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

Spring 2023 Workshops & Classes 

TRAUMA-INFORMED TEACHING SERIES 


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.

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

ECC Student Resource Fair (for Faculty) 

Wednesday, January 18, 2023 1:00- 2:00pm Thursday, January 19, 2023 4:00- 5:00pmLocation:  G100, Outside Spartan Auditorium No registration. Drop by when you can! 

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 

Monday, January 30, 2023 3:00- 4:30pm in E201 OR Friday, February 3, 2023 10:00- 11:30am (Online via Zoom) Facilitators:  Liddy Hope (Human Services) and Joe Rosenfeld (Human Services) 

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.  

Thursday, March 9, 2023 3:00- 4:30pm in E201 OR Friday, March 10, 2023 10:00- 11:30am (Online via Zoom) Facilitators:  John Long (Student Success Center) and Tyler Roeger (CETAL)

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.  

Monday, April 3, 2023 3:00- 4:30pm in E201 OR Friday, April 7, 2023 10:00- 11:30am (Online via Zoom) Facilitator:  Kellen Bolt (English) and Heather Martin (English) 

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

Monday, January 30, 2023 through Friday, February 10 Online Asynchronous via D2L 

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

EQUITABLE TENURE SUPPORT

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

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

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

DESIGNING ACCESSIBLE MATERIALS

Friday, January 27, 2023 10:00am- 11:00am (Online via Zoom)Friday, April 21, 2023 10:00- 11:00am (Online via Zoom)Facilitator:  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. 

Friday, February 10, 2023 10:00- 11:00am (Online via Zoom)Friday, March 10, 2023 10:00- 11:00am (Online via Zoom) Friday, April 7, 2023 10:00- 11:00am (Online via Zoom) Facilitator:  Megan DiCianni (Instructional Improvement and Distance Learning) 

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.

Friday, April 14, 2023 10:00am- 12:00pm in C121Facilitator:  Megan DiCianni (Instructional Improvement and Distance Learning) 

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! 

INSTRUCTIONAL TECHNOLOGY AND DISTANCE LEARNING 

Tuesday, January 24, 2023- Monday, March 6, 2023 (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, March 7, 2023- Monday, May 8, 2023 (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, March 7, 2023- Monday, May 8, 2023 (Online Asynchronous and Two In-Person Meetings:  Tuesday, March 14, 2023 3:00- 5:00pm and Tuesday, May 2, 2023 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.

Registering for Workshops

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

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 

Faculty participating at an activity at a workshop

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

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

ECC’s Teaching/Learning for Inclusivity, Diversity, and Equity (TIDE) group organized a series of short workshops focused on practical ways to foster an equitable and inclusive course, from course policies and curriculum to classroom interactions. 

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




Gathering student feedback during a course is an important way to assess student experience and forefront students in the learning process. This session focused on ways to methodically solicit and incorporate student feedback throughout a course.