Teaching & Learning Workshops
Find Additional Canvas Workshops
| Workshop | Date/Time | Host | Facilitator | Location | Details & Registration | |
|---|---|---|---|---|---|---|
| Evidence-Based Practices for Teaching Online | Aug. 26 2024, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered multiple times per year, EBPTO is conducted over six weeks and is open to all instructors, regardless of a course’s instructional delivery type. The course is encouraged for instructors teaching online, particularly those developing Accelerated Online Program courses. The time requirements are about 2-3 hours a week (12-18 total), and the course has two deliverables, a course map (a required document for many of our quality reviews) and an online teaching portfolio (comprised of elements completed during EBPTO). As of Summer 2021, instructors are required to complete either EBPTO or RASI training to teach online. Those who completed a training similar to EBPTO before Fall 2019 are strongly encouraged to take EBPTO.Register Now for Evidence-Based Practices for Teaching Online | ||||||
| Introduction to Generative AI | Aug. 29 2024, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Introduction to Generative AI Artificial Intelligence (AI) has been the subject of science fiction and speculation since the early 20th century, and the earliest iterations of AI were developed in the 1950s. Generative AI, or AI that can be used to generate new content based on inputs (examples include ChatGPT, DALL·E 2, Bard, and BingAI), is now a hot topic for conversation in higher education given its revolutionary capacity to generate seemingly novel responses to prompts. Instead of veering toward panic that students will use Generative AI to bypass writing and submit AI-generated writing for our classes, how might learning about Generative AI help us to understand its current uses and limitations? How might it be used as a tool within the classroom, as a part of research, or to enact creative pedagogies that help our students understand when and how to use it appropriately? In the Introduction to Generative AI workshop, we will discuss the origin of Generative AI, a rudimentary breakdown of how Generative AI works, ethical considerations for using Generative AI in the classroom, and some of the current uses and limitations of this technology. We will discuss some sample syllabus language you might incorporate into your course syllabi and how to use that to start a conversation with your students about AI in the classroom. As a group, we will also brainstorm ways in which you might consider using Generative AI in your classroom. This workshop may serve as a precursor to the Hands on Experience with Generative AI workshop offered by CTL. | ||||||
| Improving File Accessibility in Canvas | Sep. 12 2024, 1:00 PM - 2:00 PM | CTL | CTL | Zoom | ||
Details for Improving File Accessibility in Canvas In this workshop, we will review the importance of file accessibility in your courses related to Universal Design for Learning initiatives and how to make common file types fully accessible, so that your course meets best practices standards. We will discuss tools within Canvas, like Ally and the Ally Course Accessibility Report, the MS Office accessibility checker that can guide you toward improving accessibility with Word and PowerPoint files, and how to check for and update accessibility items in PDFs with Adobe Acrobat. | ||||||
| Feedback that Counts: Designing and Implementing a Mid-Semester Survey | Sep. 17 2024, 11:00 AM - 12:00 PM | CTL | CTL | Zoom | ||
Details for Feedback that Counts: Designing and Implementing a Mid-Semester Survey This workshop includes a brief introduction of theoretical rationale of a mid-semester survey and tools that instructors can use. Participants will also have an opportunity to design questions for the mid-semester check-in in their classes to increase students’ motivation, autonomy, and academic success.Register Now for Feedback that Counts: Designing and Implementing a Mid-Semester Survey | ||||||
| Design Justice Matters: Inclusive and Participatory Strategies for Online Learning | Sep. 27 2024, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Design Justice Matters: Inclusive and Participatory Strategies for Online Learning Whether designing a syllabus, assessment, or online course, the choices we make impact students, shaping their “ability to access, participate in, and contribute to meaningful, transformative learning” (Collier, 2020). In this webinar, we draw upon critical, participatory, and community-based frameworks to explore inclusive and equitable course design practices. Based on Design Justice: Community-Led Practices to Build the Worlds We Need (Costanza-Chock, 2020), we will identify the features of design justice and its relevance in creating equitable and inclusive approaches; engage in interactive activities to foster critical reflection; and explore key principles and strategies for incorporating design justice in diverse learning environments.Register Now for Design Justice Matters: Inclusive and Participatory Strategies for Online Learning | ||||||
| Hands on Experience with Generative AI | Oct. 2 2024, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Hands on Experience with Generative AI Join us for a chance to work with ChatGPT and other generative AI programs in a supportive environment. Together we will explore ways that generative AI can positively impact your work by helping you create rubrics and other projects. We'll explore best practices for creating prompts and ways to improve the results you get from generative AI programs. Please sign up for a ChatGPT account before attending: Introducing ChatGPT (openai.com) | ||||||
| Evidence-Based Practices for Teaching Online | Oct. 14 2024, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered multiple times per year, EBPTO is conducted over six weeks and is open to all instructors, regardless of a course’s instructional delivery type. The course is encouraged for instructors teaching online, particularly those developing Accelerated Online Program courses. The time requirements are about 2-3 hours a week (12-18 total), and the course has two deliverables, a course map (a required document for many of our quality reviews) and an online teaching portfolio (comprised of elements completed during EBPTO). As of Summer 2021, instructors are required to complete either EBPTO or RASI training to teach online. Those who completed a training similar to EBPTO before Fall 2019 are strongly encouraged to take EBPTO.Register Now for Evidence-Based Practices for Teaching Online | ||||||
| Cultivating long-lasting learning through Authentic Assessment | Nov. 4 2024, 1:00 PM - 2:00 PM | CTL | CTL | Zoom | ||
Details for Cultivating long-lasting learning through Authentic Assessment Do you want to incorporate authentic assessment into your course to maximize learning outcomes that contribute to the strengthening of your students’ skills? Are you ready to inspire long-lasting learning in your students beyond your course? Authentic assessment incorporates tasks that evaluate students’ application of knowledge beyond the classroom. Differing from traditional tests, these assessments encourage learners’ creativity for novel problem solving and “real-world” solutions. Join us to learn about authentic assessment that works for your specific needs. In this workshop we will provide evidence-based solutions for assessment that increase students’ success in the classroom and beyond.Register Now for Cultivating long-lasting learning through Authentic Assessment | ||||||
| Bridging the Digital Divide: Best Practices for Reaching UNM Students | Nov. 6 2024, 11:00 AM - 12:00 PM | CTL | CTL | Zoom | ||
Details for Bridging the Digital Divide: Best Practices for Reaching UNM Students This workshop will address specific data about UNM Students and the state of New Mexico as a whole, while demonstrating evidence-based approaches for bridging the “digital divide,” - the popular term describing the phenomenon of the gap between those who have reliable access to computers and internet, and those who do not. We will cover how to make your online courses accessible to those working offline at home, ensure equitable approaches to course-required technology, and set students up for success by connecting them to campus resources and providing help with internet access and various technologies.Register Now for Bridging the Digital Divide: Best Practices for Reaching UNM Students | ||||||
| An Introduction to Transparent Assignment Design | Dec. 4 2024, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for An Introduction to Transparent Assignment Design Join us as we discuss Transparent Assignment Design (Winklemes, 2019). In a 2016 study at UNLV, outcomes including persistence and retention for a cohort of students who received assignments following the transparent design framework were higher than those of the control group. In this workshop, we will cover the benefits of Transparent Assignment Design and discuss the process of designing or redesigning one of your own assignments.Register Now for An Introduction to Transparent Assignment Design | ||||||
| Improving File Accessibility in Canvas | Jan. 15 2025, 1:00 PM - 2:00 PM | CTL | CTL | Zoom | ||
Details for Improving File Accessibility in Canvas In this workshop, we will review the importance of file accessibility in your courses related to Universal Design for Learning initiatives and how to make common file types fully accessible, so that your course meets best practices standards. We will discuss tools within Canvas, like Ally and the Ally Course Accessibility Report, the MS Office accessibility checker that can guide you toward improving accessibility with Word and PowerPoint files, and how to check for and update accessibility items in PDFs with Adobe Acrobat. | ||||||
| Intro tCanvas: Key Tools to get you Started | Jan. 16 2025, 12:00 PM - 1:00 PM | CTL | CTL | Zoom | ||
Details for Intro tCanvas: Key Tools to get you Started New to working in Canvas this semester? In this session we’ll go over some valuable tools and resources to help support you as you teach your course in Canvas. Bring your questions!Register Now for Intro tCanvas: Key Tools to get you Started | ||||||
| Increasing Instructor & Social Presence in Online Courses | Jan. 17 2025, 11:00 AM - 12:00 PM | CTL | CTL | Zoom | ||
Details for Increasing Instructor & Social Presence in Online Courses It can be challenging to include instructor-to-student and student-to-student interactions in your online courses, but there are many more options for engagement than you may realize. In this webinar, you learn about the roles of instructor and social presence in online learning, their importance for students (Gardner & Leary, 2023), a range of possible approaches and course elements, and how to select one that fits with your goals and works for your students.Register Now for Increasing Instructor & Social Presence in Online Courses | ||||||
| Evidence-Based Practices for Teaching Online | Jan. 27 2025, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered multiple times per year, EBPTO is conducted over six weeks and is open to all instructors, regardless of a course’s instructional delivery type. The course is encouraged for instructors teaching online, particularly those developing Accelerated Online Program courses. The time requirements are about 2-3 hours a week (12-18 total), and the course has two deliverables, a course map (a required document for many of our quality reviews) and an online teaching portfolio (comprised of elements completed during EBPTO). As of Summer 2021, instructors are required to complete either EBPTO or RASI training to teach online. Those who completed a training similar to EBPTO before Fall 2019 are strongly encouraged to take EBPTO.Register Now for Evidence-Based Practices for Teaching Online | ||||||
| Design Justice Matters: Inclusive and Participatory Strategies for Online Learning | Jan. 31 2025, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Design Justice Matters: Inclusive and Participatory Strategies for Online Learning Whether designing a syllabus, assessment, or online course, the choices we make impact students, shaping their “ability to access, participate in, and contribute to meaningful, transformative learning” (Collier, 2020). In this webinar, we draw upon critical, participatory, and community-based frameworks to explore inclusive and equitable course design practices. Based on Design Justice: Community-Led Practices to Build the Worlds We Need (Costanza-Chock, 2020), we will identify the features of design justice and its relevance in creating equitable and inclusive approaches; engage in interactive activities to foster critical reflection; and explore key principles and strategies for incorporating design justice in diverse learning environments.Register Now for Design Justice Matters: Inclusive and Participatory Strategies for Online Learning | ||||||
| Introduction to Generative AI | Feb. 3 2025, 1:00 PM - 2:00 PM | CTL | CTL | Zoom | ||
Details for Introduction to Generative AI Artificial Intelligence (AI) has been the subject of science fiction and speculation since the early 20th century, and the earliest iterations of AI were developed in the 1950s. Generative AI, or AI that can be used to generate new content based on inputs (examples include ChatGPT, DALL·E 2, Bard, and BingAI), is now a hot topic for conversation in higher education given its revolutionary capacity to generate seemingly novel responses to prompts. Instead of veering toward panic that students will use Generative AI to bypass writing and submit AI-generated writing for our classes, how might learning about Generative AI help us to understand its current uses and limitations? How might it be used as a tool within the classroom, as a part of research, or to enact creative pedagogies that help our students understand when and how to use it appropriately? In the Introduction to Generative AI workshop, we will discuss the origin of Generative AI, a rudimentary breakdown of how Generative AI works, ethical considerations for using Generative AI in the classroom, and some of the current uses and limitations of this technology. We will discuss some sample syllabus language you might incorporate into your course syllabi and how to use that to start a conversation with your students about AI in the classroom. As a group, we will also brainstorm ways in which you might consider using Generative AI in your classroom. This workshop may serve as a precursor to the Hands on Experience with Generative AI workshop offered by CTL. | ||||||
| Feedback that Counts: Designing and Implementing a Mid-Semester Survey | Feb. 12 2025, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Feedback that Counts: Designing and Implementing a Mid-Semester Survey This workshop includes a brief introduction of theoretical rationale of a mid-semester survey and tools that instructors can use. Participants will also have an opportunity to design questions for the mid-semester check-in in their classes to increase students’ motivation, autonomy, and academic success.Register Now for Feedback that Counts: Designing and Implementing a Mid-Semester Survey | ||||||
| Strategies for Meaningful Online Discussions | Feb. 25 2025, 11:00 AM - 12:00 PM | CTL | CTL | Zoom | ||
Details for Strategies for Meaningful Online Discussions This webinar explores strategies for breaking out of the "1 post + 2 replies" structure of traditional discussion boards. We'll focus on scaffolding trust and developing purpose-driven activities that promote engaged and meaningful peer-to-peer interactions.Register Now for Strategies for Meaningful Online Discussions | ||||||
| Hands on Experience with Generative AI | Mar. 5 2025, 1:00 PM - 2:00 PM | CTL | CTL | Zoom | ||
Details for Hands on Experience with Generative AI Join us for a chance to work with ChatGPT and other generative AI programs in a supportive environment. Together we will explore ways that generative AI can positively impact your work by helping you create rubrics and other projects. We'll explore best practices for creating prompts and ways to improve the results you get from generative AI programs. Please sign up for a ChatGPT account before attending: Introducing ChatGPT (openai.com). | ||||||
| Evidence-Based Practices for Teaching Online | Mar. 24 2025, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered multiple times per year, EBPTO is conducted over six weeks and is open to all instructors, regardless of a course’s instructional delivery type. The course is encouraged for instructors teaching online, particularly those developing Accelerated Online Program courses. The time requirements are about 2-3 hours a week (12-18 total), and the course has two deliverables, a course map (a required document for many of our quality reviews) and an online teaching portfolio (comprised of elements completed during EBPTO). As of Summer 2021, instructors are required to complete either EBPTO or RASI training to teach online. Those who completed a training similar to EBPTO before Fall 2019 are strongly encouraged to take EBPTO.Register Now for Evidence-Based Practices for Teaching Online | ||||||
| Increasing Instructor & Social Presence in Online Courses | Apr. 2 2025, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Increasing Instructor & Social Presence in Online Courses It can be challenging to include instructor-to-student and student-to-student interactions in your online courses, but there are many more options for engagement than you may realize. In this webinar, you learn about the roles of instructor and social presence in online learning, their importance for students (Gardner & Leary, 2023), a range of possible approaches and course elements, and how to select one that fits with your goals and works for your students.Register Now for Increasing Instructor & Social Presence in Online Courses | ||||||
| Bridging the Digital Divide | Apr. 8 2025, 2:00 PM - 3:00 PM | CTL | CTL | Zoom | ||
Details for Bridging the Digital Divide This workshop will address specific data about UNM Students and the state of New Mexico as a whole, while demonstrating evidence-based approaches for bridging the “digital divide,” - the popular term describing the phenomenon of the gap between those who have reliable access to computers and internet, and those who do not. We will cover how to make your online courses accessible to those working offline at home, ensure equitable approaches to course-required technology, and set students up for success by connecting them to campus resources and providing help with internet access and various technologies. | ||||||
| An Introduction to Transparent Assignment Design | Apr. 18 2025, 11:00 AM - 12:00 PM | CTL | CTL | Zoom | ||
Details for An Introduction to Transparent Assignment Design Join us as we discuss Transparent Assignment Design (Winklemes, 2019). In a 2016 study at UNLV, outcomes including persistence and retention for a cohort of students who received assignments following the transparent design framework were higher than those of the control group. In this workshop, we will cover the benefits of Transparent Assignment Design and discuss the process of designing or redesigning one of your own assignments.Register Now for An Introduction to Transparent Assignment Design | ||||||
| Pedagogies of CARE | Apr. 23 2025, 11:00 AM - 12:00 PM | CTL | CTL | Zoom | ||
Details for Pedagogies of CARE When students report the experience of belonging within a learning environment, their academic performance, self-confidence, and motivation are positively impacted (Duran et al., 2020; Moeller et al., 2020; Jorgenson et al., 2018). Yet the reverse holds true as well: Student perceptions of non-belonging contribute to educational gaps and reduced retention rates among underrepresented populations. How can instructors foster students' sense of belonging within their courses, particularly in online learning environments where contextual cues can be difficult to read? In this webinar, we explore the research on creating inclusive, equitable, and welcoming learning environments, drawing upon the CARE framework (community, agency, representation, and equal access) as outlined by the Online Learning Consortium. Specifically, attendees will: Reflect on features that make learning environments inclusive, equitable, and welcoming. Identify teaching strategies for creating inclusive, equitable, and welcoming learning environments. Discuss ways of designing learning activities based on the CARE framework for both online and face-to-face learning environments. | ||||||
| Enhancing Your Inclusive Teaching | May. 1 2025, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Enhancing Your Inclusive Teaching Learn how small steps toward utilizing Universal Design for Learning (UDL) and Canvas can make a big impact on creating a course that is inclusive for all learners. This workshop includes information on the accessibility tool Ally. | ||||||
| Cultivating Long-Lasting Learning through Authentic Assessment | May. 5 2025, 2:00 PM - 3:00 PM | CTL | CTL | Zoom | ||
Details for Cultivating Long-Lasting Learning through Authentic Assessment Do you want to incorporate authentic assessment into your course to maximize learning outcomes that contribute to the strengthening of your students’ skills? Are you ready to inspire long-lasting learning in your students beyond your course? Authentic assessment incorporates tasks that evaluate students’ application of knowledge beyond the classroom. Differing from traditional tests, these assessments encourage learners’ creativity for novel problem solving and “real-world” solutions. Join us to learn about authentic assessment that works for your specific needs. In this workshop we will provide evidence-based solutions for assessment that increase students’ success in the classroom and beyond.Register Now for Cultivating Long-Lasting Learning through Authentic Assessment | ||||||
| Evidence-Based Practices for Teaching Online | May. 19 2025, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered multiple times per year, EBPTO is conducted over six weeks and is open to all instructors, regardless of a course’s instructional delivery type. The course is encouraged for instructors teaching online, particularly those developing Accelerated Online Program courses. The time requirements are about 2-3 hours a week (12-18 total), and the course has two deliverables, a course map (a required document for many of our quality reviews) and an online teaching portfolio (comprised of elements completed during EBPTO). As of Summer 2021, instructors are required to complete either EBPTO or RASI training to teach online. Those who completed a training similar to EBPTO before Fall 2019 are strongly encouraged to take EBPTO.Register Now for Evidence-Based Practices for Teaching Online | ||||||
