Looking Forward with 2020 Vision


Lessons Learned From Last Year

This year we are launching a webinar and workshop series called “Looking Forward with 2020 Vision: Lessons Learned From Last Year.”

This pandemic has taught us how to teach online; how to have meetings on Zoom; how to work from home. 2020 also pushed us to think harder about how Emory approaches diversity, equity, inclusivity, and social justice. We envision this series of discussions as a way to look forward to the fall semester and beyond: How will our work change? How can we use teaching techniques developed for online classes to improve our in-person teaching? We’re planning a workshop on flipping the classroom, a webinar on trauma-informed pedagogy, and more.

We welcome your suggestions: for example, in what ways has your teaching changed that you’re happy about? Teaching related suggestions can be submitted to our Contributed Teaching Techniques database, and you’re welcome to email us directly with suggestions for the 2020 Vision series (erweeks@emory.edu).

The 2020 Vision series will continue throughout 2021. We’ll post upcoming webinars here as they are scheduled, and also update links to recordings of past webinars.

Continuing Community Engagement During Community (Di)Stress

Tuesday, April 20th from 3-4pm

Via Zoom

Though community engaged learning looks a little different this year, CFDE has been able to provide community engaged learning funding for courses in Emory college, Oxford college, and the School of Nursing. Because of the unprecedented nature of conducting community engaged learning courses during a pandemic, this Zoom discussion is to take time to reflect on how Emory faculty are conducting community engagement connected to teaching, the curriculum, and other learning spaces. 

Sustaining and developing relationships with community engaged learning partners during this time has been a bit like building a plane while flying it. The work calls for innovation and improvisation. This meeting is a time to take stock of changes made during Covid-19 and concurrent societal challenges, even as these are ongoing, while anticipating further dialogue in the fall about changes in how to approach community engaged learning. We will hear from several current grant recipients, followed by further discussion among all the participants.

This event is open to anyone who has continued community engagement work or is interested in doing so.  Please RSVP here.

Please contact emmy.corey@emory.edu or vhartfi@emory.edu with any questions.   

It’s About Flipping Time!

NEW DATES! MAY 7TH - MAY 28TH, 10:30-11:45 AM

Join a cohort of faculty to examine the value of a flipped class and apply these methods to your own course. Whether you’ve been thinking about it for a while or now have more resources due to online learning constraints, now is the time to take a shot at FLIPPING YOUR COURSE! The goal of this series is to apply the flipped classroom model to a new or existing course.

FULL PROGRAM DESCRIPTION

REGISTER NOW

Scholarly Productivity in the Pandemic and Beyond

Tools, Priorities, and Spaces

A Facilitated Conversation

Thursday, May 13, 2:00-3:00 pm EDT

Via Zoom

REGISTER HERE

When COVID-19 hit in 2020, labs closed, conferences were canceled, research travel ground to a halt, and for many, working from home was complicated at best. As the year wore on, however, scholars across all disciplines, from bench scientists to humanists, discovered and invented ways to pursue research and writing goals within the confines of the pandemic.

This session aims to unpack the ways Emory faculty adapted the tools, priorities, and spaces of their work to those limitations – and what adaptations they might want to keep as we approach a post-pandemic era.

In this structured conversation, four faculty members serving as our panelists/facilitators will each offer short opening remarks, after which program participants will join breakout rooms with each of our four panelists to discuss the following prompts: 

  • How have the tools, priorities, and spaces of your work as a scholar adapted during the pandemic?
  • How will your tools, priorities, and spaces change again as vaccination rates increase?
  • What tools, priorities, and spaces might stay the same?

After the breakout discussions, the full group will reconvene to consider major themes and ideas.

Panelists/Facilitators

Jennifer Ayres, Associate Professor of Religious Education; Director of the Doctor of Ministry Program, Candler School of Theology

Ellen Ott Marshall, Associate Professor of Christian Ethics and Conflict Transformation, Candler School of Theology 

Sara McClintock, Associate Professor of Religion, Emory College

Bill Wuest, Associate Professor of Chemistry and GRA Distinguished Investigator, Emory College

REGISTER HERE

Reduce | Reuse | Repurpose

Save time in class preparation from one semester to the next!

VIEW INFOGRAPHIC

Online Teaching Drop-In Working Hours

SPRING 2021 SCHEDULE

Trauma-Informed Pedagogy

Tuesday, March 23, 1:30 – 3:00 pm (session recording coming soon)

Elena Lesley, Dean's Teaching Fellow, CFDE & PhD Candidate, Anthropology 

About the session: In this remote training session for faculty, graduate students and all other instructors, Dean’s Teaching Fellow Elena Lesley will discuss how educators can use a “trauma-informed” lens when approaching their classrooms and students in difficult times. “Trauma-informed” teaching strategies have emerged from the shift in public health to trauma-informed care and emphasize trying to create academic environments that minimize the risk for students of retraumatization, vicarious trauma and new trauma exposure. Given the immense social and political upheaval engendered by the COVID-19 pandemic, there is a critical need to provide graduate student instructors with training in such sensitive and adaptable pedagogical methods. 

Bio: Elena Lesley is a PhD candidate in Emory’s Department of Anthropology and a Dean’s Teaching Fellow at the Center for Faculty Development and Excellence. Her dissertation work focuses on mental health interventions among survivors of the Khmer Rouge regime in Cambodia. Findings from her research have been published in Ethos: Journal of the Society for Psychological Anthropology and Ethnos: Journal of Anthropology, and are forthcoming in Memory Studies and Challenging Conceptions: Children born of wartime rape and sexual exploitation. She has a BA from Brown University and an MS from Rutgers University. 

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