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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.

January 2022

All graduate teaching and instructional assistants who have any kind of instructional or teaching assistance responsibilities must participate in Graduate TA/IA Orientation.  These workshops provide concise, helpful information, resources and guidance on developing your teaching skills as you prepare to teach or assist your professor of record.   Register

All graduate teaching and instructional assistants who have any kind of instructional or teaching assistance responsibilities must participate in Graduate TA/IA Orientation.  These workshops provide concise, helpful information, resources and guidance on developing your teaching skills as you prepare to teach or assist your professor of record.   Register

Accountability for student learning in higher education has been a mandate for academic programs over the last decade. Programs have spent considerable time defining assessment measures and collecting results. However, sharing assessment information with program stakeholders and acting on assessment results is an area that is often overlooked. In this session, you will learn how assessment results can provide useful insights on student learning and how to ensure the people responsible for your program’s success are able to leverage the results for program improvement.   Register

What is Design Thinking and why has it increased in popularity recently? This presentation will take participants through the ideology and methodology of the Design Thinking process. Participants will get an understanding of how Design Thinking leverages a structured methodology designed to provide rapid and effective solutions to complex challenges. The presentation will address the importance of using a human-centric approach while incorporating a handful of tools to creatively achieve desired results. Design Thinking offers many benefits to faculty in and out of the classroom.

For those interested, this presentation does not specifically address how to incorporate Design Thinking into your classes. However, a follow-up to this presentation will be offered which addresses those concerns.  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

Student learning and progress is ‘assessed’ in its most basic form via grades. But grades should only be the end result of a series of measures, or assessments, implemented by instructors to fully evaluate what students are actually learning and understanding. 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, online or face-to-face. Practice examples will be shown to illustrate the value of different assessment types that effectively and objectively measure achievement of different kinds of learning outcomes.  Register

With an increasing number of students entering college with traumatic experiences and considering the traumas some may encounter while in college it is important that instructors understand how to respond. Additionally, this session is particularly timely because of the various traumas students may have encountered as a result of the coronavirus.

With the goal of creating a more trauma informed and responsive campus, experts from Student Health Services will briefly review the neurobiological underpinnings of trauma. Time will be spent further exploring factors that inhibit open discussion about trauma and exploring cultural paradigms that prevent open discussion about difficult topics. Concrete guidance for language to use and ways to engage with students in a supportive manner will be offered. Methods of coping for the individual will be shared.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.   Register

Creating a community of learners in your course requires more than just knowledge about a subject, it is about facilitating connections and empowering students through their strengths to develop collaborative partnerships. Benefits may include increase in overall satisfaction of the course, improved GPA’s, greater engagement, and higher retention. Join us as we discuss social learning theory and outline some strategies, you can use to create a community of learners.   Register

February 2022

Are you curious and/or excited about using interactive exercises to engage your students, but are nervous about your ability to succeed? If so, then Design Thinking may be right for you! Fortunately, as it relates to using Design Thinking (DT) in the classroom, DT can be considered a one-size-fits-all methodology. Its versatility provides instructors with a multitude of opportunities for incorporating it in your classes.

One of the biggest myths about doing so is that Design Thinking is too time consuming. In reality, one of the benefits of Design Thinking is that it uses a rapid approach to enhance creativity. If you are interested in an innovative way to engage your students, perhaps Design Thinking is a good fit for your classes. During the presentation, participants will get a quick overview of Design Thinking (DT) and learn how the various phases in the DT process can be effectively incorporated (in whole or in part) into your classes.

Facilitating DT can also be a daunting task, so it's important to be aware of the classroom environment and prepare for handling challenges. The presenter will share success stories of using DT in the classroom and provide participants with tips and tricks to engage students and avoid pitfalls.

*Prior knowledge of Design Thinking is helpful, but not required to attend this presentation.   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

The ability to ask 'good' questions - thought-provoking, critical thinking, at a deeper level of thinking - and applying this technique in discussion sections and courses is often an overlooked and underdeveloped skill of instructors. With experience, what instructors find is that even discussion sessions take significant planning and preparation as well as practice.

In this workshop, effective methodologies and best practices for asking good questions, techniques and styles for leading and facilitating classroom discussions as well as directing student responses will be addressed and modeled. Instructors, GTAs, and GIAs at all levels of teaching and experience are welcome. Register

How often have you participated in a discussion and not spoken up as you wanted to do? You were thinking of what you would say, trying to formulate the right words in your mind. Ultimately, however, words failed you, and before you knew it, your chance was gone. Everyone had moved on to a different topic, or the discussion had ended. Your window of opportunity had closed. Perhaps you felt shy, intimated, insecure, or even – let’s face it – afraid. Fear of looking foolish in front of others and even our own self-doubts can prevent us from saying the things we want to say – prudently - in pubic. If you have ever left a discussion wishing you had spoken up, said what you actually wanted to say, and/or stood up for yourself, this workshop is for you.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

March 2022

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

First-generation college students often face unique challenges in their higher education journey. Using rubrics, instructors can foster an inclusive learning environment and deploy grading tools to create the best learning environment for students. Rubrics provide a clear outline of expectations, assisting students in the achievement of learning outcomes that enable them to complete their educational goals. This session focuses on rubrics as one strategy to support first-generation college students.

By the end of this session, participates will be able to:

  • Improve the learning experience of first-generation college students
  • Define rubrics and identify the types of rubrics
  • Create an interactive rubric in Blackboard and apply it to an assignment for grading

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

The teaching philosophy statement provides a concise description of a faculty member’s teaching approach, methods, and experience. Departments require a teaching philosophy statement as part of the tenure and promotion process. What is your teaching philosophy? How do you articulate it, and what should you include? In this workshop designed specifically for faculty, we will discuss the statement’s purpose and strategies for composing the statement, incorporating time for individual brainstorming, group discussion and feedback. Participants will leave with an outline of their statement and guidelines to continue crafting it. Come to this workshop to revise, revamp, and renew your current teaching philosophy statement.  Register

April 2022

It’s time to start thinking about your Summer or Fall course! Where do you start? What details and requirements must be included? How can you revise your course assessments and activities to make it flow better, and align to your priorities? Join other faculty in this two-part webinar series to help you get started and address these kinds of questions.

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 assessments for in-person or online courses. 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 webinar outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the webinar facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the webinar!  Register

It’s time to start thinking about your Summer or Fall course! Where do you start? What details and requirements must be included? How can you revise your course assessments and activities to make it flow better, and align to your priorities? Join other faculty in this two-part webinar series to help you get started and address these kinds of questions.

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 webinar outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the webinar facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the webinar!  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 Classroom and 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

Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake as educators. Yet that work is often private and unavailable for collegial exchange and knowledge building. Thoughtfully designed assignments can support program assessment, as well as learning-centered curricular and pedagogical reform and create clearer, more powerful pathways for students. And for faculty, working together on the design of assignments has turned out to be a powerful professional development experience.

Join us for this assignment charrette—a term borrowed from architecture education, denoting a collaborative design process—where you’ll engage in a collegial, peer review process of assignment review and design. This workshop will be an opportunity to talk with other faculty interested in trading ideas about the design and use of the various tasks, projects, papers, and performances set for students.

Participation in this hands-on workshop is limited to 16 faculty members; lunch will be provided.

After you register, you will be asked to submit a copy of an assignment you would like to share. This might be a draft assignment you are working on and would like to share with colleagues, one that has worked well but may be in need of a “refresh,” one that has not worked as you hoped—or one selected as a measure for program assessment.

Also, please prepare a brief, reflective overview (one page or less) to accompany the assignment, indicating:

  1. The purpose of the assignment: What outcomes is it intended to foster and elicit?
  2. The context in which it is used—in what course or courses, with what students, at what point in the curriculum, as part of the program assessment measure?
  3. Your experience of the assignment at this point? How have students responded? What do they do well? What do they find especially challenging?
  4. Questions you have about the assignment: What kinds of feedback on the assignment are you hoping for from colleagues attending the charrette?
  5. How do you assess student work in response to the assignment: please include a rubric or evaluation criteria.

The charrette is modeled on a process developed by the National Institute for Learning Outcomes Assessment (NILOA) as part of its Assignment Library Initiative. The Library is an online, searchable collection of assignments from faculty in a wide range of fields and institutional types, keyed to outcomes in five broad areas of learning.

National Institute for Learning Outcomes Assessment (2018, February). The assignment charrette toolkit. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).  Register

Teaching fully online courses requires additional considerations than face-to-face teaching. Course design, development, and delivery are essential for providing students with high-quality and accessible courses. This webinar focuses on three pedagogical principles and frameworks for the design, development, and delivery of online courses. Participants will receive 10 tips for successfully teaching online.

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


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