Professional Development

The sessions below are designed to support faculty in integrating the Shared Competencies into the curriculum and complete the course tagging process.

Course Tagging Working Sessions

Please bring copies of your course syllabus, assignment prompts/instructions, and feedback tools to the session for your reference.

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Zoom Sessions:

  • Thursday, October 6th at 1:00pm
  • Wednesday, October 26th at 11:00am
  • Tuesday, November 8th at 3:30pm
  • Friday, December 2nd at 2:00pm
  • Friday, December 16th at 12:00pm

Asynchronous Video:
Learn about and work through the course tagging process at a time that is convenient for your schedule!

Shared Competencies Professional Development Series

The Center for Teaching and Learning Excellence will offer three professional development tracks to help faculty incorporate the Shared Competencies into the curriculum. Each track will also support faculty seeking to incorporate diversity, equity, inclusion and accessibility principles in their course and curriculum design.

All sessions will be offered on Zoom and will consist of a kick-off signature class and two working sessions aimed at putting principles into practice. By the end of the track the faculty person will have created a deliverable: a redesigned syllabus reflecting best practices in equity-minded pedagogy, a signature assignment, and feedback rubrics embedded in Blackboard. Space is limited. The Professional Development Tracks include:

Designing Equity-Minded and Aligned Syllabi
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Clear course design benefits instructors and students. Intentionally aligning shared competencies and course objectives reduces conversations about why a particular assignment or learning task. Students experience increased learning benefits, are more likely to persist, and are more likely to develop growth mindset when instructors engage in equity-minded and aligned course design. Noting Shared Competencies can help students to see alignment of courses with curricula Transparent teaching and learning methods explicitly focus on how students learn course content; why we manipulate their learning experiences in particular ways; and how students will use this learning in their lives after university. Thinking through the reasons for your course design can further stimulate imagination and innovation, returning or increasing the joy of teaching.

Giving Game-changing Feedback on Student Work
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Feedback on student work can feel challenging, frustrating, and downright repetitive. Students don’t always know what to do with the feedback we give, and assessments can turn into test-of-ability-to-recall rather than assessments of skill achievement, Shared Competencies, or learning experiences. Challenge your scholarly teaching muscles as we work together on giving clear feedback that points to learning actions for students and reducing anxiety around assessments.

  • February 4, 2022, 12:00-1:30 p.m. Kickoff, “Rubric Roadmap – Focus on Teaching and Learning”
  • February 10, 2022, 2:00-3:30 p.m. Working Session 1, “Build Your Rubric in Blackboard with Michael Morrison”
  • March 31, 2022, 2:00-3:30 p.m. Working Session 2, “Ungrading with Martha Diede”

Transforming an Assignment into a Signature Assignment
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Capstone or signature assignments can help both instructors and students to think concretely about the application of in-class learning and Shared Competencies to life outside of the classroom and in real-world learning environments. Signature assignments can reinforce and amplify deep learning, offer significant ways to engage, give learners the opportunity to create work that is unique to them, and change class structures to welcome all students.

  • March 4, 2022, 9:00 a.m.-12:00 p.m. Kickoff featuring Diana Ashe, Ph.D., Professor and Director, Center for Teaching Excellence, Center for Faculty Leadership, University of North Carolina – Wilmington
  • April 1, 2022, 9:30-10:30 a.m. Working Session 1
  • April 29, 2022, 9:30-10:30 a.m. Working Session 2