MS Teams group photo from IDI wrap-up session

Highlights from the 2021 Instructional Development Institute

Each January the UW-Green Bay Center for the Advancement of Teaching and Learning and the Instructional Development Council host the Instructional Development Institute, a conference for faculty and staff that promotes the continued development and application of best practices for teaching and learning. The conference was held virtually this year on Jan. 19 and 21 and consisted of a variety of synchronous and asynchronous presentations that explored this year’s theme, “Making Meaningful Connections”. UWGB staff and faculty made up the largest portion of presenters and attendees, though we also had individuals outside of UWGB both present and attend.

Troubling Connections: Five Lenses for Teaching Toward Justice, a presentation by our keynote speaker, Dr. Kevin Kumashiro, was perhaps the most popular session this year. The session explored fives lenses for understanding and making meaningful connections in higher education with an emphasis on how we might re-imagine and democratize education to work toward equity and justice. These five lenses are: 1) naming the moment, 2) curriculum as intervention, 3) contradictions of teaching, 4) learning through crisis, and 5) movement building as a frame. Dr. Kumashiro presented each lens one by one, providing both real world examples and citations for the philosophy behind them. Many attendees commented on how they were invigorated by the presentation, with some opting to dive deeper into these five lenses in a follow-up workshop later that afternoon.

Another standout session was The UWGB Land Acknowledgment: How to Meaningfully and Respectfully Recognize Wisconsin’s First Nations. The panel, comprised of several First Nations community members and instructors that teach in related studies, gave an overview of the First Nations people groups that once resided on the land our university now occupies. Attendees were encouraged to reflect on the importance of learning about and publicly acknowledging First Nations’ history. Our panelists offered several concrete suggestions for making the land acknowledgement a more regular part of our activities both for the university at large and within our individual classrooms.

The session Student Perspectives of Learning in a Pandemic, a live Q & A with a panel of five UWGB students and the Dean of Students, Mark Olkowski, also had high attendance. The panelists addressed instructor questions, offering honest feedback on topics like group work, discussions, virtual classroom settings, and instructor communication. The students often acknowledged the challenge of balancing academic rigor with a necessary level of flexibility to meet student needs during a pandemic when making their suggestions. The ability to honestly and openly engage with our students about teaching was a valuable experience for panelists and participants alike and we have already received requests to include student panels at future conferences.

In addition to these and many other live sessions, the Institute also included asynchronous “on-demand” sessions this year that span a range of topics from course accessibility to assessment of teaching. These asynchronous sessions come in the form of pre-recorded videos, PowerPoint presentations, and Canvas pages, paired with interactive elements like quizzes and discussions. During a time when it is understandably difficult to coordinate events synchronously, we were excited to have an opportunity to include more submissions in this way and hope to continue offering asynchronous options in the future.

If you were unable to attend this year, or attended but missed some of the sessions, it’s not too late to partake in what the Institute has to offer. Session recordings and other asynchronous content are now accessible in the Canvas course and will remain there until the end of spring semester. We highly encourage you to continue engaging with the materials there as you have the time and space. Consider also posting a comment or question in the session discussion boards to show support to your colleagues and contribute to these important conversations.

The Instructional Development Institute was made possible in great part through the hard work and participation of many of our faculty, staff, and students, so a huge “thank-you” to all that contributed to making this year’s conference a success. We very much enjoyed our time together and hope that you continue “making meaningful connections” in all that you do!

Course: Culturally Responsive Pedagogy in Action (Jan. 4-18)

👓 Description

This course is for instructors who understand the basic principles of culturally responsive pedagogy and would like to engage in more substantive integration of CRP within their existing courses. The purpose of this course is to support instructors in moving from positive dispositions regarding CRP to its meaningful application in relationships to teaching and learning. Instructors will earn a stipend upon completion.

Time commitment

This course is fully online and asynchronous, but will also have opportunities for participants to participate in optional synchronous discussions.

💵 Compensation

Participants will earn $1000 upon completing course deliverables. 

🔑 To register 

Please see our registration form to register for this or any other January program.

Course: “My-flex” (Jan. 4–18)

You may have found yourself grappling with how to incorporate students in more than one environment at the same time. Maybe you teach a “virtual classroom” course, but some students attend asynchronously. Maybe you teach hybrid or in-person but have some students who attend from at home. This course is for you if you incorporate students across space and time. We will take wisdom from the “hyflex” teaching style and adapt it to the circumstances of your courses, turning hyflex into “my-flex.”

👓 Description

Many instructors have incorporated elements of hyflex teaching into their courses during the pandemic. This method for teaching in multiple learning environments at the same time holds great promise. But hyflex also begs difficult questions: how can I adopt this style without developing three versions of the same class? How can I prepare lessons if students choose how to participate? How can I ensure that students reach the same learning outcomes across multiple environments in an equitable way? 

This two-week session is for those who have (or would like to) dip(ped) their toes into the hyflex waters and seek to deepen their engagement with this teaching style. During these two weeks, participants will explore hyflex and adapt useful elements to their own teaching practice, turning hyflex into my-flex.   

🎯 Learning outcomes 

  • Participants will explore the hyflex teaching modality. 
  • Participants will discover which elements suit their teaching needs. 
  • Participants will implement hyflex elements into their courses. 
  • Participants will develop an assessment plan to know how equitably students are reaching course learning outcomes in the modalities of instruction. 

Time commitment

This is a two-week course running from Jan. 4 to 18. Participants will be able to choose to participate synchronously or asynchronously. 

🔨 Deliverable 

This course has two deliverables. In January, instructors will produce an introductory module and unit of instruction. In May, instructors will reflect on their experience and develop a plan to assess the degree to which students have achieved learning outcomes in the various modalities of instruction. 

💵 Compensation 

Instructors will earn $500 for completing their module and course plan in January and another $500 for completing their reflection by the end of the contract period in May. 

🔑 To register 

Please see our registration form to register for this or any other January program.

Self-Paced Course: Pivotal Pedagogies (Jan. 2021)

This self-paced course helps instructors strategize ways to help all students be full course participants if they engage synchronously or asynchronously.  

🎯 Learning Outcomes 

  • Participants will plan to incorporate students synchronously and asynchronously in one of their courses. 
  • Participants will explore inclusive teaching strategies: Universal Design, and Culturally Relevant Pedagogy 

⏳ Time commitment

This self-paced course takes about ten hours to complete

🔨 Deliverable 

Participants will develop an “online core” for their classes that articulate how they will incorporate students synchronously and asynchronously. 

💵 Compensation 

Participants will earn $500 for completing their online core. 

🔑 To register 

Please see our registration form to register for this or any other January program. 

Course: “Pandemic to Online” (Jan. 4–18)

This course is for instructors who would like to take their recently created pandemic courses and turn them into fully online classes. This is for you if you anticipate offering your pandemic course in the online environment in the future.

👓 Description

The Pandemic Teaching to Online Teaching January training aims to help instructors build on their experience teaching a pandemic course while engaging with what it means to be an online instructor and how an online course differs from its in-person counterparts. The target audience for this training is instructors that are planning on adapting a course taught during the pandemic to a fully online course. 

🎯 Learning outcomes 

  • Participants will deepen engagement with current best practices in online pedagogy. 
  • Incorporate their “presence” in their online course. 
  • Implement strategies to increase student engagement in the online classroom. 
  • Select tools and features of Canvas that can assist when teaching online.

Time commitment

This is a two-week course running from Jan. 4 to 18. This session will be largely asynchronous with optional, live meetings interspersed.  

🔨 Deliverable 

This course will have two deliverables. In January, participants will create an introductory module for the online course they’re developing and a plan for their first instructional module.  Later in the spring they will reflect on how their plans have fared and seek to refine them further. 

💵 Compensation 

Instructors will earn $500 for completing their module and course plan in January and another $500 for completing their reflection by the end of the contract period in May.

🔑 To register 

Please see our registration form to register for this or any other January program.