Workshop Offerings

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

Fall 2021 Opportunities

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.

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.

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.

F Nov 19 Time TBA (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.

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.

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.

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.

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.

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.

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.

Faculty participating at an activity at a 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

  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

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.

Previous Offerings

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.

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