2019 May Faculty Workshops Session Archive

Session Dates

  • Monday, May 13

  • Tuesday, May 14

  • Wednesday, May 15

  • Thursday, May 16

  • Friday, May 17

may faculty workshops cherry blossom logo

Monday May 13

Creating Active Classrooms: Fostering Student Engagement Through Constructivism

Erin Horan, Instructional Designer: Center for Teaching, Research & Learning,
Kim Westemeier, Instructional Designer: Center for Teaching, Research & Learning,

In this workshop, we will discuss active learning strategies that are informed by constructivist theory, which promotes a pedagogical approach that encourages students to be active contributors to their learning. Strategies and technological tools will be discussed, and there will be time to incorporate them into your Fall 2019 courses.

Tuesday, May 14

Tuesday, May 14: Community-Based Learning & Research (CBLR) Faculty Institute: Being a Part of DC, not Apart from DC

Marcy Campos (Director, Center for Community Engagement & Service), Harry Gilliard (Coordinator, Center for Community Engagement & Service)

Community-Based Learning & Research (CBLR) is a teaching pedagogy that incorporates meaningful community service into a course with the goal to enhance students’ learning. In this annual Institute, faculty will: (1) Understand key characteristics of high impact CBLR; (2) Re-envision and revise a course design and syllabus; (3) Develop new tools and tips for incorporating reflection; (4) Connect course content with the student engagement provided; (5) Hear directly from community partners and faculty practitioners about the best practices for collaboration; and (6) Share challenges and promising practices.

Wednesday, May 15

Grading Ain’t Just Grading: Next Steps towards Anti-Racist Writing Assessment

This one-day workshop is a follow-up to Asao Inoue’s February 1 event “Grading Ain’t Just Grading: Rethinking Writing Assessment Ecologies Towards Antiracist Ends,” and the primary goal of this workshop is for participants to take what they learned on February 1 to their own teaching, their own writing assessments, and their own syllabi. We will begin the day with a brief introduction and refresher of the key ideas Asao Inoue presented, followed by a discussion of what each of the participants took away. The rest of the day will be devoted to in-depth work, individually and in groups, on rethinking our own writing assessments.

Thursday, May 16

Grading Ain’t Just Grading: Next Steps towards Anti-Racist Writing Assessment

This one-day workshop is a follow-up to Asao Inoue’s February 1 event “Grading Ain’t Just Grading: Rethinking Writing Assessment Ecologies Towards Antiracist Ends,” and the primary goal of this workshop is for participants to take what they learned on February 1 to their own teaching, their own writing assessments, and their own syllabi. We will begin the day with a brief introduction and refresher of the key ideas Asao Inoue presented, followed by a discussion of what each of the participants took away. The rest of the day will be devoted to in-depth work, individually and in groups, on rethinking our own writing assessments.

Friday, May 17

Data Management: Plans and Best Practices

Bill Harder (CTRL)
Stefan Kramer (Library)
Eric R. Schuler (CTRL)

This interactive workshop explores the data lifecycle from initial collection to post-publication deposit in a repository and beyond. Data management plans are increasingly required by funders and publishers. These plans can improve productivity and research workflow management. Participants will be introduced to campus resources like AU’s research repository.