Workshop Title |
Objectives |
Date/Time |
Room |
|
Engaging Minds in Segments: Using the 10-2-2 Strategy to Sustain Attention
|
- Describe the cognitive rationale for breaking lectures into shorter segments with structured pauses.
- Apply the 10–2–2 format to a topic you currently teach.
- Plan when and how to integrate the 10–2–2 cycle into longer and dry lectures.
- Receive and experiment with AI-generated prompts to support lecture segmentation and reflective question design.
|
Jan 29, 2026
12:00-1:00 PM
Feb 2, 2026
12:00-1:00 PM
|
BG-088 |
|
Understanding Accommodations: Faculty Responsibilities and Student Support
|
- Understand the types of accommodations commonly provided and their purpose.
- Respond appropriately to accommodation letters and requests.
- Collaborate with the CSDU to ensure legal compliance and student access.
|
Feb 4, 2026
12:00-1:00 PM
|
BG-068 |
|
Teaching 70+ Students: Active Learning Strategies for Large Lectures
|
- Identify a group of strategies that can be used to engage students in large lectures using scalable, inclusive techniques.
- Match specific active learning techniques to the cognitive level of a course learning outcome using Bloom’s Taxonomy.
- Design a participation activity using one selected technique (e.g., live polling, Think-Pair-Share, concept checks) appropriate for their own large-class context.
- Receive a set of pre-engineered AI prompts designed to assist with session planning, activity generation, or content delivery in large-class contexts, and adapt at least one for use in your own course.
|
Feb 5, 2026
12:00-1:00 PM
Feb 9, 2026
12:00-1:00 PM
|
BG-088 |
|
Peer Observation with Purpose: Giving and Receiving Constructive Feedback
|
- Identify core principles and features of effective, evidence-based peer observation practices.
- Use a structured observation tool to practice giving descriptive, evidence-based and non-evaluative feedback to a colleague.
- Identify one aspect of your teaching you want observed and reflected on.
- Receive pre-engineered AI prompts to help summarize teaching observations or generate constructive peer feedback language.
|
Feb 19, 2026
12:00-1:00 PM
|
BG-088
Teams |
|
Designing Real-World Tasks: Authentic Assessment in Any Discipline
|
- Redesign one assessment to mirror a real-world task relevant to their discipline.
- Apply a cognitive demand ladder to assess the rigor of an existing task.
- Draft criteria for evaluating the authenticity of assessments.
- Receive a set of AI-engineered prompts designed to help you make your assignments and assessments more authentic, and select one to apply during session planning.
|
Feb 26, 2026
12:00-1:00 PM
March 2, 2026
12:00-1:00 PM
|
BG-088 |
|
Designing AI-Resistant Assessments: Promoting Original Thought
|
- Identify assessment types most vulnerable to AI-generated plagiarism or misuse.
- Redesign one assignment's task instructions to require personal reflection, local context, or process documentation that AI cannot replicate.
- Integrate at least one step in the assessment process that captures student thinking (e.g., draft, reflection, local data).
- Receive engineered prompts that help test and refine your assessment tasks for AI vulnerability.
|
March 5, 2026
12:00-1:00 PM
|
BG-088
Teams |
|
AI as a Teaching Assistant: Practical Classroom Applications
|
- Identify three teaching tasks AI tools can support (e.g., rubrics, discussion prompts, case studies).
- Use a pre-engineered prompt to generate instructional materials using AI.
- Evaluate benefits and limitations of AI-generated outputs for teaching.
- Receive a curated list of prompts to enhance your lesson preparation, resource development, or assessment support.
|
Apr 2, 2026
12:00-1:00 PM
Apr 6, 2026
12:00-1:00 PM
|
BG-088 |
|
Feedback that Works: Fast, Focused, and Formative
|
- Create a short bank of reusable feedback comments aligned with assignment criteria.
- Apply at least one feedback technique (e.g., comment bank or audio feedback) to a recent assignment.
- Edit a sample feedback comment to make it more specific, action-oriented, and helpful for student improvement.
- Receive and revise AI-generated feedback examples for clarity, tone, and actionability.
|
Apr 16, 2026
12:00-1:00 PM
Apr 20, 2026
12:00-1:00 PM
|
BG-088 |
|
Supporting At-Risk Students
|
- Identify early academic and behavioral indicators of student risk.
- Analyze examples of effective “Warm Demander” communication and early outreach messages used in higher education.
- Draft a proactive, supportive message to a hypothetical student using warm, clear, and firm language.
- Plan a course-level strategy (e.g., assignment scaffold, participation check-in) designed to reduce academic risk.
- Receive a set of prompts to generate outreach messages, feedback scripts, or inclusive assignment scaffolds.
|
April 30, 2026
12:00-1:00 PM
May 4, 2026
12:00-1:00 PM
|
BG-088 |
|
Closing the Loop: Using the Course Evaluation Feedback and Data for Teaching Improvement
|
- Interpret course and student evaluation data to identify one actionable teaching improvement.
- Draft a brief communication that explains a change made in response to feedback.
- Develop a plan to monitor whether the change led to improvement.
- Receive a set of prompts that help interpret survey data, suggest teaching changes, or draft student-friendly communication.
|
May 14, 2026
12:00-1:00 PM
May 18, 2026
12:00-1:00 PM
|
BG-088 |
