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.
*All Workshops To Go are currently 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.
Note: All of the following sessions can be adapted to focus on the in-person or online teaching contexts.
Engaging Students in Discussions
Well-designed 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 four-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 classroom conversations.
This session addresses questions about teaching using discussions, such as:
- How do I get students to engage with each other in class discussions?
- How can I keep the conversation going between class sessions?
- How can I create a space in which my students feel comfortable sharing?
See CTL resource: Learning Through Synchronous and Asynchronous Discussion
Planning Live Class Sessions
Teaching live (synchronous) 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 class sessions.
This session addresses questions about planning class sessions, such as:
- Will lecturing help my students learn?
- What can I do to plan effective live class sessions?
See CTL resource: Engaged Lecturing: Five Tips for Planning Live Online Classes
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 community with students in my large online course?
- How can I promote academic integrity?
- How can I work with my TAs effectively?
Ways to Be More Inclusive in Your Course
Inclusive classroom practices can empower students to create and engage in deeper, more meaningful learning experiences, but establishing an inclusive learning environment can be challenging. In this session, faculty will explore five evidence-based inclusive teaching principles that they can apply to their 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 course.
This session addresses questions about inclusive teaching, such as:
- How do I create a community in which all students feel a sense of belonging?
- How can I partner with my students to co-create the learning environment?
See CTL resource: Guide for Inclusive Teaching at Columbia
Feedback for Learning
From in-class activities and assignments, to peer-reviewed manuscripts, feedback is essential for growth and learning. And yet, if students don’t reflect on or apply notes or comments, it can sometimes feel like feedback doesn’t matter all that much. Giving feedback can feel like an arduous process, and when it goes unused on student assignments, it can leave instructors feeling frustrated. In this session, faculty will explore strategies to make giving feedback easier and more effective.
This session addresses questions about giving feedback, such as:
- How do I create a culture of feedback?
- What kinds of feedback can I give to students?
- How do I use technology to facilitate the feedback-giving process?
See CTL resource: Feedback for Learning
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.