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

đź‘“ 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.

đź’µ 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.

J-Term with CATL

CATL is eager to spend January with you!

There are options below for people who wish to reconnect with colleagues and some for those who wish to deepen their relationship with distance education.

Click to expand the sections below to see all the opportunities we have available! Once a program sparks your interest, click on the event name to learn more. You may also email questions as they arise in your mind to the Center at catl@uwgb.edu. Finally, register for these sessions on Qualtrics.

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. Instructors will earn a stipend upon completion.

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.”

Streaming/Recording classrooms (Jan. 4-18)

This course is for instructors who have been assigned to a technology enhanced classroom and want foundational knowledge to successfully integrate elements of this technology into their spring classes while engaging with best practice in distance and blended/hybrid instruction. Instructors will earn a stipend upon completion.

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

This course is for instructors who understand the basic principles of culturally responsive pedagogy (CRP) 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.

Pre-Institute Workshop

CATL is holding sessions embracing the name of “workshop” as an analogy: milling, sanding, and finishing courses or assignments. Attendees will build community as they dovetail one another’s successes and chisel away at shared challenges. Small group topics to true up our teaching will emerge organically from those who attend as we work together to embrace the grain of courses with character.  Sign up to sand and buff out problem spots in your courses with colleagues who are addressing similar concerns. Click here for details.

Virtual Instructional Development Institute: Making Meaningful Connections

CATL and the Instructional Development Council invites applicants to either lead or present synchronous sessions or submit asynchronous resources for our Virtual Instructional Development Institute on January 19 & 21, 2021. More information on how to apply may be found here. We also look forward to your attendance. It will be more fun if you are there!

Foundations of Teaching with Canvas 

This self-paced course takes about five hours to complete and is for those who are unfamiliar with Canvas and would like to start building their courses from a solid foundation. 

Pivotal Pedagogies

This self-paced course takes about ten hours to complete and helps instructors strategize ways to help all students be full course participants if they engage synchronously or asynchronously.

Virtual Instructional Development Institute: Making Meaningful Connections

The Center for the Advancement of Teaching and Learning (CATL) and the Instructional Development Council at UW-Green Bay invite applications for our Virtual Instructional Development Institute on January 19 & 21, 2021. There are many exciting ways to participate. From roundtable discussions to virtual posters, we wish to showcase the thoughtful minds of our teaching and learning partners and highlight the ways they make meaningful connections given our current contexts. Please consider applying for the session format below that best suits you.

Our Keynote speaker will be Dr. Kevin Kumashiro, whose work around education policy, curricular innovation, educational equity, and social justice work will help us to grapple with finding meaningful connections as a university.

Keynote Title: “Troubling Connections: Five Lenses for Teaching toward Justice”

How might university instructors dive into this moment of numerous national and global crises to re-imagine and democratize education?  This presentation examines ways that education centers on various forms of connection among students, educators, curriculum, community, and social movements.  We explore five lenses or conceptual frameworks for troubling how we understand and animate connections, and what these might mean for teaching and learning toward equity and justice: naming the moment, curriculum as intervention, contradictions of teaching, learning through crisis, and movement building as a frame.

Workshop Title: “A Deeper Dive into the Five Lenses”

This interactive workshop offers more illustrations of the five lenses from the keynote lecture, as well as prompts for applying the lenses in our programs and courses, and provides more time for participants to self-reflect, ask questions, and strategize ways to take these lenses and questions to their colleagues and students.


How to Apply

Decide in which format you/you and your collaborators would prefer to share your projects or presentations. Click to expand the descriptions of session formats below.

Synchronous Options ⌚

Focused conversations with participants around a specific pedagogical question, challenge, technique, or tool. You may apply individually or as a group.
A short, live presentation of research, scholarship, or other pedagogical strategy participants might wish to share with teaching and learning colleagues.
Decompression sessions led by volunteers (e.g. leading a mindfulness break, a pet slideshow, an online Zumba class, playing a game, going on an Instagram walk and post to a hashtag, and more!)

Asynchronous Options đź“…

This is a virtual conference paper or presentation. These sessions consist of recorded presentations (up to 20 minutes long) with an online discussion board for Q & A. On-demand sessions will open at the beginning of the conference and run until the end of the conference.

This is a virtual poster session. Presenters will submit a six-minute screencast detailing a Scholarship of Teaching and Learning project which CATL will put into a VoiceThread so that presenters and participants can discuss asynchronously over the two days of the conference.

Sample topics might include but are not limited to: 

  • Engagement techniques 
  • Community-building 
  • Belongingness 
  • Asset-focused pedagogy 
  • Discussion-based courses 
  • Equity-minded curricular design 
  • Collaborative assignment or project design 
  • Inclusive or culturally responsive pedagogies 
  • Equity in HIPs engagement 
  • Mentoring and mentorship 
  • Neoliberalism in higher education 
  • Critically reflexive practice and professional growth 
  • Anti-racist or social justice pedagogies
  • Academic freedom and freedom of expression

Submit your application by Dec. 11, 2020 (updated 12/1)

Click Here to Submit!

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.”

đź‘“ 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.

Course: “Streaming/Recording Classrooms” (Jan. 4–18)

This course is for instructors who have been assigned to a technology enhanced classroom and want foundational knowledge to successfully integrate elements of this technology into their spring classes while engaging with best practice in distance and blended/hybrid instruction.

đź‘“ Description

Shortly before this most recent fall semester began, technology was installed in twenty classrooms across all campus locations that allows instructors to both live stream and easily record their class sessions. The purpose of this training course is to provide instructors assigned to these rooms in the spring semester a foundational knowledge to successfully integrate elements of this technology into their spring classes while engaging with best practice in distance and blended/hybrid instruction. 

🎯 Learning outcomes 

  • Participants will discover ways that they might best use the rooms to fit their teaching technique.
  • Participants will develop strategies for engaging remote students through the technology.
  • Participants will incorporate technologies which complement the streaming technologies of the classroom.

⏳ Time commitment

This is a two-week course running Jan. 4–18.

🔨 Deliverable

Participants will develop a lesson which they deliver to their peers. They will also offer structured feedback to their colleagues. 

đź’µ Compensation

Participants will earn $500 for developing and delivering a practice lesson and offering feedback to their peers. 

🔑 To register

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