadcast” mode.

Click here to join the workshop via Zoom

*Session led by vendor representative with CATL input.


Fostering Engagement in High Enrolled Courses (Monday, Aug. 29, 2:30 p.m.) 

We know that active learning strategies and high-impact practices make a difference. How can we leverage these practices in a high-enrolled context? Join us to discuss strategies and best practices.

Click here to join the workshop via Zoom


Using Zoom in Streaming and Recording Classrooms (Tuesday, Aug. 30, 11 a.m.)

Learn how to use Zoom to record and stream lectures from specially equipped UWGB classrooms. This session will provide an overview of the entire process, from scheduling to sharing recordings.

Join the workshop in person on the UW-Green Bay Campus in MAC 210!

OR

Click here to join the workshop via Zoom


Using the Syllabus to Set the Tone for Your Class (Tuesday, Aug. 30, 1 p.m.) 

How can a syllabus cover important information and also set a positive, welcoming tone? Attend this interactive session, share your ideas, and come away with new ones.

Click here to join the workshop via Zoom


Exploring the Possibilities of UWGB Modalities  (Wednesday, Aug. 31, 10 a.m.)

Let us help you navigate UWGB’s modalities. Join this interactive session to explore strategies and technology specific to the modalities you are teaching in this fall.

Click here to join the workshop via Zoom


PlayPosit 101: Intro to Interactive Bulbs with PlayPosit (Wednesday, Aug. 31, 12 p.m.)*

PlayPosit 101 is designed for faculty who have not used PlayPosit previously. Join us for an interactive tutorial that demonstrates how easy it is to add interactions to your video content.

Click here to join the workshop via Zoom

*Session led by vendor representative with CATL input.


Getting Your Canvas Gradebook Going (Thursday, Sept. 1, 1 p.m.)

Maintaining an accurate gradebook in Canvas benefits students in any class modality. Bring your questions to this session as we explore the ins and outs of using the feature-rich Canvas gradebook.

Click here to join the workshop via Zoom


Hypothesis: A Social Annotation Tool (Thursday, Sept. 1, 2:30 p.m.)*

Learn more about our new tool, Hypothesis, and transform reading from a passive, individual activity to an active, collaborative exchange.

Click for Webinar Registration

*Session led by vendor representative with CATL input.


 

Presentation & Discussion: Planning for Our Pedagogical Futures (Apr. 21, 1–2 p.m.)

Join Christin DePouw (Associate Professor, Education & 2021-22 EDI Consultant) for a presentation and guided conversation on Thursday, Apr. 21 from 1–2 p.m. Our institution’s strategic plan includes becoming a Hispanic Serving Institution (HSI), which means becoming more responsive and welcoming to the students within Green Bay Area Public Schools and surrounding districts. Together we will discuss some of the teaching implications of becoming an HSI and how we as culturally sustaining/responsive educators can ensure a welcoming and inclusive environment within the shifting demographics of our classrooms and university.

Register Here for a Teams Meeting Invitation

Resources and Session Recording

You can watch the recording from this session and engage with some reflection questions with the PlayPosit bulb in this blog post.

How Can We Help Our Student Parents?

Follow-Up: Student Parent Advocacy Workshop

This post was co-authored by Dr. Katia Levintova, a 2021-22 EDI Consultant, and Shannon Ribich, a 2021-22 EDI Intern.

How much do any of us know about the number of student parents in our classes or on our campus in general? What educational resources and solutions do our student parents want that we can, or already do, offer?

According to a campus survey and the childcare support program at the Dean of Students office, UWGB numbers are consistent with national statistics—about 16–20% of our students are also parents. They encompass all genders, they are veterans and consummate professionals, they are first generation students and returning students, and they represent various ethnic and racial groups. In many ways, they are just like the rest of our student body, but in many ways they are not. For one, student parents not only work 30+ hours a week on average, but also devote 10 hours a day to childcare responsibilities, leaving them with only 9 hours a day for sleeping, taking classes, studying, and any leisure activities. These precious 9 hours also often come in small increments, not in one block of time that coincides with typical class offerings.

Our student parents are also routinely disadvantaged when it comes to classroom policies, especially involving attendance and group work. They lack access to many high-impact practices or HIPs (especially study abroad opportunities, teaching assistantships, and leadership of student orgs), campus resources, and on-campus events. They do not have a sense of belonging on campus, but they value support, encouragement, and recognition of their dedication and persistence. And support has been coming, albeit not very fast.

The Taskforce on Student Caregiving, a new subcommittee of the UW System Caregiving Taskforce, recommends centralization of information about on campus resources and allies for student parents, priority course registration, better data collection reflecting the student parent population on campus, childcare subsidies, and universal childcare acknowledgements/statements in the syllabi. Nationally recognized best practices also include student parent-led and -focused campus orgs (to build community and network), specialized advising (ex: student orientation designed for student parents), cohorts, inclusion of student parents in marketing and campus materials, and access to changing tables and lactation rooms.

Some of these recommendations have already been implemented on our campus. Take, for example, our Dean of Students’ childcare support program, funded both by the federal grant and by UWGB SGA childcare student fees. We do have a lactation room and meeting rooms specifically for student parents, but more needs to be done. To this end, participants in the “Student Parent Advocacy Workshop” (held on campus on March 24, 2022) brought up several solutions that we can implement with relative ease and without major financial implications.

  • Priority registration was one universal theme and, in this regard, the work on our campus has begun. Participants also stressed the need for more evening classes options for in-person courses, like labs and practicums, though increased evening, online, and hybrid offerings for student parents should extend beyond the sciences and medical fields.
  • Another proposed initiative would aggregate all available student parents-related resources on campus—including the priority registration process—on one page, to be linked from the Dean of Students childcare support program page.
  • In our classrooms, CATL can help by adding to already existing syllabus checklists two additional items: (1) a child care syllabus statement and (2) sample attendance policies ensuring that all pregnancy and caregiving-related absences will be automatically excused.
  • Student parents are often distracted by the needs of their children and have shorter uninterrupted periods of time to devote to their studies. While preparing course materials, instructors might consider using shorter videos or reading materials (or breaking up longer materials into smaller chunks) which makes it easier to digest and retain the information.
  • For access to HIPs, there is funding available in the Dean of Students’ childcare support program specific for participation in HIPs. However, we also need to promote these learning experiences to student parents and be more intentional about inviting them to participate in undergraduate research, teaching assistantships, and internships—the three HIPs that seem to be more accessible to student parents. For study broad access (a persistent problem), shorter trips or a destination with childcare facilities on campus might offer partial solutions as well.

So, what is next? Please expect continued work by student parent advocates and allies on our campus. You will recognize them by the “Student Parent Advocate” badges that were awarded for participating in this year’s programs highlighting student caregiving.

If all of us are more aware of the increasing presence of student parents on our campus and in our classrooms, are sensitive to their unique needs, and make these sensible changes in our teaching and student support roles, we will create a more inclusive community where student parents, too, feel a sense of belonging. They are, after all, truly modeling the essence of transformative education for the next generation of learners and, potentially, our future students!

Distance Education Certificate and Course Enrollments (Spring and Summer 2022)

The Provost’s Office has launched a Distance Education Certificate program. With the help of the CARES Act and the Provost’s Office, instructors who participate will earn stipends for completing courses in the program. Anyone developing or reconfiguring a course for any of the distance education modalities is encouraged to participate.

The certificate program consists of three courses. Instructors will earn stipends after completing each of the courses, which act as steps in the certification sequence. Instructors will earn a badge after completing the first and second courses in the sequence, and the distance education certificate after completing the third course.


Course Availability & Deadlines

To comply with HR policy, after registering, CATL will reach out to your unit chair so they can approve your participation. Once approved, you will receive an email welcoming you to the course. Registrants must finish the course before the dates listed below, or reapply for a subsequent semester to complete the course.

Teaching with Technology Basecamp:

  • Spring 2022 registrants must finish by May 13, 2022.
  • Summer 2022 registration is now open (see below).  Registrants can begin can begin May 23 and must finish by June 24, 2022.

Course Design Trail Guides:

  • Spring 2022 registrants must finish by May 13, 2022.
  • Summer 2022 registration is now open (see below).  Registrants can begin can begin May 23 and must finish by June 24, 2022.

DE Retreats:

  • Spring 2022 registrants must complete their projects by May 13, 2022.
  • Registration for DE Retreats will re-open for the Fall semester.

If you have questions about these courses, please contact CATL at catl@uwgb.edu. If you have any questions about the approval process, please contact HR at hr@uwgb.edu.

Tents illuminated from within on a dark night.The first course is called Teaching with Technology Basecamp. This course includes information on course development in distance environments as well as technical information on Canvas and the various physical and digital rooms instructors will use for teaching distance education courses. As a basecamp, it will provide the essentials you need to be successful on the path to building your course.

With a few foundational concepts in hand, the second course, called Distance Education Trail Guides, picks up where the first course leaves off. The trail guides course centers on developing learning pathways for students. This course is for you if you would like to explore more systematically how to develop distance education courses. Through Trail Guides, you will develop either a synchronous or asynchronous course.

 

The second course helps with course development but, as we all know, planning and doing present separate issues.

A geodesic retreat in the woods.The third course is offered in Fall and Spring semesters. In Distance Education Retreats, you will participate in a community of practice that provides help and support during the teaching of your distance educations course while also exploring a topic of interest related to your instruction.

 

Student Parent Advocacy Workshop (Mar. 24, 12-1 p.m.)

As part of their equity, diversity and inclusion (EDI) work this semester, Shannon Ribich (2021-22 EDI Intern) and Katia Levintova (2021-22 EDI Embedded Faculty Consultant) would like to invite everyone interested, to their workshop on helping student parents to have better educational experiences. This workshop is scheduled for Thursday, March 24, 12-1 via Zoom. In this workshop, Shannon and Katia will discuss the most pressing educational problems of student parents, especially access to HIPs, offer some solutions (both nationally and on our own campus) and then will ask participants to contribute their ideas on what we can do better institutionally and in our own areas and use it as a beginning of action plans (both institutional and personal ones).

Participants will receive badges recognizing their contributions in addressing this issue on our campus.

Register here to save your seat and get a calendar reminder

Resources and Follow-Up

You can read a follow-up blog post on this event by Katia Levintova and her EDI student intern Shannon Ribich here. If you are interested in completing reflective activities to earn a badge on this topic, you can also email CATL@uwgb.edu for more information.