Workshops
PFF-approved workshops are offered by the Graduate College, the Academy of Fellows for Teaching & Learning (AFTL), the Center for the Enhancement of Teaching and Learning (CET&L), and other UC groups. This page and the Canvas page show which workshops qualify for credit for the present term. The workshops chosen by the PFF program typically focus on pedagogy.
Workshops lasting four hours or less are worth five activity points. Workshops lasting may be worth more points pending approval by the program coordinator.
In order for students to receive activity points for attending a workshop, an activity log must be completed and submitted via Canvas within one month of the activity date.
PFF students are encouraged to participate in the following workshop offerings for PFF recognition. These offerings will be periodically updated. Please check the registration link to see if the specific workshop is virutal or in-person.
More workshops will be added as they come available. If you see one that you think is relevant to Preparing Future Faculty but is not listed, please contact the PFF Coordinator at gradpff@uc.edu.
Date: Tuesday, September 5th
Time: 10:00 AM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
Looking for ways to increase your presence in your online course? Then this is the workshop for you! In a face-to-face learning environment instructor presence is straight forward since you are in the classroom with students. We know it can be trickier to nail down in an online learning environment, however. In this workshop we will explore a variety of ways to enhance instructor presence in an online course to make an immediate impact on student satisfaction and learning outcomes.
At the end of this workshop, participants will be able to:
- Describe online instructor presence
- List the benefits of enhancing instructor presence
- Examine techniques and best practices for increasing online instructor presence
- Apply techniques for increasing instructor presence in online courses
Date: Tuesday, September 5th
Time: 1-2:30 PM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
Stress influences a student’s capacity to take in information, maintain focus, and engage in the learning process. In this interactive virtual workshop, participants will learn about three types of stress (positive, tolerable and toxic) and trauma informed pedagogical strategies to address stress in the classroom. Attendees will share their experiences with navigating student stress and discuss some of the common coping strategies used by students including procrastination, hypervigilance and apathy.
By the end of this workshop, participants will be able to:
- Describe the three types of stress and how stress impacts a student's ability to focus and process information
- Examine common responses to stress through a trauma informed pedagogical framework
- Connect course design strategies and pedagogical practices to common stressors in the classroom
Date: Tuesday, September 12th
Time: 1:30- 3:00 PM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
The CRAAP test, a checklist tool to evaluate websites, was created in 2004, long before the interactive internet that we know today. Studies have found that this tool, taught widely in colleges and universities, is not an effective method of evaluating the reliability of information, and can in fact, be more harmful than helpful. This workshop will discuss the shortcomings of the CRAAP test, and why we should focus on updated methods such as SIFT and teaching proactive evaluation skills. Participants will aslo explore ways to integrate updated evaluation methods into assignments and courses.
By the end of this workshop, participants will be able to:
- Explain why checklist information evaluation tools are not useful in today’s information landscape
- Articulate the need to help students learn updated evaluation methods
- Integrate these methods into their courses to teach students updated evaluation skills.
Date: Wednesday, September 13th
Time: 10-11:30 AM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
How students are using (or misusing) ChatGPT has recently become a pressing issue for instructors. However, many professors aren’t sure of the capabilities, limitations, and opportunities that ChatGPT presents. This workshop aims to help instructors develop an understanding of ChatGPT and how it might impact their classes (in both positive and negative ways). We will begin with an introduction and overview of ChatGPT, before transitioning to an open discussion about how it impacts our specific disciplines.
By the end of this workshop, participants will be able to:
- Describe the capabilities and limitations of ChatGPT
- Discuss the impact ChatGPT might have in their courses
Date: Wednesday September 20th
Time: 11:00-12:30
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
This program is designed for faculty who have been at UC four years or less. During these virtual sessions, we’ll explore building your network of teaching support, evidence-based practices you can incorporate in your teaching, and give and receive feedback to peers about teaching. The Community of Practice on Teaching as Junior Faculty meets four times a year at the beginning and end of each semester and we welcome you to attend as many sessions as you are able.
Date: Wednesday, September 20th
Time: 12:15-1:15 PM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
Difficult conversations are a common— often integral—component of an education environment. When they take place in the classroom, those conflicts can be particularly challenging as instructors work to ensure learning for all students while simultaneously balancing the particular needs of a specific student or students as well as the course material. This session will provide participants an opportunity to explore and practice specific tools to support their desired outcomes in these interactions. Participants will critically assess if and how they choose to engage, identify an approach to initiate these difficult conversations, and apply multiple methods in support of productive engagement within these conversations.
Date: Thursday, September 21st
Time: 10 AM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
In this interactive workshop, instructors will explore various active learning techniques and consider how active engagement with course material can improve learning outcomes. Coming together with other instructors, participants will be encouraged to share tips that have helped them in the past and brainstorm how they might implement new active learning strategies in the future, as well as troubleshoot and adapt strategies across diverse contexts and modes.
Learning outcomes:
By the end of this workshop, participants will be able to:
Discuss how active learning supports student learning
Describe active learning strategies that instructors can use
Identify strategies they would like to implement within their courses
Identify context-specific resources to overcome obstacles of implementing active learning
Date: Wednesday, September 27th
Time 1:00 - 2:00 PM
Register on OneStop
This workshop will be held via Zoom. A link will be sent to all registered attendees within 24 hours of the workshop.
This session will focus on the presenters' pedagogical approach to creating an inclusive and authentic environment in Daily Double: Incorporating Inclusion and Authenticity in the Classroom. Utilizing the popular game show, Jeopardy’s format, as the vehicle, the presenters will provide questions and answers that highlight the different approaches they have implemented in their teaching and how incorporating their authentic selves and experiences has allowed for more engagement from students. By focusing on categories such as inclusion, showing empathy, being authentic, individualized classroom experiences, and supporting students’ mental health, session attendees will examine insights for their own pedagogical toolkit. The presenters will reflect on how their individual identities impact the ways they show up in the classroom, while sharing strategies with session attendees on becoming more self-aware of one’s identity and how it impacts their passions and work.
Outcomes
- After this session, attendees will be able to determine how one’s own identify impacts their pedagogical approach
- After this session, attendees will be able to articulate different strategies that can be used to create inclusive and authentic environments
- After this session, attendees will be able to determine resources available to aid in supporting students in engagement, retention, and individualizing classroom experiences