Summer Teaching Intensive

Each August, the Summer Teaching Intensive consists of seven modules led by Emory faculty and staff. All faculty, graduate students, postdoctoral scholars, and staff are welcome. You can come for one module or come for them all. 

CFDE Summer Teaching Intensive 2024

Thursday, August 8th & Friday, August 9th 2024

The CFDE is once again hosting our two-day Summer Teaching Intensive. Most sessions will be hybrid (available both in person and on Zoom- you choose what format works best for you; two sessions are in person only). The intensive consists of seven sessions led by Emory faculty and staff. All faculty, graduate students, post docs, and staff are welcome. In-person space is limited and once capacity is met, remaining participants will have to zoom in. You can come for only one session, or you can come for them all. Session descriptions and a schedule are below. 

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Session Descriptions

Thursday, August 8

Session 1: (9:00am-10:30 am) (Hybrid)
Pivot Pedagogy: Teaching in Tumultuous Times

Cecilia Gómez & Donna Troka

As our campus becomes more diverse, we meet with more opportunities to teach, learn, and collaborate across difference. At the same time, during socially and politically tumultuous times, conflicts may arise in our classrooms and teaching spaces. In this interactive session, we will discuss how a “pivot pedagogy” approach can help us navigate differences and build dialogue. A pivot pedagogy is informed by key teaching practices that arise from trauma-informed pedagogies, microinterventions, navigating difficult conversations, and healing-centered pedagogies. We will define and review all of these key practices and explore how they may come together in the classroom to build dialogue and create new spaces for understanding.

Session 2: (10:45 am-12:15 pm) (Hybrid; in-person encouraged)
Learning & Integrity: A Virtuous Circle in the Age of GenAI

Jason Ciejka & Blaire Wilson

As the presence of artificial intelligence increases in the academy, professors have naturally been concerned about how to prevent cheating or limit student use of GenAI programs. Scholarship and practice in the field of academic integrity encourage us to think differently about this problem. How does reshaping our student learning outcomes and methods of assessment encourage integrity? How does emphasizing integrity enhance student learning? This interactive session will allow faculty to consider ways to communicate with their students about GenAI and to revise learning outcomes and methods of assessment in response to GenAI with the duals of enhancing student learning and reinforcing academic integrity. This session will suggest ways that faculty can balance incorporating the use of GenAI in some assessments while limiting its use when it impedes the course objectives. To make the most of this session, we ask that you bring a course syllabus and a laptop or tablet.

Session 3: (1:15pm-2:45 pm) (Hybrid)
Grading, Gauging, and Engaging: Getting Your Canvas Course Ready for Fall

Matthew Aron & Sam Timme

The fundamental principles of teaching with technology haven't changed, but Canvas is always updating its features. Teaching and Learning Technologies will focus on a few key features you may not be using to help you evolve your Canvas courses for 2024-2025. Grading is a cornerstone activity for teachers using Canvas. We will demonstrate grading features that teachers may not have considered trying, as well as recent updates to Gradebook and SpeedGrader.  Course Analytics & Reports in Canvas can help teachers gauge student activity, access of course content, virtual attendance, and quiz question effectiveness. We will highlight some of these analytics, help you understand what they can tell you, and invite audience questions about use cases. Discussions and Quizzes are both key Canvas tools to engage and assess students online—and both have new features! The Discussions Redesign was activated in all courses by Instructure in July. It has a variety of new features now, and more are planned. The New Quizzes transition continues, and we have the latest updates and recommendations. If time permits, we can discuss additional Canvas updates you may have missed that you can use in your courses now.

Session 4: (3:00pm-4:30 pm) (in person only)
Dialogue, Discussion, or Debate?

Liesl Wuest & Alicia Lane

This experiential session will explore the nuances of dialogue, discussion, and debate. It will help clarify their use and what instructions are needed to facilitate each type of interaction. Interaction among students is a highly encouraged, engaging activity that can be done in class or online and is foundational to many classes. But how do you select the best method depending on the topic, question, and learning goal? Are you asking students to participate in a dialogue where they look for common ground and shared meaning, a discussion where they present ideas and seek answers, or a debate where they affirm a point of view and look for flaws in the other argument? All have their place in a class, but when? This session will address these and other questions. Please come with a laptop or tablet.

Friday, August 9

Session 5: (9:00am-10:30 am) (Hybrid)
Global Safety and Security: Creating Safe Spaces Abroad for Students and Faculty

Kenya Casey, Hong Li, and Alma Reynal-Quintanilla

This session will offer an overview of the resources available to faculty, aimed at enhancing their preparation for faculty-led study abroad programs. Topics covered will include an introduction to the identity toolkit, the graduate school pre-departure module, and other pertinent campus resources.

Session 6: (10:45 am-12:15 pm) (Hybrid)
Creating an Inclusive and Accessible Learning Environment: Enhancing Your Syllabus and Canvas Course

Lauren Christiansen-Lindquist & Melissa Hage

In this interactive session, participants will explore strategies to make their syllabi and Canvas course pages more accessible and inclusive for diverse learners. We will discuss best practices for designing easily digestible syllabi, incorporating principles of Universal Design for Learning (UDL), and leveraging Canvas tools to support student success. Attendees will have opportunities to apply these principles to their own course materials and receive feedback from peers and facilitators. By the end of the session, participants will have actionable steps to create a more equitable and engaging learning environment for all students. Please come with a laptop and a syllabus (paper copy or online).

Session 7: (1:15pm-2:45 pm) (in-person only)
Community- Student- Staff- and Faculty-engaged Learning

Vialla Hartfield-Méndez, with faculty, student, staff, and community partner facilitators

Curious about community engagement as a teaching strategy?  Already have experience in this arena and would like to know more?  Community-engaged pedagogy, by design, is a learning space for everyone involved: for students, yes, but also for community partners, and faculty and staff.  This session will feature people from all those groups who will facilitate rotating presentations addressing different aspects of community-engaged teaching and learning.  After a brief introduction, you will have conversations in small groups at tables with presenters for 10 minutes, moving from one conversation to another, touching on topics such as:

• Co-creating a partnership for a course or program (partnership development)
• Drafting a syllabus with input from the partner (syllabus development)
• Integration into requirements (GER – experiential learning, Contextual Education, etc.)
• Logistics for mutually beneficial work (transportation, paying stipends, inviting guests, managing student work)
• Evaluation / reflection (learning from planning, doing, naming and analysis; role of partners in evaluation)
• Scaffolding projects with partners (iterative learning, recycling, building on content and skills)
• Expecting the unexpected (integrating interruptions and problem solving into the learning process intentionally)

The session will conclude with an arts-based reflection activity that you can adapt and use later if you wish.