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

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)

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)

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.

CETAL’s Trauma-Informed Teaching series is intended to support faculty with skills and resources for educating students who’ve experienced or are in the middle of experiencing traumatic life events brought on by factors such as physical health, financial struggles, food and housing insecurity, mental health challenges, and immigration status, among other significant pressures our students face. 

The series includes events such as a Resource Fair to drop in and learn more about the support ECC provides our students, interactive workshops on power in the classroom, de-escalation classroom tactics based on restorative justice, and providing students with both structure and choices to support their academic growth. Join any and all events.

Trauma Informed Pedagogy Research Guide

Curated by the ECC Library, this Trauma Informed Pedagogy Research Guide includes several helpful resources for educators.

ECC Student Resource Fair (for Faculty) 

Learn about the varied ECC resource centers and offices dedicated to supporting students' academic and emotional well-being and to helping students fulfill their basic needs. This resource fair is intended for faculty and TLSD admin and staff to drop by to gather information from and converse with key people who support our students, including 

• ECC Police

• Financial Aid

• Homeless Student Liaison

• Undocumented Student Liaison 

• Dean of Students

• Library 

Trauma and the Classroom  

This workshop will help faculty to understand what manifestations of trauma look like in student behavior. It will give participants the tools to prevent triggering trauma responses in students and to help respond to manage behavioral manifestations in students when they occur.  

Trauma and the Classroom Workshop Slides

February 3, 2023 Workshop Recording

De-Escalating Crisis Situations and Restorative Justice in the Classroom 

Class lessons and office hours conversations don’t always go as planned and can sometimes involve tense situations due to students exhibiting behavioral concerns and/or sharing particularly vulnerable information. In this workshop, faculty will learn strategies intended to defuse student behavioral concerns and will consider ways to respond when students open up. Taking an approach based on restorative justice, we’ll study real examples and hear from campus support offices.  

De-Escalating Crisis Situations and Restorative Justice Slides

March 10, 2023 Workshop Recording

Reconciling High Structure and Student Choice

Both structure and student choice are inclusive practices. Building a course that has a clear structure yet is flexible enough to incorporate student choice can feel overwhelming. In this workshop, faculty will learn how to design a course that balances structure and flexibility. Presenters will include examples of assessments and activities that incorporate student choice while establishing clear parameters.  

Faculty Observation and Feedback 

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

*NOTE:  This course runs for two weeks asynchrounsly online via the D2L platform. Throughout the course, there are interactive checkpoints for participants to pose questions and test out ideas. Participants will have access to the D2L course on the start date listed when they register. 

Teaching Observation Forms

Part 1:  Practices for Reducing the Influence of Bias on the Tenure Review Process

Friday, February 10, 2023 10:00am- 12:30pm

Facilitators:  Meagan Pollock (Engineer Inclusion) 

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

• February 10, 2023 Workshop Recording

• Part 1:  Practices for Reducing the Influence of Bias on the Tenure Review Process Handout

• Unintended Cognitive & System Biases Infographic

• Pre-Reading:  "Rethinking Research Assessment:  Addressing the Institutional Biases in Review, Promotion, and Tenure Decision-Making" (2020)

  • Part 1 Part 2 Part 3 Part 4

Part 2:  Guidelines for Shifting from Gatekeeping to Stewardship in the Tenure Review

Friday, March 17, 2023 10:00am- 12:30pm

Facilitators:  Meagan Pollock (Engineer Inclusion) 

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

• March 17, 2023 Workshop Recording

• Case Study

• Contrasting Values Handout

• Stewardship Prompts

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

Friday, April 21, 2023 10:00am- 12:30pm

Facilitators:  Meagan Pollock (Engineer Inclusion) 

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

• April 21, 2023 Workshop Recording

• Planning Your Feedback Handout

• Tenure Scenarios Activity

• Topic Infographic Handout

• Additional Resources

  • "How to Practice Stewardship Rather than Gatekeeping" (2022)

  • "What's Better Than the Golder Rule? The Platinum Rule" (2021)

  • "4 Proven Strategies for Teaching Empathy" (2017)

  • "What is Postionality" (2021)

• Pre-reading:  "Are You Brave Enough to Listen Like Wonder Woman?" (2021)

Greatest Hits in Accessibility! 

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. 

Accessibility in the D2L Platform 

This faculty-focused workshop covers skills for creating accessible course content within D2L.  The program will also include tips on ensuring accessibility in discussion boards and quizzes.

Accessible Document Remediation Workshop 

Have a really difficult document that you're not sure a student can understand?  Have you freaked out because you had to make drastic changes to a course for accommodation?  Well, this is a great place to start! 

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

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)

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)

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.