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CETL EVENTS  

We have arranged our programming to address teaching and learning at UM and to support our UM community. 

Please click here to see faculty development events offered by Community Engagement.

Summer 2022

The University of Mississippi’s 4th Annual Faculty Approaches to Critical Thinking (FACT) Institute
August 10th, 9:00 am – 3:00 pm, Main Event Room, Jackson Avenue Center

The FACT Institute is an important part of the University of Mississippi’s ThinkForward Quality Enhancement Plan. This workshop is the fourth in an annual series of summer workshops dedicated to exploring the role of critical thinking in higher education, our university, and our classrooms. The FACT Institute plays a critical role in strengthening our approaches to teaching for critical thinking.

The theme for the 2022 FACT Institute is “Using Inclusive Teaching Practices to Improve Critical Thinking in the Classroom.” Centering our work on this topic allows us to explore productive intersections between our university’s investment in enhancing students’ critical thinking skills and our ongoing efforts to develop more inclusive pedagogies and learning environments.

This year’s FACT Institute will feature a keynote and workshop from Dr. Chavella Pittman, Professor of Sociology at Dominican University and a highly regarded expert on inclusive teaching practices, as well as a panel of UM faculty who will discuss the redesign projects they completed using funding from QEP grants.

During the event opportunities for upcoming grants for enhancing critical thinking pedagogy will be introduced. In particular, attendees of the FACT Institute will be eligible to submit a proposal for a FACT grant, which provides $4,000 for individuals (more for departmental teams) to redesign a lower-division course or courses they will be teaching in Spring 2022. Redesigns should include, but are not limited to, course outcomes, assignments, and teaching methods, with an eye toward revising these elements to enhance critical thinking. Participants must attend the FACT Institute in order to be eligible for this opportunity.

During the 2021-22 academic year, 15 colleagues from 8 different departments across the university received FACT grants, either as individuals or part of departmental teams, to redesign courses to enhance critical thinking.

RSVP for the 2022 FACT Institute here: https://docs.google.com/forms/d/e/1FAIpQLSebqsVC0c35oFtq3xDq_3RApm73dtaXuOPbcS7UAHZer-f36Q/viewform

Schedule for the FACT Institute

8:30-9:30 Breakfast and Registration

9:30-10:00 Updates on the progress of the QEP

10:00-11:30 Panel of faculty discussing their course redesigns that were funded by the QEP

11:30-11:45 Break

11:45-1:00 Lunch and Keynote Address from Dr. Chavella Pittman, “Modeling Critical Thinking for Students via Inclusive Teaching”

1:00-1:15 Break

1:15-2:30 Workshop by Dr. Chavella Pittman on Enhancing Critical Thinking Through Inclusive Teaching Practices

2:30-3:00 Applying for QEP Funding

Please contact Josh Eyler at jreyler@olemiss.edu if you have any questions about the event.

 

Developing Inclusive Teaching Practices 2022-2023 Grant Opportunity

In Support of the Pathways to Equity Strategic Plan

WHAT

Inclusive Classroom Teaching Grants, for the design, implementation, and reporting of course revisions
to enhance teaching and learning for, but not limited to, racially minoritized students, first-generation
students, and students affected by poverty. While the goals of inclusive teaching are directed at
targeted student populations historically underserved in education, the course design and teaching
strategies benefit all students.

Each award will be worth $4,000 in pre-tax supplemental salary.

WHO

All University of Mississippi faculty, regardless of status. Graduate students and staff, who serve as
instructors of record, are also welcome to apply. Faculty and/or graduate students would be able to
combine applications as a team who teach multiple sections of the same course, but would be expected
to have proportionate goals, i.e., as a general rule a group of applicants should be able to accomplish
more than a single applicant.

HOW GRANTS WILL WORK

During the fall semester of 2022, faculty will work in an inclusive teaching learning community to ground
themselves in the principles of inclusive teaching and structured pedagogical practices. Through the
learning community faculty will build familiarity with strategies for improved diversity, equity, and
inclusion outcomes such that they will be able to design an inclusive teaching project for spring
semester 2023. The general process for designing teaching interventions will follow this process:

a) Gather data about your course

You will start by collecting disaggregated data about the impact of your course on racially
minoritized students, first-generation students, and students affected by poverty. You might
look first at course data you have, if you have taught the course previously: where have students
succeeded? Where have students struggled?

The learning community facilitators will help you obtain institutional data on disaggregate
student outcomes for the course through Tableau, the Diversity Dashboard, and IREP inquiries.

b) Design course revision(s)

Faculty will review four course areas through the lens of the Pathways to Equity Plan and
consider revisions to improve the learning environment for minoritized students, first generation students, and students affected by poverty.

Diversity: A focus on belonging

● Classroom Climate
● Curricular Representation

Equity: A focus on infrastructure

● Course Design
● Course Policies

Inclusion: A focus on engaging students

● Teaching Strategies
● Assessment Strategies

The Inclusive Teaching Learning community in Fall 2022 will involve exploring inclusive teaching
resources located in a digital platform, monthly convenings, and two optional Zoom
consultations. The learning community will meet on a monthly basis September 2022 – May
2023 (including December and January) to support faculty as they apply their interventions. The
community digital platform will feature inclusive teaching resources including planning
worksheets, articles, community-developed artifacts, and training materials. During the learning
community convenings, CETL and guest speakers will review the principles of inclusive teaching,
the application of those principles in course design, and support for the design process. And in
the two optional Zoom consultations, grant recipients will have the opportunity to ask
individualized questions and receive feedback specific to their proposal.

c) Apply course revision and collect data

During the spring of 2023, faculty will teach with a course with revisions to enhance outcomes
for racially minoritized students, first-generation students, and students affected by poverty.
Faculty will attend monthly convenings of the learning community. Additionally, faculty will
collect data before, during, and after the semester to measure the effectiveness of their
proposed teaching revisions.

d) Interpret and share results

From the conclusion of spring semester until the beginning of fall semester 2023, faculty will
interpret the results of their revised teaching approaches. Again, the resources of CETL will be
available to support faculty in their efforts to review and interpret their impacts. Faculty will
present a brief summary of their findings and conclusions during spring 2023 event with timing
TBD. Lastly, grant recipients will submit a final report to CETL by 1 October 2023.

GRANT RECIPIENTS WILL

1. Participate in an inclusive teaching learning community during AY 2022-2023, with monthly
convenings.
2. During fall semester 2022, grant recipients will have the option to participate in two scheduled
zoom consultations with CETL to review and support their individual projects.
3. Grant recipients will have access to resources in a digital community platform, which will extend
and deepen their engagement with inclusive teaching pedagogy.
4. Grant recipients will report on progress and challenges, as well as support others in their
progress toward goals.
5. Grant recipients will implement their designed course interventions during spring semester
2023.
6. Grant recipients will be available to give a presentation based on their experiences in AY 2023-
24.
7. Grant recipients will submit a report by 30 June 2023, evaluating the results of their project and
progress toward meeting the goals articulated in their proposal.

Timeline

HOW TO APPLY: Complete the form in the hyperlink below

Inclusive Teaching Faculty Learning Community Application

Spring 2022

March 2022

The Graduate School, the Office of Research and Sponsored Programs, The Office of Diversity and Community Engagement, and the Center for Excellence in Teaching and Learning are collaborating to provide two workshops this spring to start a longer term conversation on effective mentoring. These workshops will focus on topics such as:

  • how to support effective mentoring practices
  • how to avoid mentoring pitfalls
  • how the unique needs of mentees can be identified and addressed
  • how to consider the varied and specific perspectives of mentors and of mentees
  • the importance of supporting the mental health and work/life balance of mentees
  • the value of effective mentorship
  • how to improve as a mentor
  • what to expect and to request as a mentee.

These workshops will be of particular interest to current and future faculty members, postdoctoral fellows, and graduate students. Each workshop will be repeated—so we suggest that you plan to attend one of each—and takeaway lunches will be available for those who RSVP. Please see flyer below for more information about these workshops.

Mentoring Workshops Announcement

Workshop 1: A Panel Discussion on Mentoring Experiences

03/21        Time: 12:00 p.m. – 12:50 p.m. | Location: Student Union 124

03/22        Time: 12:00 p.m. – 12:50 p.m. | Location: Student Union 124

What are effective mentoring practices? How do we support effective mentors, and how do we share their knowledge and experiences? This panel will address their experiences with mentoring at the University of Mississippi.

• Dr. Cristiane Surbeck, Chair and Professor of Civil Engineering
• Dr. Leigh Anne Duck, Associate Professor of English
• Dr. John Bentley, Professor of Pharmacy Administration
• Dr. Norris “EJ” Edney III, Assistant Vice Chancellor for Diversity and Inclusion
• Kritika Gupta, Ph.D. Student in Nutrition and Hospitality Management
• Dr. Annette Kluck, Dean of the Graduate School and Professor of Leadership & Counselor Education, Moderator

Please register here

 

Workshop 2: Case Studies and Vignettes of Mentoring Challenges

03/28        Time: 12:00 p.m. – 12:50 p.m. | Location: Student Union 124

03/29        Time: 12:00 p.m. – 12:50 p.m. | Location: Student Union 124

By examining realistic scenarios, difficulties in mentoring and steps needed for effective mentoring can be addressed. In this session, hosts will present three mentoring vignettes. Participants will work in groups to discuss responses to the mentoring challenges and identify best practices.

Dr. Norris “EJ” Edney III, Assistant Vice Chancellor for Diversity and Inclusion, Moderator

Please register here

 

 

Fall 2021

October 2021

10/21          John Warner, writer, editor, speaker, teacher, consultant, and author of the “Just   Visiting” blog at Inside Higher Ed.

Topic:  Sustainable, Resilient, Free: A Conversation with John Warner about the Future of Public Higher Ed.” Presented in partnership with the Transitioning to College Writing Symposium.

Time:  12:00 p.m. – 1:00 p.m | Location: Zoom (link will be sent to those who RSVP)

Please register here

10/21          Dr. Carl Wieman, Nobel Laureate, Professor of Physics and Graduate School of Education, Stanford University

Topic:  Taking a Scientific Approach to Teaching Science (and most other subjects)

Abstract:  Guided by experimental tests of theory and practice, science has advanced rapidly in the past 500 years. Guided primarily by tradition and dogma, science education meanwhile has remained largely medieval. Research on how people learn is now revealing much more effective ways to teach and evaluate learning than what is in use in the traditional science class. Students and instructors find such teaching more rewarding, and it also shows students how to learn most effectively. This research is setting the stage for a new approach to teaching and learning that can provide the relevant and effective education for all students that is needed for the 21st century. I will also cover more meaningful and effective ways to measure the quality of teaching. Although the focus of the talk is on undergraduate science and engineering teaching, where the data is the most compelling, the underlying principles come from studies of the general development of expertise and apply widely.

Time:  3:00 p.m. – 4:30 p.m | Location: Zoom (link will be sent to those who RSVP)

Please register here

 

The University of Mississippi’s 3rd Annual Faculty Approaches to Critical Thinking (FACT) Institute
August 11th via Zoom (link will be sent to those who RSVP)

The FACT Institute is an important part of the University of Mississippi’s ThinkForward Quality Enhancement Plan. This workshop is the third in an annual series of summer workshops dedicated to exploring the role of critical thinking in higher education, our university, and our classrooms. The FACT Institute plays a critical role in strengthening our approaches to teaching for critical thinking.

During the event opportunities for upcoming grants for enhancing critical thinking pedagogy will be introduced. In particular, attendees of the FACT Institute will be eligible to submit a proposal for a FACT grant, which provides $4,000 for individuals (more for departmental teams) to redesign a lower-division course or courses they will be teaching in Spring 2022. Redesigns should include, but are not limited to, course outcomes, assignments, and teaching methods, with an eye toward revising these elements to enhance critical thinking. Participants must attend the FACT Institute in order to be eligible for this opportunity.

During the 2020-21 academic year, 24 colleagues from 10 different departments across the university received FACT grants, either as individuals or part of departmental teams, to redesign courses to enhance critical thinking.

RSVP for the 2021 FACT Institute here: https://docs.google.com/forms/d/e/1FAIpQLSebqsVC0c35oFtq3xDq_3RApm73dtaXuOPbcS7UAHZer-f36Q/viewform

Schedule:

10:00 Overview of the QEP

  • Elements of the Program, including Grant Programs
  • Assessment Components
  • Where We Are Now

10:30 Keynote Address by Dr. Sarah Birrell Ivory (faculty at the University of Edinburgh and author of Becoming a Critical Thinker)

11:45 Break

12:00 Panel of Previous QEP Grant Awardees with Q&A

1:30 Discussion of Grant Programs and Brainstorming Session for Proposal Development

2:15 Wrap-up

Please contact Josh Eyler at jreyler@olemiss.edu if you have any questions about the event.


Summer 2021

Invitation for 8-week inclusive teaching summer grant program

As part of the UM Pathways to Equity Plan, AIG, CETL, and the Inclusive Teaching Worksop Planning Committee are sponsoring an Inclusive Teaching Workshop for faculty on 12-13 May 2021. More details about the May workshop can be found below under the Spring 2021 heading.

Pathways to Equity defines inclusion as “actively and intentionally creating a welcoming campus where all individuals feel they have a supportive and affirming space to learn, grow and engage.” Teaching for inclusion, then, is about developing effective teaching practices where students see their classrooms as spaces where they are welcomed and supported in learning, growing, and engaging the community.

At the May Workshop, two faculty grant programs to support inclusive teaching will be introduced. One grant program will run during the academic year and one grant program will run during the summer months. We are proud to announce the details of the summer grant program now; more information on both grants will be available during the workshop.

What: A summer faculty grant program to develop inclusive teaching practices. CETL/AIG will pay each participant a pre-tax stipend of $2,000 for completing the program. We anticipate funding 12 grant applications.

Who is eligible: All who teach undergraduates at the University including graduate instructors and staff with teaching responsibilities. Applications from those teaching summer sections will be preferred, and we also invite those who are interested to also attend our May 12-13 workshop Inclusive Teaching Practices Workshop, but neither are required for participation. 

How: As a member of a virtual community of practice, hosted by external partner Lumen Learning, you’ll share ideas and feedback with peers as you learn to practice inclusive teaching strategies and reflect on their classroom applications. Through learning by doing and experience-sharing, you’ll develop your teaching capabilities with techniques that engage students and help them to feel seen, respected, and included as capable partners in the learning process. Expert community facilitators guide you to identify your strengths and discover additional areas for growth. Learn more about the program and register at Lumen Circles Fellowships.  

When: Two identical sessions will be offered, and applicants can choose from either: Session 1: June 2 to July 28 (eight weeks) or Session 2: June 23 to August 18 (eight weeks)

Questions? Please contact Patti O’Sullivan at posulliv@olemiss.edu


Spring 2021

In support of the Pathways to Equity strategic plan to develop better outcomes in diversity, equity, and inclusion, the Center for Excellence in Teaching and Learning, the Office of Diversity and Community Engagement, and the Center for Inclusion and Cross-Cultural Engagement are pleased to host a series of Spring 2021 events to support inclusive teaching practices. These events will culminate in a May 2021 workshop with grant-funded work to support faculty work for enhancing inclusive teaching practices.

May 2021

Inclusive Teaching Practices Workshop
May 12th and 13th 2021 via Zoom (link will be sent to those who RSVP)

Teaching strategies that emphasize structured active learning can create more equitable classrooms and improve learning for all students. As an introduction to inclusive teaching techniques, Professors Kelly Hogan and Viji Sathy of the University of North Carolina will ask participants to reflect on inequities and diversity in their classrooms through interactive activities in this webinar. After providing a framework for inclusive design and their own research results, Hogan and Sathy will lead participants through active learning exercises and case studies that explore inclusive techniques. Drawing upon their own teaching experiences and educational research, they will model approaches online that can be readily implemented with any discipline or class size to help all students achieve their potential in both online and face to face formats.

Workshop Objectives:

    • Explain the inequities that arise in an unstructured learning environment.
    • Describe techniques that add structure and equity to a classroom.
    • Brainstorm ways to reduce the inequities in your own courses.

*For more information about the workshop and the presenters, visit the information page.

RSVP for this workshop here.