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UID:10000151-1720612800-1720620000@uwm.edu
SUMMARY:Inclusive Teaching Towards Justice (In-Person)
DESCRIPTION:This three-part workshop series is a professional development opportunity aimed at preparing instructors to effectively teach UWM’s diverse student body. Inclusive Teaching Toward Justice focuses on how inclusive teaching can contribute to UWM’s goal of becoming a more radically welcoming and equitable campus. Instructors who complete the workshop series will further their understanding of how to apply inclusive teaching practices in their course planning and design\, classroom facilitation\, and assessment of student learning. \n– – –\nSession 1: Teaching and Learning through the Lens of Social Identities\nThis session offers a brief introduction to inclusive teaching goals and underlying values\, emphasizing how this teaching approach benefits all students and especially those from groups historically underrepresented in higher education. Participants will leave able to: \n\nSuccinctly explain key components and principles of inclusive teaching\nDefine “social identity” and name examples\nDescribe and implement in a course at least one concrete way of valuing students’ identities\n\nSession 2: Building Inclusive Classroom Communities\nThis session addresses why an inclusive classroom community (or its absence) matters to student learning. We will explore ways to foster students’ sense of belonging and to engage conflict constructively in the classroom. Participants will leave able to: \n\nName factors that contribute to belonging and a welcoming climate—and factors that impede this\nPractice at least one concrete way of building class community\nDescribe considerations and strategies an instructor might use to handle conflict moments in the classroom\n\nSession 3: Inclusive Course and Assignment Design\nThis session will focus on practical ways of designing both courses and specific assignments through an inclusive teaching lens. How do we provide students with\, on the one hand\, the structure and transparency they need to meet expectations\, and on the other hand\, enough flexibility to support their own agency and growth in learning? \nParticipants will leave able to: \n\nName (several) features of an inclusive course syllabus\nExplain the three key elements of transparent assignment design\nDescribe an inclusive design practice they’d like to use (or strengthen) in upcoming course planning\n\n– – –\nNote that each session is offered in both an in-person and a virtual format. You may choose to register for the session(s) of interest to you\, in the format you prefer. Participants who attend all three sessions (in either format) and complete the post-session reflections are eligible to earn a digital badge of completion. \nThis event is partially funded via Academic Staff Group Professional Development awards.
URL:https://uwm.edu/advancing-learning/event/inclusive-teaching-towards-justice-in-person-3/2024-07-10/
LOCATION:Engelmann B73\, 2033 E. Hartford Ave.\, Milwaukee\, WI\, 53211\, United States
CATEGORIES:Career and Leadership Development,Faculty and Staff,In-Person,Programs
ATTACH;FMTTYPE=image/png:https://uwm.edu/advancing-learning/wp-content/uploads/sites/643/2024/02/ittj-banner.png
ORGANIZER;CN="Sarah MacDonald":MAILTO:macdonal@uwm.edu
X-TRIBE-STATUS:
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DTSTART;TZID=America/Chicago:20240711T100000
DTEND;TZID=America/Chicago:20240711T120000
DTSTAMP:20260609T071130
CREATED:20240424T210334Z
LAST-MODIFIED:20240807T205302Z
UID:10000157-1720692000-1720699200@uwm.edu
SUMMARY:Inclusive Teaching Towards Justice (Virtual)
DESCRIPTION:This three-part workshop series is a professional development opportunity aimed at preparing instructors to effectively teach UWM’s diverse student body. Inclusive Teaching Toward Justice focuses on how inclusive teaching can contribute to UWM’s goal of becoming a more radically welcoming and equitable campus. Instructors who complete the workshop series will further their understanding of how to apply inclusive teaching practices in their course planning and design\, classroom facilitation\, and assessment of student learning. \n– – –\nSession 1: Teaching and Learning through the Lens of Social Identities\nThis session offers a brief introduction to inclusive teaching goals and underlying values\, emphasizing how this teaching approach benefits all students and especially those from groups historically underrepresented in higher education. Participants will leave able to: \n\nSuccinctly explain key components and principles of inclusive teaching\nDefine “social identity” and name examples\nDescribe and implement in a course at least one concrete way of valuing students’ identities\n\nSession 2: Building Inclusive Classroom Communities\nThis session addresses why an inclusive classroom community (or its absence) matters to student learning. We will explore ways to foster students’ sense of belonging and to engage conflict constructively in the classroom. Participants will leave able to: \n\nName factors that contribute to belonging and a welcoming climate—and factors that impede this\nPractice at least one concrete way of building class community\nDescribe considerations and strategies an instructor might use to handle conflict moments in the classroom\n\nSession 3: Inclusive Course and Assignment Design\nThis session will focus on practical ways of designing both courses and specific assignments through an inclusive teaching lens. How do we provide students with\, on the one hand\, the structure and transparency they need to meet expectations\, and on the other hand\, enough flexibility to support their own agency and growth in learning? \nParticipants will leave able to: \n\nName (several) features of an inclusive course syllabus\nExplain the three key elements of transparent assignment design\nDescribe an inclusive design practice they’d like to use (or strengthen) in upcoming course planning\n\n– – –\nNote that each session is offered in both an in-person and a virtual format. You may choose to register for the session(s) of interest to you\, in the format you prefer. Participants who attend all three sessions (in either format) and complete the post-session reflections are eligible to earn a digital badge of completion. \nThis event is partially funded via Academic Staff Group Professional Development awards.
URL:https://uwm.edu/advancing-learning/event/inclusive-teaching-towards-justice-virtual-2/2024-07-11/
LOCATION:WI
CATEGORIES:Career and Leadership Development,Faculty and Staff,Programs,Virtual
ATTACH;FMTTYPE=image/png:https://uwm.edu/advancing-learning/wp-content/uploads/sites/643/2024/02/ittj-banner.png
ORGANIZER;CN="Sarah MacDonald":MAILTO:macdonal@uwm.edu
X-TRIBE-STATUS:
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DTSTART;TZID=America/Chicago:20240724T120000
DTEND;TZID=America/Chicago:20240724T140000
DTSTAMP:20260609T071130
CREATED:20240424T210321Z
LAST-MODIFIED:20240424T210911Z
UID:10000192-1721822400-1721829600@uwm.edu
SUMMARY:Inclusive Teaching Towards Justice (In-Person)
DESCRIPTION:This three-part workshop series is a professional development opportunity aimed at preparing instructors to effectively teach UWM’s diverse student body. Inclusive Teaching Toward Justice focuses on how inclusive teaching can contribute to UWM’s goal of becoming a more radically welcoming and equitable campus. Instructors who complete the workshop series will further their understanding of how to apply inclusive teaching practices in their course planning and design\, classroom facilitation\, and assessment of student learning. \n– – –\nSession 1: Teaching and Learning through the Lens of Social Identities\nThis session offers a brief introduction to inclusive teaching goals and underlying values\, emphasizing how this teaching approach benefits all students and especially those from groups historically underrepresented in higher education. Participants will leave able to: \n\nSuccinctly explain key components and principles of inclusive teaching\nDefine “social identity” and name examples\nDescribe and implement in a course at least one concrete way of valuing students’ identities\n\nSession 2: Building Inclusive Classroom Communities\nThis session addresses why an inclusive classroom community (or its absence) matters to student learning. We will explore ways to foster students’ sense of belonging and to engage conflict constructively in the classroom. Participants will leave able to: \n\nName factors that contribute to belonging and a welcoming climate—and factors that impede this\nPractice at least one concrete way of building class community\nDescribe considerations and strategies an instructor might use to handle conflict moments in the classroom\n\nSession 3: Inclusive Course and Assignment Design\nThis session will focus on practical ways of designing both courses and specific assignments through an inclusive teaching lens. How do we provide students with\, on the one hand\, the structure and transparency they need to meet expectations\, and on the other hand\, enough flexibility to support their own agency and growth in learning? \nParticipants will leave able to: \n\nName (several) features of an inclusive course syllabus\nExplain the three key elements of transparent assignment design\nDescribe an inclusive design practice they’d like to use (or strengthen) in upcoming course planning\n\n– – –\nNote that each session is offered in both an in-person and a virtual format. You may choose to register for the session(s) of interest to you\, in the format you prefer. Participants who attend all three sessions (in either format) and complete the post-session reflections are eligible to earn a digital badge of completion. \nThis event is partially funded via Academic Staff Group Professional Development awards.
URL:https://uwm.edu/advancing-learning/event/inclusive-teaching-towards-justice-in-person-3/2024-07-24/
LOCATION:Engelmann B73\, 2033 E. Hartford Ave.\, Milwaukee\, WI\, 53211\, United States
CATEGORIES:Career and Leadership Development,Faculty and Staff,In-Person,Programs
ATTACH;FMTTYPE=image/png:https://uwm.edu/advancing-learning/wp-content/uploads/sites/643/2024/02/ittj-banner.png
ORGANIZER;CN="Sarah MacDonald":MAILTO:macdonal@uwm.edu
X-TRIBE-STATUS:
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DTSTART;TZID=America/Chicago:20240725T100000
DTEND;TZID=America/Chicago:20240725T120000
DTSTAMP:20260609T071130
CREATED:20240424T210334Z
LAST-MODIFIED:20240807T205302Z
UID:10000194-1721901600-1721908800@uwm.edu
SUMMARY:Inclusive Teaching Towards Justice (Virtual)
DESCRIPTION:This three-part workshop series is a professional development opportunity aimed at preparing instructors to effectively teach UWM’s diverse student body. Inclusive Teaching Toward Justice focuses on how inclusive teaching can contribute to UWM’s goal of becoming a more radically welcoming and equitable campus. Instructors who complete the workshop series will further their understanding of how to apply inclusive teaching practices in their course planning and design\, classroom facilitation\, and assessment of student learning. \n– – –\nSession 1: Teaching and Learning through the Lens of Social Identities\nThis session offers a brief introduction to inclusive teaching goals and underlying values\, emphasizing how this teaching approach benefits all students and especially those from groups historically underrepresented in higher education. Participants will leave able to: \n\nSuccinctly explain key components and principles of inclusive teaching\nDefine “social identity” and name examples\nDescribe and implement in a course at least one concrete way of valuing students’ identities\n\nSession 2: Building Inclusive Classroom Communities\nThis session addresses why an inclusive classroom community (or its absence) matters to student learning. We will explore ways to foster students’ sense of belonging and to engage conflict constructively in the classroom. Participants will leave able to: \n\nName factors that contribute to belonging and a welcoming climate—and factors that impede this\nPractice at least one concrete way of building class community\nDescribe considerations and strategies an instructor might use to handle conflict moments in the classroom\n\nSession 3: Inclusive Course and Assignment Design\nThis session will focus on practical ways of designing both courses and specific assignments through an inclusive teaching lens. How do we provide students with\, on the one hand\, the structure and transparency they need to meet expectations\, and on the other hand\, enough flexibility to support their own agency and growth in learning? \nParticipants will leave able to: \n\nName (several) features of an inclusive course syllabus\nExplain the three key elements of transparent assignment design\nDescribe an inclusive design practice they’d like to use (or strengthen) in upcoming course planning\n\n– – –\nNote that each session is offered in both an in-person and a virtual format. You may choose to register for the session(s) of interest to you\, in the format you prefer. Participants who attend all three sessions (in either format) and complete the post-session reflections are eligible to earn a digital badge of completion. \nThis event is partially funded via Academic Staff Group Professional Development awards.
URL:https://uwm.edu/advancing-learning/event/inclusive-teaching-towards-justice-virtual-2/2024-07-25/
LOCATION:WI
CATEGORIES:Career and Leadership Development,Faculty and Staff,Programs,Virtual
ATTACH;FMTTYPE=image/png:https://uwm.edu/advancing-learning/wp-content/uploads/sites/643/2024/02/ittj-banner.png
ORGANIZER;CN="Sarah MacDonald":MAILTO:macdonal@uwm.edu
X-TRIBE-STATUS:
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