Summer Teaching Intensive


Each August, the Summer Teaching 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.


Summer Teaching Intensive, August 2-3, 2021

The Center for Faculty Development and Excellence (CFDE) is again hosting our two-day Summer Teaching Intensive on August 2-3, 2021 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 with detailed descriptions of each session following that.

Monday, August 2

Tuesday, August 3

9:00-10:30

Session 1
Navigating Flexibility and Accountability 
Jason Ciejka &  

Sara Wade 

9:00-10:30

Session 5
The Ins & Outs of Interactive Lecturing 

Alicia Lane 

Savannah Post

10:30-10:45

Break

10:30-10:45

Break

10:45-12:15

Session 2
Intercultural Communication: An Introduction and Practical Tips 

Amber Cordell 

 

10:45-12:15

Session 6

Canvas Accessibility: Universal Design in Action 

Matthew Aron 

Allison Butler 

Jenn Sutcliffe

12:15-1:15

Lunch

12:15-1:15

Lunch

1:15-2:45

Session 3
Let’s Put ‘Asset’ Back in ‘Assessment’ 

Liesl Wuest 

1:15-2:45

Session 7

What Canvas Can Do for You 
Lee Clontz 

Cecilia Bolich

2:45-3:00

Break

2:45-3:00

Break

3:00-4:30

Session 4

Integrating Critical Information Literacy in the Classroom 

Sarah Morris 

3:00-4:30

Session 8

Full Participation: Linking Community Engagement and Diversity, Equity, and Inclusion

Vialla Hartfield-Mendez

Emmy Corey 

To RSVP for the sessions you would like to attend, please click the link below:

Summer Teaching Intensive 2021

Summer Teaching Intensive Session List

August 2-3, 2021 on Zoom

Monday, August 2, 2021

Navigating Flexibility  and Accountability

Jason Ciejka, Associate Dean & Director of the Honor Council 

Sarah Jackson Wade, Director of Online Learning in Emory College

The experience of teaching and learning during the pandemic highlighted a number of pedagogical values, including accountability, rigor, flexibility, equity, and integrity. On the surface, some of these values might seem at odds with each other; however, the experience of the pandemic showed that these values reinforce each other in productive ways. In this session, we examine lessons from the past year regarding flexible class policies, alternative approaches to assignments, and academic integrity. Our session includes discussion and case studies aimed at exploring approaches that integrate flexibility and academic rigor.

Intercultural Communication: An Introduction and Practical Tips
Amber Cordell, Associate Director of Programming and Support, ISSS
Communicating across difference requires skills that, fortunately, can be developed with practice over time. In this session, we will define vocabulary relevant to intercultural communication, discuss cultural values as well as misunderstandings and how to navigate them, and introduce intercultural competencies we can work on as a lifelong process.

Let’s Put “Asset” Back in “Assessment”

Liesl Wuest, Associate Director of Learning Design and Technology, CFDE

If you cringe at the term assessment, are intrigued by the “ungrading” trend, or think there are just some things that you just can’t grade (and yet still have to), this is the session for you! We are going to break down the how and why of course-level assessment (and grades) and discuss how to make them more purposeful for both you and your students. While the concept can be applied to any class, the solution for each class will likely look different. Come with your questions, doubts or ideas about assessment, and leave with a plan to make the system that both you and your students are asked to function in equitable and beneficial for all. Hopefully by the end of the session, you will be able to fathom how assessment can actually be interesting and maybe even fun!

 

Integrating Critical Information Literacy in the Classroom

Sarah Morris, Head of Instruction and Engagement & Subject Librarian for English

Research and information literacy are key concepts and skills that students encounter during their time at Emory. And these skills, such as the ability to find and evaluate information, are increasingly important in our current era. But it is also vital to go beyond these skills and to empower students to unpack the power structures and dynamics that shape the information ecosystems we all inhabit. Critical information literacy is a framework deeply rooted in critical theory, anti-racist and inclusive pedagogy, and social justice. This session will unpack critical information literacy and related theories and will consider different ways to integrate critical information literacy into your classroom. Attendees will leave with additional resources and ideas for next steps and way to continue the conversation.

 

Tuesday, August 3, 2021

The Ins & Outs of Interactive Lecturing
Alicia Lane, Graduate Assistant for Learning Design and Technology

Savannah Post, Graduate Assistant for Learning Design and Technology

Making lectures interactive is important not only because it helps students stay engaged but also because it improves learning outcomes! In this session, we will briefly look at the research behind what makes this practice effective. Next, we will demonstrate several strategies that can easily be adapted and applied to traditional lectures to make classes more engaging. We will also provide tips for implementing these strategies both in-person and online. Expect to participate in polls, discussions, and more!

 

Canvas Accessibility: Universal Design in Action

Matthew Aron, Director of Instructional Technology and Design, Academic Technology Services

Allison Butler, Director of the Department of Accessibility Services

Jenn Sutcliffe, Educational Analyst II, Teaching and Learning Technologies

As we reflect on the hard-learned lessons of pandemic pedagogy—and decide what we want to bring with us into the future—our list always begins with a renewed commitment to delivering courses and Canvas sites that are accessible to every student. Universal Design for Learning (or UDL) is a flexible approach to course design that removes barriers to equitable and engaged learning. You can begin to implement UDL with small changes in how you organize and present your course.

The Department of Accessibility Services and Teaching & Learning Technologies invite you to a workshop that breaks down the principles of UDL so you can start using them to improve your courses today. Join us to learn about how Universal Design and ​academic accommodations lead to better learning outcomes. We will also show you how the built-in accessibility features of Canvas make it possible to serve students with all types of disabilities—and how doing so benefits everyone in the class.

What Canvas Can Do for You

Cecilia Bolich, Learning Imagineer

Lee Clontz, Director of Academic Technology

There was a time not long ago when using technology was supposed to make us more efficient and save time. Now technology only seems to eat our attention and distract from what is most important. Likewise, the Canvas origin story was all about making course creation and delivery easier so that the focus was always on students and learning. However, with every new feature added, using Canvas has gotten more complicated and time consuming. This was especially true during the last academic year of fully online teaching. Throughout this past year, the Teaching & Learning Technologies team has worked with faculty across all disciplines to use Canvas features to their maximum benefit.  Join us to learn about the top 10 Canvas tools and techniques that will help you create more meaningful connections with your students, build out robust course content, and actually save you time. Our focus will be on using Canvas more effectively and efficiently in the work you do every day.

 

Full Participation:  Linking Community Engagement and Diversity, Equity, and InclusionVialla Hartfield-Mendez, Director of Engaged Learning

Emmy Corey, Graduate Assistant for Engaged Learning

In this session, we will explore the implications of setting up arrangements for students to engage with communities outside the university as a part of their learning process. We make the assumption that the work of diversity, equity and inclusion extends to and is inherent in engagement with community partners.  But how can we put in place practices that acknowledge this aspect of community engaged learning?  Taking as a point of departure, the catalyst paper by Sturm, Eatman, Saltmarsh and Bush, “Full Participation: Building the Architecture for Diversity and Community Engagement in Higher Education,” we will offer specific strategies for preparing students to participate with community partners as well as strategies for facilitating a learning process throughout a community engagement experience that emphasizes “full participation.”

Previous Teaching Intensives

August 3-4, 2020, Modules

  • Accessible Teaching and Universal Design
  • Data Literacy in the Classroom
  • Faculty in Distress
  • Students in Distress
  • First Generation Students
  • Remote Assessment
  • How Learning Works in the Online Classroom 
  • More!

For more Summer Teaching Intensive materials, go to the course page on Canvas and request access to this site

August 8-9, 2019 

The Center for Faculty Development and Excellence (CFDE) again hosted our two-day Summer Teaching Intensive.

Topics Include

  • Student Motivation and Engagement in the Classroom (Elizabeth Kim)
  • Autism in the Classroom: Tools for Success (Jennifer Sarrett & Matt Segall)
  • Understanding Teaching Observations and the Class Evaluation Process  (Jennifer Hayward & Patti Owen-Smith)
  • Engage and Connect with Students in Canvas (Kim Braxton, Lee Clontz, Sam Timme, & John Willingham)
  • Recognizing, Relating to, and Referring Students in Distress (Adrienne Slaughter & Jane Yang)
  • Creating Engaging Online Discussion (Mindy Goldstein, Stephanie Parisi & Rebecca Purdom)
  • Open Expression and Cultural Inclusion: Fostering Challenging Dialogue in the Classroom (Henry Bayerle & Edward Lee
  • Get Up and Dance! (Allison Burdette)

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