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Align with Design Instructional Design Series
Align with Design Instructional Design Series
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.
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.
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
Workshop Materials: Includes examples of well-written outcomes and objectives
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
Workshop Materials: Includes activities for making an assignment transparent and determining alignment of an assignment with course outcomes.
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
Workshop Materials: Includes explanations and examples of commonly used formative assessment practices.
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
Workshop Materials: Includes a guide for aligning activities with different course outcomes and lesson objectives.
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.
Workshop Materials: Includes Universal Design for Learning Guidelines Checklist and Progression Rubric.
Preventing Cheating Through Assignment and Grade Design
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 Statement
Preventing Cheating Cheat Sheet
Designing Accessible Materials
Designing Accessible Materials
Facilitator: Kyle Ahlmann (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.
Facilitator: Kyle Ahlmann (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.
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 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 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
Equitable Tenure Support Series
Equitable Tenure Support Series
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
Part 1: Practices for Reducing the Influence of Bias on the Tenure Review Process Workshop Recording
Part 1: Practices for Reducing the Influence of Bias on the Tenure Review Process Handout
Pre-Reading: "Rethinking Research Assessment: Addressing the Institutional Biases in Review, Promotion, and Tenure Decision-Making" (2020)
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
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
Leading for Learning Classroom Strategies Series
Leading for Learning Classroom Strategies Series
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.
Structuring Class Discussions Resource
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.
Cooperative Strategies Resource
October 27, 2022 Workshop Recording
Gathering and Responding to Student Feedback
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.
Neurodiversity in Learning
Neurodiversity in Learning
CETAL is excited to offer a workshop series about Neurodiversity. The series will feature five sessions dedicated to supporting neurodiverse learners in a variety of ways. Individual workshops and registration links are below.
September 12, 2024 1:00-2:30pm
Room B182 and on Zoom
Facilitator: Dr. Michael Duggan (College of Dupage)
To open our neurodiversity series, Dr. Michael Duggan will share practical advice for supporting students on the autism spectrum and helping them to succeed, not only academically, but also socially and emotionally.
Recording TW: The video contains imagery documenting the presenter's personal medical journey, which may be distressing to some viewers. If you would like to skip this portion of the presentation, it occurs from 53:35 to 56:18.
Slides TW: The slides contain imagery documenting the presenter's personal medical journey, which may be distressing to some viewers. The imagery is on slide 22.
October 18, 1:00-2:30pm
Room E100.01 and on Zoom
Facilitators: Cyndi Carlson (Wellness Services) and Patrick Carberry (English)
Overarching Questions:
How are neurodiverse students affected by different elements of the classroom environment?
What does an inclusive, neurodiverse classroom look like?
How can we clearly communicate classroom expectations to neurodiverse learners?
November 12, 2024 12:00- 1:30pm
Room B180 and on Zoom
Facilitators: Kellen Bolt (English) and Heather Martin (CETAL)
Overarching Questions:
How can we assess neurodiverse learners in a way that is equitable?
What steps can we take to ensure all students have the opportunity to show mastery of content?
November 22, 2024 10:00- 11:30am
Room E100.01 and on Zoom
Facilitator: Diane Kondratowicz (Humanities), Chiquita Hallom (Student Success & Disability Services), Pietrina Probst (Student Access & Disability Services), and Katie Simpson (Student Access & Disability Services)
Overarching Questions:
What is the process when a neurodiverse student requests accommodations?
How are accommodations chosen?
What can faculty do to ensure accommodations are reasonable?
Participant Contributions to Activity
December 6, 2024 11:00am- 12:30pm
Room B182 and on Zoom
Facilitators: Dawn Munson (Education) and Kris Campbell (Math)
Overarching Questions:
How do you plan a lesson for a neurodiverse classroom?
How does planning for a neurodiverse population impact all of your students?
How can we effectively communicate content in a neurodiverse classroom?
Online Teaching Strategies
Online Teaching Strategies
Creating Engaging Recorded Lectures
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
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
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.
Example Academic Integrity Policy Statement
Preventing Cheating Cheat Sheet
Leading Synchronous Online Lessons
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
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.
Supporting Multilingual Students
Supporting Multilingual Students
Friday, November 1, 2024 10:00am- 12:00pm in E201 and on Zoom
Facilitators: Jenny Staben (College of Lake County)
In this workshop, participants will learn to more effectively support the multilingual students in their classes by better understanding multilingual students in general. Participants will engage in a sensitivity/empathy exercise, explore the diversity behind the label of “multilingual,” as well as learn how differences in culture can impact multilingual students as writers and students.
Note: This workshop is designed for both tutors and instructors in any discipline.
11.1.24 Supporting Multilingual Students Workshops Recording
11.2.24 Supporting Multilingual Students Workshop Slides
Friday, November 1, 2024 1:00- 3:00pm in E201 and on Zoom
Facilitators: Jenny Staben (College of Lake County)
In this workshop, participants will learn ways to support a diverse range of multilingual writers by being both a literacy and language coach. Participants will explore strategies to help writers’ language and literacy acquisition as well as learn best practices for responding to error in multilingual student writing.
Note: This workshop is designed for those who work with multilingual writers, whether you are a tutor in the Writing Center, English faculty, or a faculty member who frequently assigns writing in their courses.
Teaching/Learning for Inclusivity, Diversity, and Equity (TIDE) Workshops
Teaching/Learning for Inclusivity, Diversity, and Equity (TIDE) Workshops
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.
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.
October 21, 2022 Workshop Recording
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.
November 18, 2022 Workshop Slides
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
Difficult Conversations Resources
Managing Difficult Classroom Conversations, from the Indiana University Center for Innovative Teaching and Learning
Ten Tips for Facilitating Classroom Discussions on Sensitive Topics
Recommendations and Resources for Supporting Students Before, During, and After the Chauvin Trial, from the University of Minnesota
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
Workshop Slides: Includes additional resources in final slide.
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.
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.
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.
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.
What's in a Name? Chosen Names and Respecting Our Students
What's in a Name? Chosen Names and Respecting Our Students
F Jan 29, 2021 2:30- 3:30pm
Facilitators: 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.
Navigating Mental Health in the "New Normal"
Navigating Mental Health in the "New Normal"
F Mar 5, 2021 3:00- 4:00pm
Facilitators: 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.
Diversity! Equity! Equality! What Do These Mean? Why Should We Care?
Diversity! Equity! Equality! What Do These Mean? Why Should We Care?
F Apr 2, 2021 3:00- 4:00pm
Facilitator: 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.
Trauma-Informed Teaching Series
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.
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.
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)
ECC Student Resource Fair (for Faculty)
Wednesday, January 18, 2023 1:00- 2:00pm
Thursday, January 19, 2023 4:00- 5:00pm
Location: 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
ECC Police
Financial Aid
Homeless Student Liaison
Undocumented Student Liaison
Dean of Students
Library
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.
Trauma and the Classroom Workshop Slides
February 3, 2023 Workshop Recording
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), Coresair Mack (Wellness Services), 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.
De-Escalating Crisis Situations and Restorative Justice Slides
March 10, 2023 Workshop Recording
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 (CETAL)
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.
Undocumented Student Support
Undocumented Student Support
Undocumented Student Support Training, Part 1: Information and Awareness
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
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
Miscellaneous
Miscellaneous
Gathering and Responding to Student Feedback
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 focused on ways to methodically solicit and incorporate student feedback throughout a course.
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