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Teaching Support

Units may request private group sessions of any of these workshops for faculty after they have launched in the 2022-2023 academic year by emailing Dr. M. Geneva Murray (geneva.murray@ou.edu), unless otherwise noted. All OU faculty and Graduate Teaching Assistants (GTAs) are welcome to attend any workshop unless the workshop is advertised as for faculty only.

The following workshops are organized thematically within CFE’s Professional Development Plan for Teaching.

These workshop offerings provide you with the essential teaching strategies to create your curriculum, syllabi, engage students in the course material, incorporate writing throughout your curriculum, and improve your grading productivity.

(Re)Designing Your Course: Course Design Using Backward Design

(Re)Design your course in a supportive, structured, and communal environment. Using a backward design approach, this workshop provides opportunity for you to work on your course (re)design by engaging in reflective activities to consider what, when, and how the course will be taught, as well as how the course objectives are achieved. This session will include a cursory introduction to Universal Design for Learning (UDL). 

Duration: 1.5 hours

Frequency: This workshop is offered twice annually: once during CFE’s Teaching Preparedness Week (August) and once in January (the week before classes begin).

Curriculum Plan: Core Teaching Skills 101

Motivate Your Students from Day One: Syllabus Design

Motivational and transparent syllabi can both increase student motivation in your course and decrease the number of questions you’re asked throughout the semester. This workshop builds upon our online syllabus templates and provides suggested activities to get students to read your syllabus. Bring syllabi or a draft syllabus with you, in whatever stage it is in, to share and discuss with others during hands-on activities. 

Duration: 1 hour

Frequency: This workshop is offered twice annually: once during CFE’s Teaching Preparedness Week (August) and once in January (the week before classes begin).

Curriculum Plan: Core Teaching Skills 102

You Belong Here: Building Rapport with Students to Improve Academic Outcomes

A key component to student success is a sense of belonging in the classroom and at the university. This workshop provides participants with strategies to build rapport with students so that they feel more connected with you and their peers. Participants are encouraged to bring their own ideas, while also learning about Student Background and Experience surveys, icebreakers, establishing community expectations, and motivational language.

Duration: 1.5 hours

Frequency: This workshop is offered twice annually: once during CFE’s Teaching Preparedness Week (August) and once in January. A workshop on this topic for those teaching online, asynchronous courses is also available.

Curriculum Plan: Core Teaching Skills 103

The Five-Minute Writing Workshop

You can teach the fundamental skills of writing in your discipline without detracting from content instruction or making more grading work. In this workshop, Robert Scafe will introduce you to a “5-minute writing workshop” model developed by the nationally recognized Writing Enriched Curriculum program at the University of Minnesota. Participants will learn how to create quick, low-stakes writing prompts that assist students in achieving course outcomes. By the end of this workshop, you will have developed an engaging low-stakes writing prompt.

Duration: 1 hour

Frequency: This workshop is offered twice annually: once during CFE’s Teaching Preparedness Week (August) and once in February. Units may also request this workshop, as well as other consultations related to the Writing Enriched Curriculum program, by emailing Dr. Robert Scafe (rscafe@ou.edu).

Curriculum Plan: Core Teaching Skills 104

Increase Your Grading Productivity: Feedback, Grading, and Rubrics

If you want to assign writing but are wary of the grading work, this workshop is for you. We will learn how to make feedback more efficient and meaningful by clarifying expectations, distinguishing commenting from grading, and training student writers (and their peers) to evaluate their own work. You will learn to give specific, productive feedback instead of wasting time proofreading and micro-grading student work. And you will learn to use Canvas tools such as SpeedGrader, rubric templates, and peer review to create a feedback environment appropriate to your teaching style.

Duration: 1 hour

Frequency: This workshop is offered twice annually: once in September and again in April.

Curriculum Plan: Core Teaching Skills 105

These workshop offerings are focused on effective active learning techniques to foster academic achievement among your students.

Engaging Teaching Tools

Join us for a session on teaching with instructional technologies that will make teaching easier and more engaging for students: Gradescope (grading and submission of work made easier), TopHat (teaching and learning all in one place, student response system), Jamboard (visually organize and represent thoughts), Mentimeter (create word clouds, polls, and open-ended responses for student engagement), and Hypothesis (digital annotation for online readings). 

Duration: 1.5 hours

Frequency: This workshop is offered annually during CFE’s Teaching Preparedness Week.

Curriculum Plan: Active Learning 201

Facilitating Group Discussion

Many discussion-based classrooms quickly devolve into a dynamic of instructor-student Q and A, with a small percentage of students accounting for most of the participation. It doesn’t have to be this way. Drawing on Stephen Brookfield’s Discussion as a Way of Teaching, this workshop will show you how to coach student-to-student interactions, set expectations for participation from day one, and anticipate “flare ups” with proactive discussion guidelines. We will also learn how to leverage the discussion dynamic to model academic skills such as citation, collaboration, and problem solving.

Duration: 1 hour

Frequency: This workshop is offered annually during CFE’s Teaching Preparedness Week.

Curriculum Plan: Active Learning 202

Interactive Lectures in Large Classes

There are effective and dynamic ways to lecture that will keep your students engaged throughout your course. This panel discussion brings together faculty who teach large enrollment courses to discuss tools and strategies that can be utilized across all disciplines and in any class size. This session provides additional insight beyond CFE’s online effective lecturing resource. You are also encouraged to bring your strategies to share with other session participants. 

Duration: 1 hour

Frequency: This panel occurs annually in March. A recording of a past panel may be requested, but this session will not be able to be recreated for individual units upon request.

Curriculum Plan: Active Learning 320

Creating and Assessing Group Work

Want to assign group work because it’s a necessary skill for students to learn, but remember hating group work yourself? Or not sure how to assess group work fairly, or set students up for success? Group performance is often translated into individual grades, which raises issues of fairness, equity, and motivation. This workshop will discuss multiple ways to assess group work effectively and how to help students establish group guidelines.  

Duration: 1 hour

Frequency: This workshop is offered annually in February.

Curriculum Plan: Active Learning 321

Learning by Doing: Project- & Problem-Based Learning

Through a discussion on learning by doing using project-based and problem-based, you’ll be invited to consider using one of these frameworks to engage and assess student learning, intentionally connecting students with how your course objectives can help them to develop transferrable skills and applied knowledge. These frameworks promote higher-order thinking and assess not just what students have learned, but how they can transfer their knowledge to other scenarios. 

Duration: 1 hour

Frequency: This workshop is offered annually in November.

Curriculum Plan: Active Learning 333.

Covering both assessment of your teaching and your students, these workshops will focus on providing appropriate feedback and assessment strategies to spark growth for everyone in the classroom. 

The Power of Their Words: Processing SES Results

Student feedback on their learning in our courses can be affirming, as well as transformative, in supporting our own growth as instructors. However, it can be challenging to hear negative feedback on courses when we’ve dedicated so much time, energy, and intellectual creativity to them, and not all feedback is created equally. Through guided reflection and peer support, we’ll spend time together reviewing our SES feedback. You can choose to read yours privately in advance or use this session to process them for the first time, either on your own or with a peer. We ask that you bring printed copies of your SES results or email them to geneva.murray@ou.edu at least two hours in advance of the session if you need assistance printing, with the subject heading “SES Results.” Additional information is available online about the Student Experience Surveys at OU.

Duration: 1.5 hours

Frequency: This workshop is offered annually in January and May.

Curriculum Plan: Feedback & Assessment 203

Break the Mold on Your Assessments

Reinvigorate your assessment strategies by offering students choices in how they demonstrate what they have learned. This approach aligns with Universal Design for Learning (UDL) framework to inform how students can demonstrate their learning. We’ll work together to share various assessment strategies and provide tips about using videos, podcasts, role plays, self-assessment, and/or visual displays such as concept maps or infographics.

Duration: 1 hour

Frequency: This panel occurs annually in September. A recording of a past panel may be requested, but this session will not be able to be recreated for individual units upon request.

Curriculum Plan: Feedback & Assessment 210

Assignment Makeover with Transparency in Learning and Teaching (TILT)

Does it ever feel like students don’t know what you’re asking for on an assignment? Transparency in Learning and Teaching (TILT) is a Universal Design for Learning (UDL) practice which emphasizes the importance of transparency when designing assignments in order to mitigate barriers to success and increase student motivation. This workshop will engage faculty in redesigning a course assignment using the TILT framework.

Duration: 1 hour

Frequency: This workshop occurs annually in September.

Curriculum Plan: Feedback & Assessment 211

Benefiting from a Classroom Observation

Classroom observations allow you to document your teaching successes and hone your skills. This workshop will move beyond CFE’s online classroom observation resources to personalize the experience as both observer and observee. We’ll discuss identifying shared goals and opportunities for growth, understanding the diversity of effective teaching practices, effective feedback through transparent communication, and how to develop an action plan. If you are interested in observing someone’s class, or having your course observed, this is the workshop for you!

Duration: 1 hour

Frequency: This workshop is offered annually in February.

Curriculum Plan: Feedback & Assessment 301

These series of workshops provide you with strategies for supporting students within your classroom through classroom management, understanding of student experiences, and knowledge of applicable resources.

LGBTQ+ Aspiring Allyship for Faculty

Created in partnership with the Gender + Equality Center, this training program is part of their LGBTQ+ Aspiring Ally series. Following attending their LGBTQ+ Aspiring Ally training (which we recommend you do in Summer or Fall), this session will build on your knowledge by placing it specifically in classroom scenarios (or settings). We’ll discuss responses to students coming out, respecting pronouns and confidentiality in writing letters of recommendation.

Duration: 1 hour

Frequency: This workshop is offered annually in February.

Curriculum Plan: Inclusive Teaching 302

Voices in the Margins: How to Use Conversation and Oral Expression to Humanize Academic Writing.

Do your students see academic writing as a foreign language? Do you struggle to engage traditionally marginalized students in class discussion? This workshop will help you humanize academic writing by using discussion to model the “moves” of scholarly discourse.  Participants will learn how to proactively establish the values of language diversity in the classroom and how to leverage conversational moves to teach formal writing. We’ll also explore the web annotation tool hypothes.is, which allows real-time commenting on a shared online “text” to create a more inclusive conversational space for students who find face-to-face discussion problematic

Duration: 1.5 hours

Frequency: This workshop is offered annually in October.

Curriculum Plan: Inclusive Teaching 303

Start By Believing: Responding to Student Self-Disclosures of Interpersonal Violence

According to the AAU Climate Survey on Sexual Assault and Sexual Misconduct (2020), 20.6% of undergraduate students in their fourth year or higher reported nonconsensual sexual contact since starting their educational experience on their campus. As mandatory reporters, faculty are required to report incidents of interpersonal violence, but may have trouble knowing how to respond to a student in the moment they disclose. This workshop supports faculty through learning more about interpersonal violence on college campuses, positive responses to disclosures, mandatory reporting obligationsavailable resources, and more. By the end of the workshop, faculty will have practiced how to respond to a student who discloses.

Duration: 1.5 hours

Frequency: This workshop is offered annually in September.

Curriculum Plan: Inclusive Teaching 304

How to Support Students Under High Stress

Inspired by trauma informed teaching principles (Dr. Janice Carello), this workshop provides examples of how those principles can be actualized within your course. We’ll discuss policies, email responses, resources, and strategies within the classroom to support students so they can engage more in your course. While applicable to all courses, we’ll provide additional tools for sensitive subjects, while supporting professional development. At the end of this session, faculty will choose 1-2 techniques to begin using in their classrooms and with their students.

Duration: 1.5 hours

Frequency: This workshop is offered annually in January, with additional offerings as needed.

Curriculum Plan: Inclusive Teaching 305

Making Conflict Productive: Managing Difficult Conversations in the Classroom

Conflict can occur within a classroom during disagreements and if students don’t feel a sense of belonging. Conflict can be scary and uncomfortable, but it doesn’t have to be! In this workshop, we’ll discuss preemptive strategies and facilitation approaches to engage students in productive conversations on difficult topics. You’ll leave this session with concrete resources that can help you build community among your students and yourself. You’ll also have opportunity to role play strategies in managing difficult conversations so that you’ll feel more confident in classroom facilitation.

Duration: 1.5 hours

Frequency: This workshop is offered annually in October, with additional offerings as needed.

Curriculum Plan: Inclusive Teaching 306

Diversifying Course Content through Universal Design for Learning (UDL) Practices

All students deserve an equal opportunity to learn and to succeed. Using UDL principles as a framework, this workshop will discuss practical course design and teaching strategies to remove barriers to student learning. Through interactive group discussions, this workshop will support faculty in applying UDL principals to their courses. We will brainstorm ways to implement the principals through diversifying course content, engagement, representation, and action and expression for our students. Participants will take away at least 1-2 practical strategies to implement right away without revamping the whole curriculum. Additional resources are available through the CFFE’s Diversifying Course Content resource.

Duration: 1.5. hours

Frequency: This workshop is offered annually in October.

Curriculum Plan: Inclusive Teaching 308

Transforming Education with Classroom Undergraduate Research Experiences (CUREs)

CUREs can help you achieve your research goals. CUREs are in-class experiences that engage students in conducting novel research that would enhance, and be of interest, to their field broadly. This workshop will discuss how to use your research interests to create a CURE.

Duration: 1 hour

Frequency: This workshop is offered annually in March.

Curriculum Plan: Research & Teaching 400