Content-Based Workshops

Each semester, CETL 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 2021 Workshop Offerings

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.

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.

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- 4:00pm
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.

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.

Registering for Workshops

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

To register for CETL content-workshops and the TeachECC conference, navigate to the Employee tab of the accessECC Portal, and 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.

Click here for more detailed instructions, including screenshots.

Submitting a Workshop Topic

To suggest a topic for a workshop, contact Tyler Roeger at troeger@elgin.edu or (847) 214-7696. There is also a CETL Workshop Proposal Form (fillable PDF version or Word version) that can be used to provide more detail or to request that an already-planned workshop or series of workshops receive lane credit through CETL.

Receiving Lane Movement Credit for CETL 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. CETL'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 CETL 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.