Oakland University Workshop Calendar

Getting Organized: Teaching Tech Habits & Survival Skills

Description : Hear from two e-LIS Instructional designers who also teach on how they leverage their organizational and tech-productivity skills to prevent burnout and teach more efficiently. This workshop will demonstrate techniques for both online and in-person classroom environments.

Increase Reading Motivation and Metacognition with Social Annotation

Description : Class readings can be perceived as a means to an end (i.e., grades) rather than a means for curiosity, inquiry, and dialogue. Using free social annotation tools like Hypothes.is encourages reading as a peer activity and bolster student reflection (metacognition). Greg Allar from International Studies will show how he uses Hypothes.is in his courses.

Data-Informed Decisions Using the Student Success and Equity Dashboard (Part 1)

Description : This is a two-part series (Part 1 on January 22; Part 2, January 29). To earn a certificate in "Data-Informed Decisions using the Student Success and Equity Dashboard," faculty must attend both sessions and complete a guided plan to use course data for equitable outcomes. (Please bring your laptop. We will have extra laptops as needed.) Using the Student Success and Equity Dashboard data can inform decisions on program and course design. In the Student Success and Equity Dashboard Data-informed Decisions workshop, we will explore how to analyze course-level data on student success and equity gaps. We will discuss simple changes faculty can make to have a big impact. Then, together with CETL guidance, faculty will use a data-informed approach for planning and implementing their course to improve student outcomes. Learn more about the Student Success Dashboard Teaching Initiative. (https://www.oakland.edu/cetl/ou-teaching-initiatives/#tab-1)

Planning and Applying for Academic and non-Academic Jobs

Description : This session will highlight the job search process and preparation of the application materials. The student will also learn networking skills.

Data-Informed Decisions Using the Student Success and Equity Dashboard (Part 2)

Description : This is a two-part series (Part 1 on January 22; Part 2, January 29). To earn a certificate in "Data-Informed Decisions using the Student Success and Equity Dashboard," faculty must attend both sessions and complete a guided plan to use course data for equitable outcomes. (Please bring your laptop. We will have extra laptops as needed.) Using the Student Success and Equity Dashboard data can inform decisions on program and course design. In the Student Success and Equity Dashboard Data-informed Decisions workshop, we will explore how to analyze course-level data on student success and equity gaps. We will discuss simple changes faculty can make to have a big impact. Then, together with CETL guidance, faculty will use a data-informed approach for planning and implementing their course to improve student outcomes. Learn more about the Student Success Dashboard Teaching Initiative. (https://www.oakland.edu/cetl/ou-teaching-initiatives/#tab-1)

Student Mental Health: Faculty on the Front Line

Description : Students' mental health needs remain significant, often outpacing campus counseling resources. Faculty are often the first to hear about these issues from students. How can faculty best support students without counseling training or taxing their own mental health? Join this discussion with knowledgeable OU faculty and staff with expertise in counseling and mental health.

Creating Affordable, Flexible Computing Activities with Google Cloud Platform

Description : It’s often difficult to require specific computer environments or applications for your course, as students don’t always have reliable access to machines that they can install software onto. This session shows the features of Google Cloud Platform (GCP), which allows students to create environments that only require access to a browser. Furthermore, Google Cloud offers educational credits to make access free to students and faculty.

Becoming More Critical Consumers and Creators: Integrating Critical Thinking into Student Learning

Description : It’s increasingly essential that students develop critical skills in how they find, evaluate, and use information – both in their academic work and in their everyday life. What’s more, national surveys of employers have established that such abilities play an important role in the workplace but that recent college graduates are underprepared. This session will start a conversation about the kinds of meaningful, authentic learning experiences we can foster so that learners can become more critical consumers and creators of information. Led by Amanda Nichols Hess, Professor of OU Libraries.

Your Response Matters: How to Maintain Shared Trust amidst Student Challenges

Description : How often do we notice changes in student behavior that we are unsure how to navigate? In this session we will practice “in the moment” responses to student challenges using scenario vignettes, and align our responses with specific OU resources, procedures, and people. While this session is great to those newer to OU, it is a good opportunity for all faculty to refresh their skills and knowledge.

Exploring Academic Roles across Institutions of Higher Education

Description : In this session, students will learn what academic jobs entail as well as various faculty opportunities. Faculty work life (teaching, research and service) and the tenure track process will be discussed.

Play to Learn: Gamification in Teaching

Description : One method to create and foster a fun learning environment for students is through gamification. By implementing games and or modifying activities to have certain game-like elements, instructors can teach students course content and make it a more memorable learning experience. In this session, we will outline what gamification is and some strategies and activities that will help instructors implement gamification into their teaching.

Teaching through Tragedy and Conflict

Description : In our classes, how do we address troubling local, national, and global events as they take a toll on our students and ourselves? To what extent do we directly discuss and acknowledge these occurrences while continuing the set course plan? We will discuss and share ways to meaningfully connect with and support students amid disruption.

How Communication Style Affects Racial Interaction

Description : Part 1 of 2. Attend one or both sessions. Often our approach to racial questions is only “skin deep.” Here we will get into deeper ways “race” shows up in our emotional capacities and bodily habits, paying particular attention to what one author calls “black and white styles in conflict,” working to expand our awareness and repertoire of response.

The “Case” for Cultivating Belonging

Description : How do we cultivate a sense of belonging that makes students feel welcome, acknowledging and supporting student individualities, especially those who are historically excluded? We will define and challenge our assumptions on inclusivity in the classroom using an interactive case study on the topic of first-generation student belonging.

How to Plan a Course and Class Activities

Description : As a result of this session, you will be able to effectively design your course, including the development of a syllabus that effectively communicates class expectations, the identification of strategies to maximize student engagement as well as identify evidence based learning activities and assessment strategies.

Getting to The Deeper Structures of Race

Description : Part 2 of 2. Part 1 attendance not required for Part 2. Often our approach to racial questions is only “skin deep.” Here we will get into deeper ways “race” shows up in our emotional capacities and bodily habits, paying particular attention to what one author calls “black and white styles in conflict,” working to expand our awareness and repertoire of response.

Designing Short-Term Programs for International Students

Description : This session will discuss creating engaging short courses for international guest students using the Freshwater Ecology of Guatemala and the Great Lakes program as a model. Topics include curriculum design, logistical and cultural concerns, international partnerships, and grant applications. Facilitated by the Office of Global Engagement.

Get the Most Out of End-of-Semester Student Feedback

Description : Are you interested in using student feedback to improve your teaching, but find “course evaluations” to be limiting? Join us in exploring effective strategies for collecting, analyzing, and using various forms of student feedback. We will discuss current evaluation systems, best practices for interpreting student comments, and share methods for incorporating this feedback into your teaching practices. Applicable to all educators, this workshop will equip you with the tools and knowledge to foster continuous improvement.

Hot Topics in Teaching and Learning

Description : In this session, students will learn about current issues and the most recent trends in teaching and learning. Topics will include AI, belonging in the classroom, Universal Design for Learning (UDL), and open educational resources (OER).

FDI: PASS! in STEM

Description : Our goal is to facilitate STEM interdisciplinary discussions on perceived student barriers, ways we can improve student outcomes, and methods to support reducing equity gaps.