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Center for Teaching Excellence

  • Mungo Teaching Award Panel

GTA/IA Workshops and Events

The Center for Teaching Excellence is committed to planning and implementing professional development programming for graduate teaching assistants. Graduate student workshops and events are designed to address teaching challenges unique to being a graduate student.

*Special Notice*

In order for attendees to personally track their current registrations and attendance at CTE workshops and events, CTE requires that registrants create an account in our registration system and login to register.  If you have an existing training account with the Division of Human Resources, Office of Organizational and Professional Development, you do not need to create an account. You can login using your HR training username and password. By logging in to register for CTE events, your complete record for both CTE and HR trainings will be available in a single location with a single account and login. 

View and print CTE training record.


Click on the "+" sign next to each event to see description.

You can choose to use the Calendar View of CTE events if you prefer.

August 2022

In this workshop, graduate instructional assistants / graduate teaching assistants (GIA/GTAs) will learn the basic functionalities that they will need to teach or support teaching in Blackboard. We will discuss uploading and editing content, tools and strategies for communication, maximizing the menu and navigation tools, and other valuable tips. This workshop is intended for GIA/GTAs with limited experience using Blackboard, but all who teach may attend. We will be discussing Blackboard Original Course View only.

This is the first in a series of three workshops on Blackboard Original Course View basics. You do not need to attend all three workshops. The other workshops will cover Assessments and Activities, and Grade Center.  Register

Clearly articulating classroom expectations helps to set the foundation for a mutually beneficial course. Research shows that persistence and retention is connected to student's sense of belonging. Furthermore, students who engage in quality interactions with faculty are retained at a higher rate (Astin 1977, 1993). As a faculty member, it is important to assist in developing this sense of belonging and aid in students persistence and retention. This session will cover pedagogical strategies and ways to negotiate positive norms within your classroom to assist you in developing a meaningful academic environment.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments Register

In this workshop, graduate instructional assistants / graduate teaching assistants (GIA/GTAs) will learn how to develop assessments and other online activities in Blackboard. We will explore options for student submissions in Blackboard including assignments, discussion boards, and tests. We will also address options for test questions and test deployment. This workshop is intended for GIA/GTAs with limited experience using Blackboard, but all who teach may attend. We will be discussing Blackboard Original Course View only.

This is the second in a series of three workshops on Blackboard Original Course View basics. You do not need to attend all three workshops. The other workshops will cover Blackboard Fundamentals and Grade Center.  Register

September 2022

BIn this workshop, graduate instructional assistants / graduate teaching assistants (GIA/GTAs) will learn the basic functionalities that they will need to grade and provide feedback to students in Blackboard. We will discuss the types of grading options, how to access completed assignments, and how to organize and manage the grade center. This workshop is intended for GIA/GTAs with limited experience using Blackboard, but all who teach may attend. We will be discussing Blackboard Original Course View only.

This is the third in a series of three workshops on Blackboard Original Course View basics. You do not need to attend all three workshops. The other workshops will cover Blackboard Fundamentals and Assessments and Activities.  Register

Student learning is assessed through a series of measures or assignments, i.e. assessments, implemented by instructors to fully evaluate what students are actually understanding and able to do. Depending on the assessment method used, instructors can measure “in the moment” a student’s level of comprehension, critical thinking, skill development, and achievement of learning outcomes. Not only do good assessments help students learn in tandem with instruction, they also engage students directly with the material and provide feedback to the instructor as to quality of instruction so that corrections can be made as needed.

Assessment types will certainly vary depending on the content, course structure and size, delivery modality, and individual instructor. This session will highlight the breadth and scope of assessment methods, both formal and informal, and best practices for implementation whether in small or large classes, face-to-face or online. Examples used by the facilitator in her own courses will be shown, and participants will engage in activities to help illustrate the value of different assessment types that effectively and objectively measure achievement of different kinds of learning outcomes. Register

Having studied in the United States since 2012, Gareth Rees-White will walk through his various professional experiences in higher education: as a former international student, the opportunities I could accept were sometimes few and far between, leading to a journey that took me to professional places I would never initially have expected going to. The aim of this presentation is to showcase the types of opportunities you might not immediately consider as a student. This presentation is ideal for graduate students completing their PFF, folks who are wondering where their degree can take them, or international students considering future opportunities.  Register

Creating an environment of integrity within the classroom truly takes a village. Faculty, administrators, and students all play a role in maintaining an ethical campus community. This workshop will explore preventative tools to address classroom roadblocks.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments Register

October 2022

A teaching philosophy statement provides a concise description of an instructor’s teaching approach, methods, and experience. Colleges and universities request a teaching philosophy statement from applicants for faculty positions, and some higher education institutions require one as part of the tenure and promotion consideration process.

What is your teaching philosophy? What should you write or include? What if you have limited teaching experience? This workshop series will help you articulate your teaching philosophy in a concise, effective essay. We will discuss the statement’s purpose, best practices and strategies for composing the statement, incorporating time for individual brainstorming and writing, and conclude with group discussion and feedback.

This is a working webinar, incorporating time for group discussion and individual writing. For you and other participants to benefit the most in the short time available, this workshop requires that you do some reflective writing in advance of the session. Participants will leave with an outline of their statement and guidelines to continue crafting it.  Register

To achieve optimal student learning and integrity in an academic environment, it is essential that instructors understand the importance of maintaining their students' interest and cultivate intellectual autonomy. It is through intellectual autonomy that students can begin to internalize the associated values of integrity and take responsibility over their own learning (Twomey et al., 2009). In the contemporary era of higher education, behaviors connected to cheating and plagiarism have made it a bigger challenge in guiding students to reach the level of intellectual autonomy that instructors would hope for.

Given the new norms and nuances of essay mills and contract cheating, the economics and consumerism related to academic dishonesty continues to expand. In this presentation, attendees will explore how effective teaching and learning strategies will assist in responding to what has become a pedagogical enterprise. Additionally, through these strategies, attendees will improve their teaching and student learning by creating a sense of community and becoming more transparent in their communication with students.

This workshop is an elective session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Faculty job postings regularly request a diversity statement, in addition to teaching and research statements. These written essays from job applicants help faculty search committees identify candidates who have the skills, experience, and/or willingness to engage in activities that enhance campus diversity, equity, and inclusion (DEI) efforts.

How do you approach writing a diversity statement? What should it say? What can be included - research, teaching, and service experiences and activities, or values, views, and future goals? What are search committees looking for, and what if you haven’t experienced any issues personally? This workshop will help guide you in exploring your personal experiences and help you determine what to emphasize and include in your statement. You will learn what aspects of faculty life and academia contribute to an institution’s DEI mission, and how best to illustrate your personal commitment to such DEI goals using the various facets of your own experiences.

This is a working webinar, requiring that you do some reflective writing in advance of the workshop, so that the workshop can include individual writing, group discussion, and feedback. Participants will leave with an outline of their statement and guidance to continue crafting it.

You DO have a story to tell. Learn how to write a Diversity Statement that stands out!  Register

The Center for Teaching Excellence is pleased to announce the 13th Annual Oktoberbest: A Symposium on Teaching. All UofSC faculty, instructors and graduate teaching assistants are invited to attend this free, in-person, one-day symposium focused on sharing best practices in teaching. At Oktoberbest you'll hear innovative teaching ideas and best practices implemented by your colleagues at UofSC. This teaching symposium features engaging and informative presentations on innovative approaches to teaching, assessments, course design, creative student learning opportunities, and successful implementation of new strategies and best practices.

Oktoberbest is free to all who teach or support teaching at UofSC, but is not open to the general public.  Register

In this session we will discuss the academic misconduct trends we are seeing online and in person with our students. Additionally, we will discuss how to identify and address these common violations while maintaining a productive instructor/student relationship.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

In this workshop, graduate students will learn about Imposter Phenomenon (IP) and techniques they can use to address the phenomenon. In particular, participants will gain insight regarding those individuals especially vulnerable to IP, triggers of IP, and the importance of forming community to help deal with IP. Workshop discussions and activities will help students gain a better understanding of how IP may be impacting their graduate school experience, develop an action plan to mitigate the effects of IP, and help participants begin to build community within and across graduate programs.  Register

November 2022

We invite faculty, staff, and students to join us for this informal and informative conversation about academic integrity and technology use in the classroom. In this workshop, students and faculty will explore common expectations when it comes to integrity and technology use on the college campus in the 21st century. Find out from students themselves what’s working and what’s not when it comes to this crucial topic. In turn, faculty will be able to share what they expect from students.

We’ll have a FREE lunch for everyone!  Register

It’s time to start thinking about your spring course! Have you already started planning your syllabus and have ideas but don't know where to start? Or are you feeling mired down in syllabus details, feeling like you're missing a prime opportunity to rethink and revise important components? You're not alone - and we're here to help! Join other faculty in this two-part in-person workshop series to help you get started or get past your 'stuck points'.

Part 1, 'Review, Revise, Realign” (the Learning Outcomes, Assessments, and Activities) will take you from an initial reviewing of your current course learning outcomes into a discussion of how to ensure they align appropriately with course assessments. What assessments will work better in different types of learning modalities and environments, and what should you reconsider? How will this work with certain class sizes or scenarios? This will be followed by reviewing, revising, and/or redeveloping the associated student activities, both for within and outside-of-class settings.

Both parts of this series will be highly interactive, with other faculty colleague participants playing an important part in contributing ideas and recommendations and producing a positive workshop outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the workshop!  
 Register

Engaging in conflict is challenging whether you are an experienced instructor or new to your role. A likely strategy is to ignore the behavior due to our own discomfort, concern over retaliation or fear that our intervention may cause more harm or disruption. Through case study examples this workshop will explore Gerald Amada's research from Coping with Misconduct in the College Classroomand provide participants with tangible strategies to disruptive behavior in a confident and fair manner.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

It’s time to start thinking about your spring course! Have you already started planning your syllabus and have ideas but don't know where to start? Or are you feeling mired down in syllabus details, feeling like you're missing a prime opportunity to rethink and revise important components? You're not alone - and we're here to help! Join other faculty in this two-part in-person workshop series to help you get started or get past your 'stuck points'.

Part 2, 'Planning, Policies, Particulars” (of the schedule, policies, and other important aspects) involves the bigger picture planning stage - how can those assessments and activities fit together, or be organized into a cohesive series of modules as part of a larger whole? What works best with respect to in-person, synchronous, or asynchronous learning? What aspects of activities and assessments need to be considered (e.g. grading, time management), and what else should be included or revised?

Both parts of this series will be highly interactive, with other faculty colleague participants playing an important part in contributing ideas and recommendations and producing a positive workshop outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the workshop!   Register


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