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 | |
|---|---|---|---|---|---|---|
| Designing Assignments AI Can't Solve | Sep. 24 2025, 1:00 PM - 2:30 PM | NMSU Teaching Academy | Ashley Evans | Zoom | ||
Details for Designing Assignments AI Can't Solve Join us to discuss AI-resistant assignments. These assignments are carefully crafted to significantly reduce, and in some cases entirely prevent, students from using AI tools to earn high grades without genuine effort. By minimizing the potential for AI to complete tasks on behalf of students, these approaches ensure that academic integrity is upheld. | ||||||
| Designing Assignments AI Can't Solve | Sep. 25 2025, 1:00 PM - 2:30 PM | NMSU Teaching Academy | Ashley Evans | Zoom | ||
Details for Designing Assignments AI Can't Solve Join us to discuss AI-resistant assignments. These assignments are carefully crafted to significantly reduce, and in some cases entirely prevent, students from using AI tools to earn high grades without genuine effort. By minimizing the potential for AI to complete tasks on behalf of students, these approaches ensure that academic integrity is upheld. | ||||||
| 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 | ||||||
| Conversations about Disability and Academia: Session 1 | Sep. 29 2025, 10:00 AM - 11:00 AM | Presidential Teaching Fellow | Marissa Greenberg | Zoom | ||
Details for Conversations about Disability and Academia: Session 1 Listen to or read Wanda Diaz-Merced’s TED Talk “How a Blind Astronomer Found a Way to Hear the Stars.” Then, join fellow faculty in conversation about disability, norms, and innovation in academia. Come ready to share your reactions to Diaz-Merced’s story and, if you feel comfortable, your own story of disability as a barrier in your field or as source of innovative methods and disciplinary knowledge.Organized by 2025-2027 CTL Presidential Teaching Fellow, Marissa Greenberg (Associate Professor, English), this is the first in a series of conversations about disability and academia. These conversations are open to all UNM faculty and are designed to build a community. They are the first part of “Academic Pipelines for Lobos with Disabilities." Please register to receive the Zoom link and the readings. Lists of registrants will not be shared or retained. Questions? Contact Marissa at marissag@unm.edu. Register Now for Conversations about Disability and Academia: Session 1 | ||||||
| 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 | ||||||
| Law, Ethics, and Generative AI | Oct. 23 2025, 10:00 AM - 11:15 AM | nm | Christian Moriarity | Zoom | ||
Details for Law, Ethics, and Generative AI We’ll examine key legal issues, classroom challenges, and ethical tensions surrounding the use of generative AI, providing practical insight for educators and institutions. Participants will leave with tools to navigate AI use with transparency, fairness, and academic integrity in mind—both inside and outside their courses. | ||||||
| Law, Ethics, and Generative AI | Oct. 24 2025, 9:00 AM - 10:15 AM | NMSU Teaching Academy | Christian Moriarity | Zoom | ||
Details for Law, Ethics, and Generative AI We’ll examine key legal issues, classroom challenges, and ethical tensions surrounding the use of generative AI, providing practical insight for educators and institutions. Participants will leave with tools to navigate AI use with transparency, fairness, and academic integrity in mind—both inside and outside their courses. | ||||||
| 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 | ||||||
| AI & Integrity in Teaching | Oct. 30 2025, 2:30 PM - 3:30 PM | NMSU Teaching Academy | Christian Moriarity | Zoom | ||
Details for AI & Integrity in Teaching Explore practical and ethical ways to integrate generative AI into instruction, including how (and maybe even whether!) to do so. This session covers responsible use, risks to academic integrity, and strategies to support student learning while maintaining trust and transparency in virtual classrooms. | ||||||
| AI & Integrity in Teaching | Oct. 31 2025, 11:00 AM - 12:00 PM | NMSU Teaching Academy | Christian Moriarity | Zoom | ||
Details for AI & Integrity in Teaching Explore practical and ethical ways to integrate generative AI into instruction, including how (and maybe even whether!) to do so. This session covers responsible use, risks to academic integrity, and strategies to support student learning while maintaining trust and transparency in virtual classrooms. | ||||||
| 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. | ||||||
| Designing for Depth and Engagement | Jan. 23 2026, 1:00 PM - 3:00 PM | CTL | Jet Saengneon, Magdalena Vázquez Dathe, Stephanie Spong | CTLB 110 | ||
Details for Designing for Depth and Engagement Join Us for a Community of Practice: Designing for Depth and EngagementExplore how to create transformational learning experiences using backward design, active learning, authentic assessment strategies, and informed by an asset-based approach to your design choices. This community of practice supports instructors in creating inclusive, engaging courses that honor students’ strengths, deepen learning, and spark connection. Sessions include resource sharing, collaborative problem-solving, and space to apply new ideas. While we will be prioritizing spaces for faculty new to UNM, we welcome all to apply. Spots for this opportunity are limited.What We OfferIn Person Meetings: This group will meet monthly in Spring 2026. If you have completed the New Faculty SEP or another SEP cohort, this community of practice will complement and help to expand on those experiences. The group will meet from 1:00 to 3:00 in person on the following dates.
Collaborative Community: Share insights and learn collaboratively in a supportive group environment. Award for Participation and Completion: Upon completing the work of the CoP, you'll be provided with a $500 award. If you'd like to join us and can commit to the dates and times above, please continue to the registration form on the next page. | ||||||
| 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, 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 | ||||||
| Essential skills and Rubrics: Your Resource for Gen Ed Success | Feb. 9 2026, 2:00 AM - 3:00 AM | CTL | CTL and Office of Assessment | Zoom | ||
Details for Essential skills and Rubrics: Your Resource for Gen Ed Success Join CTL and special guests from the UNM Office of Assessment to get the inside scoop on essential skills and rubrics that you can use and adapt for your General Education courses. The workshop will introduce you to the rubrics, give you strategies for adapting them for an assignment or activity, and help you incorporate metacognitive strategies within your course to help students be able to articulate the transferable skills they are learning. Register Now for Essential skills and Rubrics: Your Resource for Gen Ed Success | ||||||
| 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 | ||||||
