Workshop Offerings

Each semester, CETAL offers several workshops that focus on different teaching approaches and emerging practices. Workshops are led by faculty and administrators from across the college (and external facilitators, on occasion) and provide faculty with opportunities to learn about different teaching strategies to try out and to share their successes and challenges with one another.

Photo by Mark Carriveau
Faculty member Lori Clark presenting at Assessment Diaries 2020

Fall 2022 Workshops & Classes

LEADING FOR LEARNING CLASSROOM STRATEGIES SERIES

The Leading for Learning workshop series features four hands-on sessions focusing on strategies for leading active and inclusive class lessons. Each workshop will detail research-based, practical ways to foster learning through varied teaching practices.


New to teaching and instructional design? Been teaching for years and have it pretty much figured out? All are invited to participate and revise course materials, share ideas, and connect with colleagues.

Wednesday, September 7 2:30- 4:30pm in E216 OR Thursday, September 8 2:30- 4:30pm (Online via Zoom) Facilitators: Lori Jones (Math), Tyler Roeger (CETL), and Chrystie Wojcik (Culinary Arts & Hospitality)

Decades of research has indicated that students being able to see themselves as part of the class is crucial to their learning. This workshop will detail strategies that faculty can use, especially early in a course, to help students believe they belong in the course and at the college, such as encouraging students to articulate individual goals, learning about and incorporating students’ backgrounds and interests, and supporting a growth mindset, among other possible topics.

September 8, 2022 Workshop Recording

Wednesday, September 21 2:00- 4:00pm in E216 OR Thursday, September 22 9:00- 11:00am (Online via Zoom) Facilitator: Tyler Roeger (CETL)

Class discussions can be an impactful strategy for active learning, and for better and sometimes for worse, they often don’t go as planned. This workshop will examine discussion structures and types of questions that contribute to meaningful class discussions that generate critical thinking. In addition to focusing on types of questions to ask and ways to ensure students speak with one another rather than only the instructor, we’ll discuss ways to overcome common challenges that occur in class discussions.

Wednesday, October 5 1:00- 3:00pm in E216 OR Thursday, October 6 2:30- 4:30pm (Online via Zoom) Facilitators: Tina Ballard (English) and Alison Douglas (English)

Assigning students to complete a reading in or out of class and having them gain what’s expected is much easier said than done. This workshop will help faculty in varied disciplines to learn ways to help their students with reading skills that are specific to their subject areas.

Wednesday, October 26 2:00- 4:00pm in E216 OR Thursday, October 27 9:00- 11:00am (Online via Zoom) Facilitator: Parul Raval (Education) and Gloria Roman (Education)

Student-to-student collaboration is an impactful learning strategy that, when done well, can support students in learning several skills that they’ll routinely use later on. And yet, there are inevitably challenges that can come up, such as ensuring all members are contributing, assessing student input, and managing potential conflicts. In this workshop, participants will consider several factors that can make or break student-to-student collaboration and plan how to navigate group work in their own courses.

KNOW THYSELF WORKSHOP SERIES

The phrase "Know Thyself" is often thought to emphasize the need for someone to examine their own practices and ideas, even when it's uncomfortable to do so. In that spirit, ECC’s Teaching/Learning for Inclusivity, Diversity, and Equity (TIDE) group is organizing a series of short workshops dedicated to strategies and mindsets that can support faculty members' ability to consider their own teaching practices and the lens they bring to their students. All faculty are welcome to join any and all workshops in this series and find resources and new ideas for growing in culturally responsive teaching.

Friday, September 16 3:00- 4:00pm (Online via Zoom)Facilitators: Anthony Ramos (Equity, Diversity, and Inclusion) and Tyler Roeger (CETL)

While there’s no magic wand to waive over a course component and suddenly make it equitable and inclusive, there are many commonalities across research on culturally responsive teaching and questions to consider as faculty look at materials such as syllabi, lesson plans, and assignments. This session will demonstrate different tools (checklists, rubrics, and frameworks) that you can use to consider how well course components are designed to support culturally responsive and inclusive teaching practices.

Workshop Resource Folder


Friday, October 21 3:00- 4:00pm (Online via Zoom)Facilitator: Manuel Salgado (Psychology)

Disaggregating student data; which refers to analyzing data in our courses and sections with attention to characteristics such as ethnicity, gender, age, and intersectionalities; can help faculty to recognize trends in student performance and any needs to adjust teaching to remove barriers to student success. In addition to providing further clarity on what disaggregating data means and why it’s importance, this workshop will show faculty how they can use available tools at ECC to analyze their student data and what to do when analyzing it.

Friday, November 18 3:00- 4:00pm (Online via Zoom)Facilitator: Liddy Hope (Human Services)

Owning your “I don’t know” can be both liberating and scary, as a teacher. This workshop will focus on ways that faculty can maintain cultural humility and a growth mindset for themselves as they develop in equitable and inclusive teaching practices.

DESIGNING ACCESSIBLE MATERIALS

Friday, September 30 11:00am- 12:00pm in C121 orWednesday, October 12 9:00- 10:00am in C121 or Friday, November 4 2:00- 3:00pm
Facilitators: Megan DiCianni (Instructional Improvement and Distance Learning)

This workshop focuses on the creation of documents that are accessible to all learners. Based on Universal Design of Learning principles, we will cover some of the most common fixes needed to create accessible instructional documents and assessments that are inclusive to all learners.

Dates and Times to be AnnouncedFacilitators: Megan DiCianni (Instructional Improvement and Distance Learning)

Accessible videos help everyone get the most out of videos, not only those who are deaf or hard of hearing. This workshop focuses on making your videos accessible by adding and editing captions in different tools such as Zoom, D2L, and YouTube. This workshop will be delivered via Zoom as some points covered require the screen's close-up for better delivery.

INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING

Tuesday, September 26- Monday, October 24 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.

This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Tuesday, October 25- Monday, December 19 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.

This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Tuesday, October 25- Monday, December 19 (Online Asynchronous and Two In-Person Meetings: Tuesday, November 1 3:00- 5:00pm and Tuesday, December 13 3:00- 5:00pm) Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to designing a hybrid course blueprint, integrating online and face-to-face learning activities, and identifying the components of a pedagogically effective hybrid course. This course will provide educators with valuable resources and important skills needed to develop and manage a hybrid course effectively.

This course is instructor-led, eight-weeks long, and combines face-to-face sessions with online learning activities. Thus, participants will have an opportunity to experience learning using a hybrid model of instruction.

ADDITIONAL WORKSHOPS

Friday, August 26 9:00- 10:00am (Online via Zoom) orThursday, September 1 2:30- 3:30pm (Online via Zoom) Facilitators: Stacey Shah (Library)

Over the summer, ECC Library launched a newly redesigned website with features intended to make it simpler to find, use, and discover library resources and services. This session will highlight some of the features specifically created to make requesting and using library services easier for faculty. Whether you are a regular ECC Library user or are still exploring all the library has to offer, you will gain something new from attending this session. Come and share your feedback and learn how ECC Library can better support your teaching and your students' learning.

Friday, September 2 3:00- 4:30pm (Online via Zoom)Facilitators: Yolonda Barnes (Sustainability, Business, and Career Technologies) and Shawn Maxwell (Music)

Better understand the observation and feedback process, from both perspectives. This workshop outlines the processes, timelines, strategies, and expectations of observation and feedback at ECC.

Friday, September 23 9:00- 10:30am (Online via Zoom)Facilitators: Manuel Salgado (Psychology), Victor Brito (Student Success), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (School Partnerships), and Marlen Ruiz (Advising)

This workshop will discuss the experience and unique challenges faced by students who are undocumented. Content will include information regarding legal, financial, and mental health concerns faced by undocumented students and what resources are available.

Friday, September 30 9:00- 10:30am (Online via Zoom)Facilitators: Manuel Salgado (Psychology), Victor Brito (Student Success), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (School Partnerships), and Marlen Ruiz (Advising)

This workshop is a continuation of the Part 1 training and provides participants the opportunity to adopt strategies to use when helping Undocumented students navigate the Higher Education system. Part 2 training will incorporate the usage of student case studies guiding participants to conceptualize the various challenges and barriers undocumented students experience, identify on-campus resources, and provide support.

Wednesday, October 26 5:00- 8:00pm Building B, Room 180 (Heritage Room) Facilitators: Liddy Hope (Human Services) and Tracy Vittone (Advising)

LGBTQ+ Safe Zone Training provides the opportunity to create a network of visible allies to people who identify as part of the LGBTIQA+ campus community. Safe Zone trainings provide information and resources related to sexual orientation, gender identity, and gender expression.

Faculty participating at an activity at a workshop

Registering for Workshops

Starting Spring 2021, registration for all ECC professional development events (CETAL and HR-POD) will take place through the eTalent Learning platform.

To register for CETAL content-workshops and the TeachECC conference

  1. Navigate to the Employee tab of the accessECC Portal.

  2. From the Employee Apps , select eTalent.

For more information, including written instructions and video tutorials, on navigating eTalent Learning, see the ECC Electronic Platforms page.

Registering ahead of time through eTalent ensures that the course shows up on your transcript and helps for logistical preparations.

Registration Instructions, Including Screenshots

Receiving Lane Movement Credit for CETAL Workshops

Lane movement, as stipulated by the ECCFA contract and describd in the Faculty Development Handbook, is the process by which faculty advance in salary level, based on credentials and acquired lane movement credits. CETAL's Content-Based Workshops are automatically pre-approved for lane movement. As defined in the Faculty Development Handbook, the number of CFD Workshop Clock Hours for the Year to be applied towards lane movement from CETAL is equal to the number of CETL workshop clock hours divided by 24. For instance, a single two-hour CETL workshop would equal 2/24 CFD Workshop Clock Hours to be applied toward lane movement. For more information, consult the Faculty Development Handbook.

CETL Lane Movement Request Form

Previous Offerings

Summer 2022 Workshops

Summer Teaching Retreat 2022

All faculty are invited to participate in a one-day Teaching Retreat Summer 2022, supported by CETL. The purpose of the CETL Teaching Retreat is to provide dedicate time and space for faculty to focus on a particular teaching document and/or practice. The focus of the 2022 Teaching Retreat is reworking an assignment of choice.

Tuesday, June 21 9:00am- 4:00pm in Building EFacilitators: Tyler Roeger (CETL)

Course outcome statements and lesson objectives are crucial foundations for both faculty and students. Having clearly defined goals helps instructors to focus their teaching and helps students to prioritize what needs to be learned. This workshop will take participants through the steps of writing their own lesson objectives, ensuring that they align with the course’s focus and support learning in an intentional way.

Additional details can be found on the Teaching Retreat page of the CETL Site.

INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING

Tuesday, May 24- Monday, July 4 (Online Asynchronous)

The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.

This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Tuesday, June 28- Monday, August 22 (Online Asynchronous)

The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.

This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Tuesday, June 28- Monday, August 22 (Online Asynchronous and Two In-Person Meetings: Tuesday, July 5 3:00- 5:00pm and Tuesday, August 16 3:00- 5:00pm) Facilitator: Jennifer Merritt (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to designing a hybrid course blueprint, integrating online and face-to-face learning activities, and identifying the components of a pedagogically effective hybrid course. This course will provide educators with valuable resources and important skills needed to develop and manage a hybrid course effectively.

This course is instructor-led, eight-weeks long, and combines face-to-face sessions with online learning activities. Thus, participants will have an opportunity to experience learning using a hybrid model of instruction.

Spring 2022 Workshops

ALIGN WITH DESIGN INSTRUCTIONAL DESIGN SERIES

The Align with Design Instructional Design workshop series features five hands-on sessions dedicated to intentionally aligning course assignments and learning activities with outcomes and objectives that matter to your students. Each workshop will focus on practical ways to design course materials and lessons to put students at the center of the learning experience.


New to teaching and instructional design? Been teaching for years and have it pretty much figured out? All are invited to participate and revise course materials, share ideas, and connect with colleagues.

T February 1 3:00- 4:30pm OR Th February 3 9:00- 10:30am (Online via Zoom) Facilitators: Marcia Luptak (ABEC), Heather Martin (ESL, Learning Theory and Assessment)

Course outcome statements and lesson objectives are crucial foundations for both faculty and students. Having clearly defined goals helps instructors to focus their teaching and helps students to prioritize what needs to be learned. This workshop will take participants through the steps of writing their own lesson objectives, ensuring that they align with the course’s focus and support learning in an intentional way.

Session Materials

T February 15 3:00- 4:30pm OR Th Feb 17 9:00- 10:30am (Online via Zoom) Facilitator: Tyler Roeger (CETL)

This workshop will identify the rationales behind various types of major, summative course assignments in an effort to make their purposes more transparent for students. Transparent assignments make learning processes explicit while offering opportunities to foster student metacognition, confidence, and their sense of belonging in college. In addition to determining how different assignment types align with particular course outcomes, in this workshop, we’ll review the evidence behind the Transparency Framework promoted by the Transparency in Learning and Teaching in Higher Education (TILT) project and apply the Transparency Framework to assignments brought by participants.

Session Materials

T March 8 9:00- 10:30am OR Th March 10 3:00- 4:30pm (Online via Zoom) Facilitators: Roxana Idu (Economics), Christopher Purdy (Math), and Tyler Roeger (CETL)

In this workshop, we will define and demonstrate several strategies for creating assignments and activities that gauge how well students are grasping course concepts and provide opportunities for quick feedback. Along with detailing the rationale for varied formative assessment methods, this workshop will feature faculty presenters sharing about their process for developing short, impactful activities to learn about their students’ progress.

Session Materials

T April 5 3:00- 4:30pm (Online via Zoom) Facilitators: Chasity Gunn (English), Laura Haske (Paralegal), and Tyler Roeger (CETL)

When designing units and lessons, determining ways for students to discuss, apply, and create is a core component of making the learning stick. This workshop will identify ways to align active learning activities with course content so that students have purposeful opportunities to practice what they’re learning. Among other things, this workshop features two faculty members demonstrating how they structure and choose active learning opportunities in their courses.

Session Materials

T April 19 3:00- 4:30pm (Online via Zoom) Facilitators: Tyler Roeger (CETL) and Erin Vobornik (ESL)

Concluding the Align with Design series, this workshop identifies how to use a Universal Design framework to build flexibility and access into curriculum and individual lessons. We’ll discuss approaches to assignments, classroom discussions, and student engagement in an effort to design smarter rather than harder. In addition to identifying opportunities, this workshop features faculty describing how they strategize and implement Universal Design with their students.

EQUITABLE TENURE SUPPORT

F February 4 9:00- 10:30am Facilitators: Meagan Pollock (Engineer Inclusion) and Pamela Leggett-Robinson

Interpersonal and institutional bias profoundly influence the experience of historically marginalized and minoritized faculty advancing through the tenure process. However, we can increase our awareness of how bias affects decisions and reduce the influence of bias on tenure outcomes. In this seminar, participants will dissect a research-based case study that demonstrates the pervasiveness of interpersonal and institutional bias in the faculty experience, practice applying a “bias-test” tool with real-world scenarios, and formulate a goal for integrating the tool into their practice.

Session Materials

F March 11 9:00- 10:30am Facilitators: Meagan Pollock (Engineer Inclusion) and Pamela Leggett-Robinson

Belonging and being valued are fundamental human needs, yet faculty from traditionally marginalized and minoritized groups are significantly less likely to experience treatment that meets these needs in the workplace. The gatekeeping nature of academic and the tenure review process exacerbates this issue, directly influencing performance, collaboration, and turnover. Stewardship is being entrusted with what’s in your care and creating an environment where people can grow and improve while enhancing their sense of well-being. In this seminar, participants will compare and contrast gatekeeping and stewardship behavioral in the tenure review process, solve scenarios with stewardship guidelines that challenge ruling relations, consider social capital and honor funds of knowledge.

Session Materials

Part 3: Skills for Supporting Faculty Through the Tenure Review Process

F April 15 9:00- 10:30am Facilitators: Meagan Pollock (Engineer Inclusion) and Pamela Leggett-Robinson

To effectively support and empower faculty through the tenure review process, we must employ equity-minded professional coaching skills like an asset mindset, active empathic listening, and self-efficacy-boosting feedback. These behaviors can reduce barriers, particularly those faced by traditionally marginalized and minoritized faculty members. In this seminar, participants will examine a case study highlighting opportunities for enhancing practices in supporting faculty in the tenure process, role-play real-world tenure process scenarios to practice an equity-minded support model, and prioritize areas where they want to improve practices.

Session Materials

WALKING THE EQUITY WALK: PUTTING IDEAS INTO CLASSROOM PRACTICE SERIES

Presented by ECC’s Teaching/Learning for Inclusivity, Diversity, and Equity (TIDE) group, this series of workshops will focus on practical ways to foster an equitable and inclusive course, from course policies and curriculum to classroom interactions. Join any and all of these interactive workshops to learn about how colleagues approaching moving from equity talk to equity walk in their teaching.

F March 11 3:00- 4:00pm (Online via Zoom)Facilitators: Peter Han (Humanities) and Mia Hardy (Sociology)

Even when instructors know that an upcoming class discussion will be difficult, such as studying sensitive course topics or addressing significant campus or national news, it still leaves many wondering the best approach to take. This workshop will describe strategies for a) preparing for and b) facilitating difficult conversations in a synchronous class setting. In addition to learning about specific strategies, participants will discuss case studies of difficult classroom conversations.

Session Materials

F April 8 3:00- 4:00pm (Online via Zoom)Facilitators: Lori Clark (English) and John Long (Student Services)

Difficult course conversations don’t always give us advance notice. This workshop will detail ways to lead challenging class conversations that weren’t planned. Examples include responding to microaggressions when they occur in a class and making sure heated classroom discussions remain affirming and fruitful. In addition to learning about specific strategies, participants will discuss case studies of difficult classroom conversations.

Session Materials

F April 29 3:00- 4:00pm (Online via Zoom) Facilitators: Kristina Garcia (CABS), Liddy Hope (Human Services), and Anthony Ramos (Equity, Diversity, and Inclusion)

For many instructors, difficult conversations with students and difficult conversations with colleagues might look like apples and oranges. This workshop is intended to educate participants in productive ways to have difficult conversations with colleagues, as both speaker and listener. We will discuss strategies and analyze approaches from examples in both formal settings such as meetings and informal settings like hallway and office conversations.

DESIGNING ACCESSIBLE MATERIALS

Th Mar 17 3:00- 4:30pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make Microsoft Word documents accessible for students and for the ECC community and demonstrate the most common accessibility challenges in Word. Ample time will be spent practicing how to adjust documents, and participants will be guided through where to start and how to revise a document that they bring (such as syllabi, assignment descriptions, or letter templates).

Participants will leave with a revised document and simple steps for improving accessibility.

Session Materials

T Apr 5 1:00- 2:30pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make Microsoft PowerPoint slides accessible for students and for the ECC community and demonstrate the most common accessibility challenges in PowerPoint. Ample time will be spent practicing how to adjust slides, and participants will be guided through where to start and how to revise a slideshow that they bring.

Participants will leave with a revised slideshow and simple steps for improving accessibility.

Session Materials

T Apr 26 3:00- 4:30pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make materials created with Google Documents and Google Slides presentations accessible for students and for the ECC community and demonstrate the most common accessibility challenges in Google Docs and Slides. Ample time will be spent practicing how to adjust materials, and participants will be guided through where to start and how to revise a document that they bring (such as syllabi, assignment descriptions, handbooks, meeting minutes, instruction sheets).

Participants will leave with a revised document and simple steps for improving accessibility.

Session Materials

T May 3 3:00- 4:30pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make pre-recorded videos and synchronous online video sessions accessible with captions for students and for the ECC community. Ample time will be spent demonstrating where to start and how to add captions and transcripts.

Session Materials

INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING

T January 25- M March 7 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.

This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

T March 8- M May 9 (Online Asynchronous) Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.

This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

T March 8- M May 9 (Online Asynchronous and Two In-Person Meetings: T March 15 3:00- 5:00pm and T May 3 3:00- 5:00pm) Facilitator: Jennifer Merritt (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to designing a hybrid course blueprint, integrating online and face-to-face learning activities, and identifying the components of a pedagogically effective hybrid course. This course will provide educators with valuable resources and important skills needed to develop and manage a hybrid course effectively.

This course is instructor-led, eight-weeks long, and combines face-to-face sessions with online learning activities. Thus, participants will have an opportunity to experience learning using a hybrid model of instruction.

T April 19 2:00pm OR W April 20 7:00pm or F April 22 10:00am (Online via Zoom) Facilitator: Jennifer Merritt (Instructional Technology & Distance Learning)


In this workshop, we will demonstrate several tools that can be used to maintain academic integrity during online testing and discuss how they can be applied in a classroom environment. Products of focus include Respondus Lockdown Browser, Respondus Live Monitoring and Proctor Live. All of the products we’ll discuss are tools that are offered to faculty at ECC.

T April 26 2:00pm OR W April 27 7:00pm OR F April 29 10:00amFacilitator: Jennifer Merritt (Instructional Technology & Distance Learning) and Christian Zehelein (Instructional Technology & Distance Learning)


In this workshop, we will explore ECC’s Revolution Lightboard equipment and some of its features. A LightBoard, which is similar to a whiteboard, is made of transparent glass panels that allow a presenter to face both audience and presentation screen at the same time while they write and draw. LightBoards can help increase eye contact and engagement with your students and make drawings more clear. LightBoards can be used to record presentations, or present live using a video conferencing tool such as Zoom or Microsoft Teams.

ADDITIONAL WORKSHOPS

Undocumented Student Support Training, Part 1: Information and Awareness

F May 6 9:00- 10:30am (Online via Zoom)Facilitators: Manuel Salgado (Psychology), Vinny Cascio (Wellness Services), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (Transfer Services), and Marlen Ruiz (Advising)

This workshop will discuss the experience and unique challenges faced by students who are undocumented. Content will include information regarding legal, financial, and mental health concerns faced by undocumented students and what resources are available.

Note: The May 6 workshop offering is specifically for Student Services.

Session Materials

Undocumented Student Support Training, Part 2: Application of Strategies & Support

F May 13 9:00- 10:30am (Online via Zoom)Facilitators: Manuel Salgado (Psychology), Vinny Cascio (Wellness Services), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (Transfer Services), and Marlen Ruiz (Advising)

This workshop is a continuation of the Part 1 training and provides participants the opportunity to adopt strategies to use when helping Undocumented students navigate the Higher Education system. Part 2 training will incorporate the usage of student case studies guiding participants to conceptualize the various challenges and barriers undocumented students experience, identify on-campus resources, and provide support.

Note: The May 13 workshop offering is specifically for Student Services.

Session Materials

F February 11 2:00- 3:30pm (Online via Zoom)Facilitators: Yolonda Barnes (Sustainability, Business, and Career Technologies) and Shawn Maxwell (Music)

Better understand the observation and feedback process, from both perspectives. This workshop outlines the processes, timelines, strategies, and expectations of observation and feedback at ECC.

Session Materials

Fall 2021 Workshops

ALIGN WITH DESIGN INSTRUCTIONAL DESIGN SERIES

The Align with Design Instructional Design workshop series features five hands-on sessions dedicated to intentionally aligning course assignments and learning activities with outcomes and objectives that matter to your students. Each workshop will focus on practical ways to design course materials and lessons to put students at the center of the learning experience.


New to teaching and instructional design? Been teaching for years and have it pretty much figured out? All are invited to participate and revise course materials, share ideas, and connect with colleagues.

W Sept 1 3:00- 4:30pm OR Th Sept 2 9:00- 10:30am (Online via Zoom) Facilitators: Marcia Luptak (ABEC), Heather Martin (ESL, Learning Theory and Assessment)

Course outcome statements and lesson objectives are crucial foundations for both faculty and students. Having clearly defined goals helps instructors to focus their teaching and helps students to prioritize what needs to be learned. This workshop will take participants through the steps of writing their own lesson objectives, ensuring that they align with the course’s focus and support learning in an intentional way.

Workshop Materials

W Sept 15 3:00- 4:30pm OR Th Sept 16 9:00- 10:30am (Online via Zoom) Facilitator: Tyler Roeger (CETL)

This workshop will identify the rationales behind various types of major, summative course assignments in an effort to make their purposes more transparent for students. Transparent assignments make learning processes explicit while offering opportunities to foster student metacognition, confidence, and their sense of belonging in college. In addition to determining how different assignment types align with particular course outcomes, in this workshop, we’ll review the evidence behind the Transparency Framework promoted by the Transparency in Learning and Teaching in Higher Education (TILT) project and apply the Transparency Framework to assignments brought by participants.

Session Materials

W Sept 29 3:00- 4:30pm OR F Oct 1 10:00- 11:30am (Online via Zoom) Facilitators: Roxana Idu (Economics), Christopher Purdy (Math), and Tyler Roeger (CETL)

In this workshop, we will define and demonstrate several strategies for creating assignments and activities that gauge how well students are grasping course concepts and provide opportunities for quick feedback. Along with detailing the rationale for varied formative assessment methods, this workshop will feature faculty presenters sharing about their process for developing short, impactful activities to learn about their students’ progress.

Session Materials

W Oct 20 3:00- 4:30pm OR Th Oct 21 9:00- 10:30am (Online via Zoom) Facilitators: Chasity Gunn (English), Laura Haske (Paralegal), and Tyler Roeger (CETL)

When designing units and lessons, determining ways for students to discuss, apply, and create is a core component of making the learning stick. This workshop will identify ways to align active learning activities with course content so that students have purposeful opportunities to practice what they’re learning. Among other things, this workshop features two faculty members demonstrating how they structure and choose active learning opportunities in their courses.

W Nov 3 3:00- 4:30pm OR Th Nov 4 3:00- 4:30pm (Online via Zoom) Facilitators: Tyler Roeger (CETL) and Erin Vobornik (ESL)

Concluding the Align with Design series, this workshop identifies how to use a Universal Design framework to build flexibility and access into curriculum and individual lessons. We’ll discuss approaches to assignments, classroom discussions, and student engagement in an effort to design smarter rather than harder. In addition to identifying opportunities, this workshop features faculty describing how they strategize and implement Universal Design with their students.

WALKING THE EQUITY WALK: PUTTING IDEAS INTO CLASSROOM PRACTICE SERIES

Presented by ECC’s Teaching/Learning for Inclusivity, Diversity, and Equity (TIDE) group, this series of workshops will focus on practical ways to foster an equitable and inclusive course, from course policies and curriculum to classroom interactions. Join any and all of these interactive workshops to learn about how colleagues approaching moving from equity talk to equity walk in their teaching.

F Sept 24 2:00- 3:00pm (Online via Zoom) Facilitators: Peter Han (Humanities), Chasity Gunn (English)

To bolster students’ engagement and self-efficacy, it is a crucial that faculty proactively include diverse representation in teaching materials and seek to recognize how their own attitudes and beliefs impact their curriculum choices. This workshop focuses on ways to intentionally choose teaching materials (readings, videos, examples) and curriculum resources that represent and matter to our students.

F Oct 15 2:00- 3:00pm (Online via Zoom) Facilitators: Ryan Kerr (English), Shawn Maxwell (Music)

When setting course policies in a syllabus, many instructors fall back on decades-old policies that reflect their own experience as students. Given how inequitable higher education has been traditionally, we must question these policies and determine how we can run our classes to promote success for all students, including those students who have historically been marginalized in college classrooms.

This workshop will discuss questions to consider regarding policies on grading and participation and curriculum decisions, in an effort to consider what is being explicitly valued in a course and who is being implicitly supported.

Workshop Recording

F Nov 19 3:30- 4:30pm (Online via Zoom)Facilitators: Stacey Shah (Library)

Fatness is rarely considered in conversations about equity, diversity, and inclusion even though anti-fat bias is pervasive within our society. Without tools and context to examine the intersectional impact of anti-fat bias, we cannot create learning spaces that truly recognize and value the experiences of all of our students. This workshop focuses on developing language and historical context, identifying systemic bias, and providing strategies for creating a more inclusive learning environment.

Workshop Recording

Examining Anti-Fat Bias Resources

F Dec 3 2:00- 3:00pm (Online via Zoom) Facilitator: Manuel Salgado (Psychology)

Through strategies like soliciting student feedback, providing students choices at appropriate times, and emphasizing holistic well-being, instructors have many opportunities to empower students in a course. The workshop will detail strategies designed to view students through an asset rather than a deficit mindset and share lessons learned from seeking to share course agency with students.

DESIGNING ACCESSIBLE MATERIALS

T Sept 7 2:00- 3:00pm (Online via Zoom)Facilitator: Ginger Dewey (ReadSpeaker)

Come learn how the ReadSpeaker tool in our Desire2Learn (D2L) learning management system can help all students engage with their materials, increase their vocabulary, take notes, and reduce their screen burnout. This workshop will cover several of the accessibility features in both webReader and docReader.

Using ReadSpeaker to Boost Student Access in D2L Session Recording

M Sept 20 3:00- 4:15pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make Microsoft Word documents accessible for students and for the ECC community and demonstrate the most common accessibility challenges in Word. Ample time will be spent practicing how to adjust documents, and participants will be guided through where to start and how to revise a document that they bring (such as syllabi, assignment descriptions, or letter templates).

Participants will leave with a revised document and simple steps for improving accessibility.

Making MS Word Accessible Workshop Slides

Making MS Word Accessible Workshop Recording

M Oct 4 3:00- 4:15pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make Microsoft PowerPoint slides accessible for students and for the ECC community and demonstrate the most common accessibility challenges in PowerPoint. Ample time will be spent practicing how to adjust slides, and participants will be guided through where to start and how to revise a slideshow that they bring.

Participants will leave with a revised slideshow and simple steps for improving accessibility.

Making PowerPoint Accessible Workshop Slides

Making MS PowerPoint Accessible Workshop Recording

M Oct 25 3:00- 4:15pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make pre-recorded videos and synchronous online video sessions accessible with captions for students and for the ECC community. Ample time will be spent demonstrating where to start and how to add captions and transcripts.

Making Videos Accessible Workshop Slides

Using Captions on Zoom and on YouTube Workshop Recording

M Nov 14 3:00- 4:15pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)

In this interactive workshop, we’ll discuss the need to make materials created with Google Documents and Google Slides presentations accessible for students and for the ECC community and demonstrate the most common accessibility challenges in Google Docs and Slides. Ample time will be spent practicing how to adjust materials, and participants will be guided through where to start and how to revise a document that they bring (such as syllabi, assignment descriptions, handbooks, meeting minutes, instruction sheets).

Participants will leave with a revised document and simple steps for improving accessibility.

Making Google Docs and Slides Accessible Workshop Slides

Making Google Docs and Slides Accessible Workshop Recording

INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING

T Sept 14- M Oct 25 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.

This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

T Oct 19- M Dec 13 (Online Asynchronous) Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.

This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

T Oct 19- M Dec 13 (Online Asynchronous and Two In-Person Meetings: T Oct 26 3:00- 5:00pm and T Dec 7 3:00- 5:00pm) Facilitator: Jennifer Merritt (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to designing a hybrid course blueprint, integrating online and face-to-face learning activities, and identifying the components of a pedagogically effective hybrid course. This course will provide educators with valuable resources and important skills needed to develop and manage a hybrid course effectively.

This course is instructor-led, eight-weeks long, and combines face-to-face sessions with online learning activities. Thus, participants will have an opportunity to experience learning using a hybrid model of instruction.

ADDITIONAL OFFERINGS

F Nov 5 9:00- 11:00am OR F Nov 12 1:00- 3:00pmSpartan Auditorium, G100Facilitators: Vinny Cascio (Wellness) and Tracy Vittone (Advising)

LGBTQ+ Safe Zone Training provides the opportunity to create a network of visible allies to people who identify as part of the LGBTIQA+ campus community. Safe Zone trainings provide information and resources related to sexual orientation, gender identity, and gender expression.

Summer 2021 Workshops

W July 14 2:00- 3:15pm (Online via Zoom) OR Th July 15 1:00- 2:15pmFacilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)In this interactive workshop, we’ll discuss the need to make Microsoft Word documents accessible for students and for the ECC community and demonstrate the most common accessibility challenges in Word. Ample time will be spent practicing how to adjust documents, and participants will be guided through where to start and how to revise a document that they bring (such as syllabi, assignment descriptions, or letter templates).Participants will leave with a revised document and simple steps for improving accessibility.

W July 28 2:00- 3:15pm (Online via Zoom) Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)In this interactive workshop, we’ll discuss the need to make Microsoft PowerPoint slides accessible for students and for the ECC community and demonstrate the most common accessibility challenges in PowerPoint. Ample time will be spent practicing how to adjust slides, and participants will be guided through where to start and how to revise a slideshow that they bring.Participants will leave with a revised slideshow and simple steps for improving accessibility.

W Aug 11 2:00- 3:15pm (Online via Zoom)Facilitators: Bhumikaben Bergman (Web Services), Pietrina Probst (Student Access & Disability Services), Tyler Roeger (CETL)In this interactive workshop, we’ll discuss the need to make pre-recorded videos and synchronous online video sessions accessible with captions for students and for the ECC community. Ample time will be spent demonstrating where to start and how to add captions and transcripts.

T May 25- M July 5 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)
The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.
This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

T June 29- M Aug 23 (Online Asynchronous) Facilitator: Tammy Ray (Instructional Technology & Distance Learning)
The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.
This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

T June 29- M Aug 23 (Online Asynchronous and Two In-Person Meetings: July 6 3-5pm and Aug 17 3-5pm) Facilitator: Christian Zehelein (Instructional Technology & Distance Learning)
The purpose of this course is to introduce educators to designing a hybrid course blueprint, integrating online and face-to-face learning activities, and identifying the components of a pedagogically effective hybrid course. This course will provide educators with valuable resources and important skills needed to develop and manage a hybrid course effectively. This course is instructor-led, eight-weeks long, and combines face-to-face sessions with online learning activities. Thus, participants will have an opportunity to experience learning using a hybrid model of instruction.

Spring 2021 Workshops

Techniques for Managing the Enhanced Classroom (6-Week Course)

M Jan 26- T Mar 8 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)
The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.
This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Online Instruction and Assessment Practices (8-Week Course)

T Feb 9- M Apr 12 (Online Asynchronous) or T Mar 9- M May 10 (Online Asynchronous)Facilitator: Tammy Ray (Instructional Technology & Distance Learning)
The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.
This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Combining On-Site with Online, Hybrid Teaching (8-Week Course)

T Apr 27- M June 21 (Online Asynchronous and Two In-Person Meetings) Facilitator: Christian Zehelein (Instructional Technology & Distance Learning)
The purpose of this course is to introduce educators to designing a hybrid course blueprint, integrating online and face-to-face learning activities, and identifying the components of a pedagogically effective hybrid course. This course will provide educators with valuable resources and important skills needed to develop and manage a hybrid course effectively. This course is instructor-led, eight-weeks long, and combines face-to-face sessions with online learning activities. Thus, participants will have an opportunity to experience learning using a hybrid model of instruction.

Faculty Observation and Feedback

W Jan 13, 2021 2:00- 3:30pmFacilitators: Wendy Miller (Health Professions, Math, Science, and Engineering), Renee Skrabacz (Health Professions, Science, and Engineering), and Christina Marrocco (English)
Better understand the observation and feedback process, from both perspectives. This workshop outlines the processes, timelines, strategies, and expectations of observation and feedback at ECC, with special attention given to the Online Observation process.
Faculty Observation and Feedback Workshop Recording

TIDE Presents: What's in a Name? Chosen Names and Respecting Our Students

F Jan 29, 2021 2:30- 3:30pmFacilitators: Lori Clark (English) and Liddy Hope (Human Services)
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), in this workshop, we’ll discuss the importance of students’ names and how being intentional with students’ names can help create a sense of belonging in a course. During the session, we’ll introduce faculty to the new ability to use preferred pronouns and chosen name in ECC electronic platforms. We’ll also consider how the ways we address our students can create a culture of respect in a course.

TIDE Presents: Navigating Mental Health in the "New Normal"

F Mar 5, 2021 3:00- 4:00pmFacilitators: Wellness Services
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), in this workshop, we’ll consider how the collective trauma of COVID-19 has changed how we live our lives. As we continue to move forward, our students enter the classroom with the sustained stress of a global pandemic. However, so do we! This presentation will help develop trauma sensitive awareness for assisting students, colleagues, and ourselves during these unprecedented times.
Workshop Recording

TIDE Presents: Diversity! Equity! Equality! What Do These Mean? Why Should We Care?

F Apr 2, 2021 3:00- 4:00pmFacilitator: Peter Han (Humanities)
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), in this workshop, we’ll examine the meaning of diversity, equity, and equality to see if we
  • Are understanding and using them accurately.
  • Find these terms to be complementary or contrasting.
  • Notice our thoughts on these meanings affect our teaching practices.

TIDE Presents: Undocumented Student Support Training: Part 1: Information and Awareness

F Apr 30, 2021 3:00- 4:00pmFacilitators: Luis Caballero (Advising), Vinny Cascio (Wellness Services), Elena Gardea (Adult Education), Elizabeth Herrera (Advising), Sean Jensen (Transfer Services), and Marlen Ruiz (Advising)
Presented by T.I.D.E. (Teaching/Learning for Inclusivity, Diversity, and Equity), this workshop will discuss the experience and unique challenges faced by students who are undocumented. Content will include information regarding legal, financial, and mental health concerns faced by undocumented students and what resources are available.
April 30, 2021 Undocumented Student Support Training Part 1 Recording Passcode: *6AVu@8=


The workshops below will be paired with the Magna 20-Minute Mentor Videos of the same title. Participants are asked to watch the short video in advance of each workshop. The workshops will guide faculty through discussion and exercises for putting the 20-Minute Mentor Video’s concepts into practice.

Faculty are encouraged to attend any and all session. Instructions on how to access Magna 20-Minute Mentor Video resources via ECC’s account can be found on Teaching Resources page of the CETL site.

Engaging Video Lectures

W Jan 27, 2021 9:00- 10:00am orF Jan 29, 2021 1:00- 2:00pm Facilitator: Tyler Roeger (CETL)
Videos can be an effective way to deliver lecture content, especially in online courses. This session focuses on strategies for making lecture videos interactive and ways to determine what to include in a video lecture. Participants are encouraged to watch the Magna Publishing 20-Minute Mentor Video “How Can I Make My Video Lectures Effective and Engaging?” prior to the workshop.

Synchronous Sessions: The First 10 Minutes

W Feb 10, 2021 9:00- 10:00am orF Feb 12, 2021 1:00- 2:00pm Facilitator: Tyler Roeger (CETL) How faculty begin a synchronous online class session can be crucial for beginning an interactive lesson. We’ll spend this workshop considering strategies that can be used to create an engaging lesson from the very start of class. Participants are encouraged to watch the Magna Publishing 20-Minute Mentor Video “How Can I Maximize the First 10 Minutes of Remote Teaching to Spark Student Engagement? ” prior to the workshop.

Academic Honesty Online

W Mar 3, 2021 9:00- 10:00am orF Mar 5 2021 1:00- 2:00pm Facilitator: Tyler Roeger (CETL) In this workshop, we’ll consider some of the main reasons that students cheat on assignments and way to prevent cheating through assignment and course design.. Participants are encouraged to watch the Magna Publishing 20-Minute Mentor Video “How Can I Ensure Academic Honesty in My Online Assessments” prior to the workshop.

Making Exams More About Learning

W Mar 17, 2021 9:00- 10:00am orF Mar 19, 2021 1:00- 2:00pm Facilitator: Ranae Ziwiski (Accounting) Ideally, exams should present several opportunities for learning rather than only something to get through. This workshop will delve into how to use exam prep, exam design, and review sessions to refocus what we want students to gain from exams. Participants are encouraged to watch the Magna Publishing 20-Minute Mentor Video “How Can I Make My Exams More About Learning, Less About Grading? ” prior to the workshop.

How Can I Implement UDL in the Next 20 Days?

F Apr 16, 2021 1:00- 2:00pm Facilitator: Tyler Roeger (CETL) Universal Design for Learning (UDL) is an approach to teaching that seeks to make learning as accessible to as many students as possible by providing multiple means of representation, expression, and engagement. This workshop will focus on ways to revise course curriculum and policies through a UDL approach. Participants are encouraged to watch the Magna Publishing 20-Minute Mentor Video “How Can I Implement UDL in the Next 20 Days? ” prior to the workshop.
NOTE: This is a different workshop than the “How Can I Implement UDL in the Next 20 Minutes?” session offered Fall 2020.

Online Platforms for Difficult Conversations

W Apr 28, 2021 9:00- 10:00am orF Apr 30, 2021 1:00- 2:00pm Facilitator: Tyler Roeger (CETL) Difficult conversations with students, whether discussing a low course grade or academic integrity issues, are never easy. And a lack of face-to-face interaction can make such conversations even more challenging. This workshop will consider strategies for making difficult conversations as productive as possible, focusing on online platforms to use and ways to proactively structure the conversation. Participants are encouraged to watch the Magna Publishing 20-Minute Mentor Video “How Can I Create a Platform for Difficult Conversations in the Online Classroom? ” prior to the workshop.

Fall 2020 Workshops

Opening Day Fall 2020 TLSD Meeting

Designing for Accessibility

Facilitators: Pietrina Probst (Student Disability Services) and Tammy Ray (Distance Learning & Instructional Support) Maximizing the accessibility of course materials for all students should be a priority of all classes and becomes especially important when content is delivered online. This session will demonstrate practical steps to creating or revising electronic course materials to benefit all learners.
Webinar slides

Gathering and Responding to Student Feedback

Facilitator: Tyler Roeger (CETL), Gathering student feedback during a course is an important way to assess student experience and forefront students in the learning process. This session will focus on ways to methodically solicit and incorporate student feedback throughout a course.
Webinar slides

Leading Synchronous Online Class Lessons

Facilitators: Alison Douglas (English) and Colleen Stribling (English as a Second Language) This session will discuss strategies for designing and leading and facilitating synchronous online class sessions. The session will detail strategic approaches that might be used on any online platform and will explore particular features of using Zoom.
Webinar recording available here.

Library Support for Students and Faculty in These Times

Facilitator: Elizabeth Hultzman (Library) Description: This session will detail how the library and its services are operating fall 2020 and provide information on how the library can support online instruction and remain a consistent learning resource this fall. Come to learn about how the library can support faculty and students and bring any questions you have
Webinar slides

Preventing Cheating Through Assignment and Grade Design

Facilitators: Abby Bailey (Math) and Kellen Bolt (English) Maintaining academic integrity can be a major concern in teaching and can be exacerbated in online learning. This workshop will detail approaches to design (or redesigning) assignments and approaches to grading to prevent cheating.
Example Academic Integrity Policy StatementPreventing Cheating Cheat SheetSample Essay Prompt

Techniques for Managing the Enhanced Classroom

Sept 15- Oct 26 (Online Asynchronous)Course Code CFD 300 770Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to developing a course blueprint, Web-design consistency, communications tools, and setting up a gradebook. A general overview of Desire2Learn (D2L) will be provided.

This course will provide educators with valuable resources and important skills needed to develop and manage an enhanced course effectively. The course is instructor-led, six-weeks long, and fully online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Online Instruction and Assessment Practices

Oct 20- Dec 14 (Online Asynchronous)Course Code CFD 300 775Additional Sections: CFD 300 776 CFD 300 777Facilitator: Tammy Ray (Instructional Technology & Distance Learning)

The purpose of this course is to introduce educators to instructional design, communications tools, using group work online, creating interactive content, and deciding upon online assessment items.

This course will provide educators with valuable resources and important skills needed to develop and teach an online course effectively. The course is instructor-led, eight-weeks long, and fully-online. Thus, participants will have an opportunity to experience learning at a distance in an online environment.

Beyond the Discussion Board, How Can I Engage Students Online?

W Sept 23, 2020 9:00- 10:00am (CFD 403 300) ORF Sept 25, 2020 2:00- 3:00pm (CFD 403 301)Zoom Join information will be sent to those registered prior to the session.

Learn how to overcome common challenges of online discussion boards. Additionally, we’ll examine other options for engagement in your in online (and face-to-face) courses.

How Can I Enhance the Impact of Feedback in Online Learning?

W Oct 7, 2020 9:00- 10:00am (CFD 404 301) ORF Oct 9, 2020 2:00- 3:00pm (CFD 404 302)Zoom Join information will be sent to those registered prior to the session.

Feedback is a key element in the learning process. Discover multiple feedback strategies that can grab students’ attention, help them learn from their mistakes, and upgrade your online feedback, making it more specific, timely, and effective.

How Can I Implement Universal Design for Learning in the Next 20 Minutes?

W Oct 21, 2020 9:00- 10:00am (CFD 412 302) ORF Oct 23, 2020 2:00- 3:00pm (CFD 412 303)Zoom Join information will be sent to those registered prior to the session.

Discover how Universal Design for Learning (UDL), a mindset and approach to instructional design, benefits all students and gives extra support to vulnerable groups.

Should I Encourage Experiential Learning During Class? How?

W Nov 11, 2020 9:00- 10:00am (CFD 408 301) ORF Nov 13, 2020 2:00- 3:00pm (CFD 408 302)Zoom Join information will be sent to those registered prior to the session.

Since lecturing is not always effective for all students, we’ll consider how to add more experiential learning to your courses. This session will detail several high-impact educational practices of active learning.

How Can Grading Policy Options Influence Student Learning?

W Nov 18, 2020 9:00- 10:00am (CFD 404 303) ORF Nov 20, 2020 2:00- 3:00pm (CFD 404 304)Zoom Join information will be sent to those registered prior to the session.

Learn the positive results—empowering students, motivating the, increasing their engagement, achieving better learning outcomes- that can be realized through strategic decisions you make about your grading policies.

How Do I Infuse Equity into Any Online Class?

W Dec 2, 2020 9:00- 10:00am (CFD 406 301) ORF Dec 4, 2020 3:00- 4:00pm (CFD 406 302)Zoom Join information will be sent to those registered prior to the session.

Consider what equity looks like in the online classroom. This session will explore what it means to teach equitably and will identify five practices that you can incorporate into your online courses.


Summer 2020 Workshops

Creating Engaging Recorded Lectures

Wednesday, July 8 1:00- 2:00pm

Course Code: CFD 403 100

Facilitators: Chasity Gunn (English); Dan Kernler (Math)


Recording short lectures is one way to provide instruction in online courses. This workshop will feature suggestions for design lectures with student engagement in mind and will demonstrate some tools for recording audio or video go along with slides. Whether you are very confident with recording lectures already or are brand new to it, you are invited to participate.


A link to join this online session via Zoom will be sent to everyone registered prior to the session. The session will be recorded and made available to everyone at ECC via the CETL site following the initial date.


Webinar recording available here. Note that the recording begins a few minutes into the workshop.

Facilitating Asynchronous Active Learning

Thursday, July 16 10:00- 11:00am

Course Code: CFD 408 100

Facilitators: Ryan Kerr (English); Angelika Stachnik (Medical Imaging)


This workshop will focus on several approaches to creating and facilitating asynchronous online discussions. We’ll use traditional discussion forums as a jumping off point to consider additional options. The goal is for all faculty in attendance to leave the session with ideas for facilitating discussion and the knowledge behind the types of discussions to use in different contexts.


A link to join this online session via Zoom will be sent to everyone registered prior to the session. The session will be recorded and made available to everyone at ECC via the CETL site following the initial date.


Webinar recording available here.

Academic Integrity: Preventing and Responding to Cheating

Wednesday, July 22 1:00- 2:00pm

Course Code: CFD 404 100

Facilitators: Abby Bailey (Math); Kellen Bolt (English); John Long (Student Success & Judicial Affairs); Tyler Roeger (CETL)


Maintaining academic integrity can be a major concern in teaching and can be exacerbated in online teaching. This workshop focuses on ways to design or redesign assignments to prevent plagiarism and cheating. By considering the most common reasons that students cheat as well as assignment design rather than monitoring technology, this workshop takes a preventative and holistic approach. We will discuss assignment design approaches for various disciplines with the goal of all faculty leaving with ideas for how to design or redesign their own assignments.


A link to join this online session via Zoom will be sent to everyone registered prior to the session. The session will be recorded and made available to everyone at ECC via the CETL site following the initial date.


Webinar recording available here.

Leading Synchronous Online Lessons

Wednesday, July 29 1:00- 2:00pm

Course Code : CFD 413 100

Facilitators: Tyler Roeger (CETL); Colleen Stribling (English as a Second Language)


This session will discuss strategies for leading and facilitating synchronous class sessions. The session will detail strategic approaches that might be used on any online platform and will detail particular technical features of using Zoom.


A link to join this online session via Zoom will be sent to everyone registered prior to the session. The session will be recorded and made available to everyone at ECC via the CETL site following the initial date.


Webinar recording available here.

ePortfolios as a Teaching Tool

Wednesday, August 5 1:00- 2:00pm

Course Code: CFD 405 100

Facilitators: Laurie Roberts (Career Services); Tyler Roeger (CETL)


Electronic portfolios (ePortfolios) are an approach to designing and collecting assignments that, among other benefits, encourages student self-reflection and emphasizes employability. This session will explore several of the benefits of using ePortfolios for any discipline or course level and will feature a panel of faculty who will discuss and show their experience with using ePortfolios in their courses and programs.


A link to join this online session via Zoom will be sent to everyone registered prior to the session. The session will be recorded and made available to everyone at ECC via the CETL site following the initial date.

Spring 2020 Workshops

Fall 2019 Workshops