Aug 3-4: Summer Teaching Intensive

Aug 3-4, 2020: Summer Teaching Intensive

The Center for Faculty Development and Excellence (CFDE) is again hosting our two-day Summer Teaching Intensive on August 3-4 from 9:00am-4:30pm via Zoom.

The intensive consists of eight modules led by Emory faculty and staff. 

All faculty, graduate students, post-docs and staff are welcome. 

You can come for one module or come for them all.

The completed schedule is listed below.

Register here.

Monday, August 3, 2020

Keeping Students Engaged
Andy Kazama, Lecturer, Department of Psychology
Elizabeth Kim, Lecturer, Department of Psychology

Surfing the energy of the audience and watching faces light up as they begin to connect to a topic that you are passionate about is a thrilling teaching experience.  What does that look like in an online format?  Certainly, it will look quite different on a zoom call.  However, there are opportunities for learning and engagement within your students’ ecosystem that are more accessible outside the classroom.  This session will explore specific online teaching techniques designed to keep your students engaged with the material and will help you translate the basic pedagogical fundamentals into our new digital medium.

Leveraging Technology to Support Student Learning
Liesl Wuest, Associate Director of Learning Design and Technology, CFDE
Matthew Aron, Director of Academic Technology Services

Learning happens in many different ways, some of which takes place in the classroom, but much of which does not. To learn something really well requires regular practice, repetition with feedback, recall, test/retest, applying to self, and more. Even though many classes are losing some percentage of face-to-face time this fall, it doesn’t mean that students have to learn less. This session will take a look at some of the current brain research on how learning works coupled with strategies faculty can implement to help facilitate learning using the technology resources available to them. 

Recognizing, Relating to, and Referring Students in Distress

LaNita Campbell, Director, Office of Racial and Cultural Engagement (RACE)
Adrienne Bryant Smith, Associate Director, Student Success Programs and Services Team
Jane Yang, Associate Director of Outreach, Counseling and Psychiatric Services (CAPS)

In this session, we will identify the differences between normative, developmental experiences and mental health crises. We will provide strategies to use when students’ mental health may be impacting their experiences in the classroom. We will address the competing and overlapping stressors associated with COVID-19, Black Lives Matter, Department of Homeland Security guidance for international students, and other sociopolitical factors. We will also provide guiding principles so that audience members can better identify students in crisis, as well as resources for audience members to utilize when they are faced with challenging experiences that may involve student mental health concerns. Faculty will be equipped with resources to engage with students, provide support, and, if needed, connect students with support services.  

Data Literacy in the Classroom 

Jen Doty, Research Data Librarian, Emory Libraries
Sarah Morris, Head of Instruction and Engagement, Emory Libraries

Data literacy is an increasingly vital skill set that crosses a wide range of disciplines. Equipping students with data literacy skills can help them become strong researchers and scholars, engaged citizens, and savvy news consumers. This session will consider data literacy as a key component of undergraduate education here at Emory and will explore methods and approaches for incorporating data literacy education into your classroom.


Tuesday, August 4, 2020

Fostering Resilience: A Toolbox for Reducing Distress amidst Unprecedented Challenges

Allison Butler, Director, Department of Disability Service (DAS)
Joelle Butler, Associate Director, Department of Disability Service (DAS)
Robin Huskey, Manager, Education and Outreach, Faculty Staff Assistance (FSAP)

Distress is inevitable amidst the unprecedented challenges we have faced in 2020.  While Emory depends on you to creatively continue providing high quality education to our students, we also acknowledge the inherent stress and heightened anxiety during this time.  For faculty and staff with disabilities, physical or mental health conditions, or sensory impairments, these stressors likely have a greater impact.  In this session, members of Emory’s Faculty Staff Assistance Program (FSAP) and Department of Accessibility Services (DAS) will explore practical resources and strategies to better equip you to meet the challenges of this academic year, while still prioritizing your mental and physical well-being.

Accessible Teaching and Universal Design

Aimi Hamraie, Vanderbilt University

 How can faculty design syllabi, assignments, and course materials that are usable by all students, especially disabled students? And how can principles of Universal Design make classrooms more inclusive, generative, and effective spaces? This session will begin with an introduction to accessibility and Universal Design, showing how ideas about inclusion in architecture and other fields can inform higher education classrooms. Then, participants will engage in an interactive process to develop materials using this approach. 

Meeting your Students Where They Are At!

Understanding the Needs and Supporting the Voices of Emory's First-Gen Student Population

Tim Dowd, Professor of Sociology
Ana Catarina Teixeira, Senior Lecturer, Department of Spanish and Portuguese

How can faculty support first-gen students at Emory? In this session, we will discuss the specific needs of Emory's first-generation student body and the concrete challenges these students face to succeed at Emory. Our goal is to help faculty reflect on how their teaching and mentoring practices actively contribute to our first-generation students' academic and social success. From textbook selection to course assignments and expectations, from preferred communication methods to recommendation letters, we will discuss strategies to meet the needs of our first-generation student body. 

Remote Assessment and Proctoring
Matthew Aron, Director of Academic Technology Services
Lee Clontz, Director of Academic Technology Services
Liesl Wuest, Associate Director of Learning Design and Technology, CFDE

With Fall semester classes concluding before Thanksgiving, the plan is for all exams to be conducted remotely. How will you assess student learning in these circumstances? We’re here to help you figure out a plan. This session will consider ways to re-think how you evaluate students and look at the pros and cons of the technologies available to proctor your exam remotely, particularly Respondus Monitor and Zoom.



On Zoom

Mon Aug 3

9:00 – 10:30

Session 1: Keeping Students Engaged

Andy Kazama

Elizabeth Kim






Session 2: Leveraging Technology to Support Student Learning

Liesl Wuest

Matthew Aron






Session 3: Recognizing, Relating to, and Referring Students in Distress

LaNita Campbell

Adrienne Bryant Smith

Jane Yang






Session 4: Data Literacy

Jennifer Doty

Sarah Morris


Tues Aug 4

9:00 – 10:30

Session 5: Fostering Resilience: A Toolbox for Reducing Distress amidst Unprecedented Challenges

Allison Butler

Joelle Butler

Robin Huskey






Session 6: Accessible Teaching and Universal Design

Aimi Hamraie






Session 7: Meeting Your Students Where They Are At! Understanding the Needs and Supporting the Voices of Emory's First-Gen Student Population

Tim Dowd

Ana Catarina Teixeira






Session 8: Remote Assessment and Proctoring

Matthew Aron

Lee Clontz

Liesl Wuest

STI schedule 

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