Workshops To Go
Workshops To Go is an on-demand offering for departments or programs that wish to host a short pedagogical workshop for their faculty. All workshops present evidence-based practices and are grounded in the science of teaching and learning. With each Workshop To Go offering, faculty will receive tailored resources, strategies, and practices that can help them address common challenges in their classrooms.
Department chairs and program directors may select a session topic from the list below, which can be offered in a 30-, 60-, or 90-minute format, or can choose to work with CTL staff to customize a workshop to meet the needs of the department’s faculty. Click on the toggles below to read the workshop descriptions.
*For Spring 2021, all Workshops To Go will be facilitated via Zoom. All faculty are expected to be familiar with Zoom prior to participating in a Workshop To Go. For Zoom training, visit https://cuit.columbia.edu/zoom.
Engaging Students in Online Discussions
Well-designed online discussions can be dynamic, eye-opening, and generative, providing students with meaningful and engaging learning experiences. However, challenges can arise in the form of unequal participation, unclear learning outcomes, or charged topics that turn into difficult classroom moments. In this workshop, faculty will address these challenges by exploring a three-step process as well as strategies to ensure that students engage in and learn from synchronous and asynchronous discussions, and leave class with clear takeaways. With intentional planning and facilitation, faculty can maximize student learning from online classroom conversations.
This session addresses questions about teaching using online discussions, such as:
- How do I get students talking online?
- How can I keep the conversation going between class sessions?
Planning Live Online Class Sessions
Teaching live (synchronous) online class sessions that simultaneously engage students and help them learn important course content requires careful planning. In this session, faculty will draw on three key findings from the science of learning—activation of prior knowledge, retrieval practice, and reflection—that promote student engagement and learning. Faculty will reflect on their own teaching practices and consider ways to incorporate these evidence-based strategies into their online class sessions.
This session addresses questions about planning online class sessions, such as:
- How can I design my online lecture to maximize student learning?
- What can I do to plan effective live online class sessions?
- How do I avoid Zoom fatigue?
Teaching Large Online Courses
Teaching large online courses can present unique challenges, including building rapport with and among students, managing large amounts of grading, using TAs effectively, and upholding academic integrity. In this session, faculty will explore these challenges and discuss evidence-based strategies to make large online courses more manageable and rewarding for faculty and students alike.
This session addresses questions about teaching large online courses, such as:
- How do I engage and build rapport with students in my large online course?
- How can I promote academic integrity?
- How can I use my TAs effectively?
Ways to Be More Inclusive in Your Online Course
Inclusive classroom practices can empower students to create and engage in deeper, more meaningful learning experiences, but establishing an inclusive online learning environment can be challenging. In this session, faculty will explore five evidence-based inclusive teaching principles that they can apply to their online classroom: foster a climate of belonging, setting explicit expectations, constructing inclusive course content, designing all course elements for accessibility, and reflecting on faculty’s own beliefs about teaching. Faculty will use these principles to reflect on their current teaching practices as well as learn a variety of simple effective inclusive teaching strategies to maximize equity in their online course.
This session addresses questions about inclusive teaching, such as:
- How do I create an online community in which all students feel a sense of belonging?
- How can I partner with my students to co-create the learning environment?
In a 30-minute session, faculty members will learn about evidence-based teaching strategies which address the selected topic.
A 60-minute session covers all the components of a 30-minute workshop as well as a guided discussion by CTL staff to show faculty members how these strategies can be applied to their discipline.
A 90-minute session includes all of the components listed above, plus a more nuanced discussion of the topic, the opportunity to try out strategies with colleagues, and time to begin planning how faculty could implement the strategies into their classes.
The CTL is here for faculty.
The Columbia Center for Teaching and Learning provides an array of support for faculty in both their work and their professional development.