Teaching & Learning Workshops
Below is a list of workshops for all UNM instructors. For those pursuing the Graduate Teaching Certificate, please note that the certificate requires four pedagogical-focused workshops to complete. Some partner workshops may be more general in focus, although still very helpful. If you have questions, please reach out to teachingsupportctl@unm.edu.| Workshop | Date/Time | Host | Facilitator | Location | Details & Registration | |
|---|---|---|---|---|---|---|
| Evidence-Based Practices for Teaching Online | Aug. 25 2025, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered five times per year, EBPTO is an asynchronous course 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 | ||||||
| Improving File Accessibility in Canvas | Sep. 8 2025, 10:00 AM - 11:00 AM | 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. | ||||||
| Teaching with AI Community of Practice | Sep. 8 2025, 10:00 AM - 11:00 AM | CTL | CTL | Zoom | ||
Details for Teaching with AI Community of Practice Join Us for a Community of Practice – Teaching with AIAre you interested in exploring the use of generative AI tools within education and eager to learn about their use for teaching and learning? We’re looking for enthusiastic UNM faculty and graduate teaching assistants to join our Community of Practice to read and discuss Teaching with AI. Bowen, J. A., & Watson, C. E. (2024). Teaching with ai: A practical guide to a new era of human learning. Johns Hopkins University Press. UNM community members will be grouped into two cohorts, meeting once a week to discuss chapters from the text and related concepts, guided by facilitators from the Center for Teaching and Learning (CTL). What We OfferWeekly Meetings: Meet with peers from across the university who have diverse perspectives and experiences developing courses and teaching. The Teaching with AI Community of Practice cohorts will be divided into two groups, with one group meeting on Mondays from 10:00 – 11:00 am (beginning September 8), and the other group meeting on Thursdays from 1:00 – 2:00 pm (beginning September 11), throughout September and October. Please feel free to check out the tentative discussion schedule. Collaborative Learning: Share insights and learn collaboratively in a supportive group environment. Share your experienceOngoing Community: Participants will have the opportunity to engage in an Expert Exchange to discuss their findings and the application of AI in their teaching. This event will be hosted by CTL in the Spring 2026 semester and available for UNM community members to attend. This is a unique opportunity to enhance your AI knowledge and connect with like-minded peers. Whether you're a novice or a seasoned professional, your insights and participation will enrich our collective exploration of AI's potential in education. | ||||||
| Teaching Students the Art of Asking Good Questions | Sep. 8 2025, 12:00 PM - 1:00 PM | UNM Libraries | UNM Libraries | Zoom | ||
Details for Teaching Students the Art of Asking Good Questions Asking questions is an essential part of the research process. However, instructors often spend time with learners focused on finding credible sources, sometimes skipping over the central role inquiry plays in the research process. In teaching inquiry, librarians at UNM have relied on adaptations of the Question Formulation Technique (QFT), a relatively simple approach that helps learners generate questions and improve their question-asking skills. In this session we will explain how the QFT works and how cultivating your students’ curiosity can help their research.Presenters: Glenn Koelling, Adrienne Warner Register Now for Teaching Students the Art of Asking Good Questions | ||||||
| Feedback that Counts: Designing and Implementing a Mid-Semester Survey | Sep. 25 2025, 1:00 PM - 2:00 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 | ||||||
| Evidence-Based Practices for Teaching Online | Oct. 13 2025, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered five times per year, EBPTO is an asynchronous course 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 | Oct. 15 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 | ||||||
| Cultivating long-lasting learning through Authentic Assessment | Oct. 27 2025, 11:00 AM - 12:00 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. 18 2025, 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 2025, 1:00 PM - 2:00 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 | ||||||
| Improving File Accessibility in Canvas | Jan. 12 2026, 11:00 AM - 12:00 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 to Canvas: Key Tools to get you Started | Jan. 13 2026, 12:00 PM - 1:00 PM | CTL | CTL | Zoom | ||
Details for Intro to Canvas: 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 to Canvas: Key Tools to get you Started | ||||||
| Increasing Instructor & Social Presence in Online Courses | Jan. 14 2026, 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 | ||||||
| Enhancing Your Inclusive Teaching | Jan. 15 2026, 1:00 PM - 2:00 PM | 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. | ||||||
| Evidence-Based Practices for Teaching Online | Jan. 26 2026, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered five times per year, EBPTO is an asynchronous course 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 | Feb. 5 2026, 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 | ||||||
| Design Justice Matters: Inclusive and Participatory Strategies for Online Learning | Feb. 5 2026, 11:00 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 | ||||||
| Feedback that Counts: Designing and Implementing a Mid-Semester Survey | Feb. 16 2026, 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 successRegister Now for Feedback that Counts: Designing and Implementing a Mid-Semester Survey | ||||||
| Evidence-Based Practices for Teaching Online | Mar. 23 2026, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered five times per year, EBPTO is an asynchronous course 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 | ||||||
| Pedagogies of CARE | Apr. 21 2026, 12:00 AM - 11:00 AM | 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. | ||||||
| Evidence-Based Practices for Teaching Online | May. 18 2026, 12:00 AM - 12:00 AM | CTL | CTL | Six-week Online Course | ||
Details for Evidence-Based Practices for Teaching Online Offered five times per year, EBPTO is an asynchronous course 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 | ||||||
