Registration Period: May 12 – June 30, 2014*
Quick Links: Program Details
Limited seating is available for each Learning Community. Registration will close for a LC if it reaches capacity. If you are interested in an LC that is no longer accepting registration, you may be added to the waiting list. Please contact firstname.lastname@example.org with the topic and request.
- For more information contact Christine Sugatan at 206-543-6588 or email email@example.com.
Summer 2014: Complete list of offerings
Instructional Design: Models that work for learners |Instructional Design is a powerful idea, presenting opportunities to think individually and in community about how we plan teaching and learning. Whether you are new to the idea; or have professional training in Instructional Design, we’d welcome your contribution to this Learning Community. We will explore a range of topics selected by the participants.
Topics may include:
- What models and outcomes drive our Instructional Design?
- How does Technology influence how we think about instruction?
- What makes certain knowledge and skills appealing? Can we leverage Design studio models in building coursework?
- What are the role of instructional objects – from ePortfolios, to videos, to quizzes, to lecture components?
10:30 a.m. – 12:00 p.m.
Fridays – July 11, July 18, July 25, August 8, August 15, August 22
100 Gerberding – Conference Rm. 156
- Danielle Allsop, Program Management Director, Online Learning and Academic Programs, UW Professional and Continuing Education
- Peter Wallis, Instructional Technologist, UW-IT
Taking Inclusive Teaching Online: Pedagogical practices for online environments |
Despite the breadth of scholarly research on inclusive teaching (in other words, teaching that aims to engage all students, including those traditionally underrepresented and misrepresented in higher education, such as students of color, disable students, LGBTQ students, and lower-income students), there is a relatively small amount of research on inclusive teaching in online environments. Yet, as instructors, we often students to interact with us, their fellow students, and course materials in online spaces where social differences come into play. Whether we teach a hybrid course, a fully online course, or merely ask students to engage in online discussions, what are the most effective pedagogical practices for engaging all students?
Other questions this Learning Community will explore include:
- How do instructors and students negotiate online representations of identity?
- How to create a productive dynamic that allows students to engage fully?
- What are strategies for leading online discussions about potentially difficult topics?
- How to use universal design practices and create materials and activities that are accessible to all students?
- How to plan inclusive course content, activities, and assessments?
- What are methods for assessing inclusive teaching in online spaces?
Tuesdays – July 1, July 8, July 22, July 29, August 5, August 12 (no meeting on July 15)
100 Gerberding – Conference Rm. 156
- Calla Chancellor, Instructional Consultant, Center for Teaching and Learning
- Tylir McKenzie, Gender, Women, and Sexuality Studies
Learning Communities are open to all faculty, graduate students, and staff educators unless a Learning Community specifically implies a certain demographic (example: Graduate Students Only).
Dates and How to Register
To register for a Learning Community or Communities, you must complete the online registration form.
- WebQ Registration: https://catalyst.uw.edu/webq/survey/ctllc/236963
Once your registration has been submitted, you will receive an additional confirmation email. If a Learning Community is full, we will add you to a waiting list, contacting you once space becomes available.