SCHEDULE A WORKSHOP
CITL offers 90-minute workshops for any instructional group on campus, such as faculty members at department meetings and graduate student instructor and teaching assistant groups. All CITL workshops are applicable to any discipline and draw from the teaching experience and expertise of the participants.
This workshop focuses on building learning environments that promote equitable access to the skills and knowledge students need to succeed in their classes, and that utilize the strengths students bring to the classroom. Leave the workshop with several concrete practices that are known, from recent higher education research, to promote inclusivity—ranging from techniques that can be implemented immediately to ideas for re-designing the curriculum at the assignment or course level.
UNIVERSAL DESIGN FOR LEARNING
An educational framework that takes a proactive approach to accessibility, Universal Design for Learning (UDL) is rooted in a commitment to equitable learning for students with disabilities, and is known to enhance learning for all students because it reminds us that learner variability and difference is the norm. The workshop invites participants to explore the framework in relation to their design of course curricula, assignments, and syllabi, as well as to their delivery of accessible content.
SUPPORTING MULTILINGUAL AND INTERNATIONAL STUDENTS
Beginning from the foundational notion that every student will have a different relationship to the dominant classroom language and culture, this workshop invites instructor teams to consider how classroom communication, assignments, and methods of providing feedback on student work can be attentive to and inclusive of linguistic and cultural differences.
SUPPORTING STUDENTS FACING ACADEMIC AND PERSONAL CHALLENGES
This workshop provides resources for supporting students who may be facing a range of challenges—such as mental health concerns—that might inhibit their academic success, and initiates collective conversation about instructor teams as “first responders” and developing supportive teaching practices and course policies.
RUBRICS AND ASSESSMENT FOR STUDENT LEARNING
In this workshop, participants explore rubrics as tools for aligning expectations about students’ proficiencies, for inviting students to reflect on their learning and evaluate how they can improve, and for developing a shared classroom language about learning particular proficiencies and skills. Participants have the opportunity to workshop and develop rubrics related their own teaching contexts. Currently facilitated by faculty in the Writing Program.
Drawing from current research on academic integrity, including research conducted with UC Santa Cruz students, this workshop focuses on developing classroom cultures that value academic integrity. Workshop activities support instructors to develop effective approaches to addressing academic integrity with their students, and to craft or revise assignments that encourage academic integrity.
ACADEMIC INTEGRITY FOR ENGINEERS
Drawing from current research in academic integrity in engineering fields, this workshop is designed with the particular teaching contexts of the Baskin School of Engineering in mind. Participants explore methods for promoting academic integrity, especially for program-based assignments, and tools for both detecting and addressing academic dishonesty effectively.
PROMOTING STUDENT ENGAGEMENT WITH AUDIENCE RESPONSE SYSTEMS
Audience response systems are known to improve learning and participation in courses, but there are some common pitfalls and best practices that can make or break their successful use in a course. This workshop covers evidence-based practices for integrating an audience response system (e.g. clickers) into your course. Participants discuss the technology, best practices for introducing these systems in your course, how to construct questions that will provide the best outcomes, how to minimize the associated work as the instructor, and effective practices for allocating points. Facilitated by Robin Dunkin, Assistant Teaching Professor in Ecology & Evolutionary Biology.
DEVELOPING EFFECTIVE TEACHING TEAMS
In larger courses that employ Teaching Assistants (TAs), developing a cohesive teaching team is critical to creating the conditions for equitable and meaningful student learning. In this workshop, faculty and graduate student TAs work together to reflect on and clarify the distinctive roles of instructors of record and TAs in a teaching team setting in their particular teaching contexts, and share strategies for effective communication across multiple members of an instructional team.
MENTORING GRADUATE STUDENTS (FOR FACULTY)
Drawing from evidence-based practices and research on mentorship, this interactive workshop invites department faculty to: consider together the key "skillfulnesses" of mentoring graduate students; examine tools for practicing effective and equity-minded mentorship that can particularly support marginalized students; and surface implicit expectations for graduate student skill development. Our goal is to create space in which we can collectively consider both personal and departmental practices, surface ideas for effective mentorship, and share strategies and resources for strengthening mentoring approaches and relationships. This workshop draws from evidence-based practices promoted by the National Research Mentoring Network (NRMN) and the Center for Improvement of Mentored Experiences in Research (CIMER).
ADVANCED TOPICS IN EQUITY-MINDED MENTORING (FOR FACULTY)
Follow-up workshops on equity-minded mentoring of graduate students are available after department faculty have participated in the "Mentoring Graduate Students" workshop. These follow-up workshops currently include “Creating a Culture of Wellbeing” and “Science Identity & Sense of Belonging" and support faculty participants to go into more depth around topics like: graduate student mental health and wellness; practicing critical mentoring; supporting science identity and STEM persistence; strategies for supporting racially minoritized graduate students; inclusive and intentional communication; addressing microaggressions; and more. These workshops draw from recent research in equity-minded mentoring practices.
INTENTIONAL, INCLUSIVE, & EFFECTIVE PEER MENTORSHIP (FOR GRADUATE STUDENTS)
In in this interactive workshop, graduate student peer mentors explore tools and resources for several key competencies of effective mentoring of peers and near-peers, including: articulating clear expectations, creating strong communication pathways, identifying shared values, sustaining conversations about belongingness, attending to positionality and identity, practicing critical mentoring, and addressing impacts related to structural inequity, imposter syndrome, microaggressions, and implicit bias. The workshop can be tailored for graduate student mentors of peers (e.g. of early-career graduate students) and of undergraduate students. A popular workshop among graduate student-led peer mentoring organizations.
DOCUMENTING TEACHING FOR THE ACADEMIC PERSONNEL REVIEW PROCESS
This workshop supports faculty to develop their evidence of excellence in teaching to provide a holistic and representative picture of themselves as educators, both for the personnel review process and for formative self-reflection. Acknowledging the research on limitations of Student Experience of Teaching (SET) data, the workshop provides guidance both for using SET data and for developing additional methods of documenting teaching.
DEVELOPING A TEACHING STATEMENT AND PORTFOLIO
Designed for graduate students and post-docs, this interactive workshop offers tools for developing and refining a statement of teaching philosophy, including reflection activities, organizational tools, and tips for communicating effectively about how your teaching supports student learning. We'll also discuss the uses of teaching portfolios and methods for incorporating student experience of teaching (SET) survey data.
To schedule a workshop, please contact us. Please provide your department name, the audience (faculty, grads, postdocs, or a mixed audience), an estimated number of participants, a list of possible dates, and the amount of available time. We recommend that you consider dates/times when your group already convenes, such as existing department or colloquium meetings. For most of our workshops, we recommend 90 minutes to two hours.