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Teaching & Learning Workshops

In our Teaching & Learning Workshops, Faculty Development and SLCC Faculty present on relevant issues and best practices in higher education. Our goal is for these workshops to be a space where faculty can engage in dialogue, explore diverse perspectives, and gain new insights in teaching and learning.

We encourage faculty to come to these workshops in person in the Professional Development Center, TB225D, Taylorsville Redwood Campus. A virtual option will also be available and can be accessed on our Faculty Development SharePoint Site.

To register for professional development, go to the SLCC Registration System found under the Employee Tab in your MySLCC portal. In the registration system you will select Faculty Development as the department. Registration Tutorial Video.

Workshops

Foundations of Inclusive Teaching Course Discussion (FC95)
Tuesday, November 15, 2:30-4 p.m.

This workshop is a discussion for faculty who have completed the Foundations of Inclusive Teaching Course.

This self-paced online course introduces instructors to key concepts and principles for equitable and inclusive teaching. Participants explore strategies for reducing inequities in higher education that create barriers to learning for community college students. The course includes definitions, short readings, videos, reflective questions, teaching strategies, and other resources. Participants will complete a series of self-paced learning activities, record their teaching ideas in a notebook or teaching journal, and complete a formal reflection. Instructors who successfully complete all required activities receive a Foundations of Inclusive Teaching credential with a digital badge.

Designing Effective Course Learning Outcomes (FC96)
Wednesday, December 7, 2:30-4 p.m. (over zoom only)

Faculty Development and the Office of Learning Outcomes Assessment, with guidance from the Student Learning Outcomes Assessment (SLOA) faculty senate committee, created this workshop to support faculty in designing effective learning outcomes for their courses. We will discuss the purpose of providing clear learning outcomes, and the importance of connecting them to course assignments and assessments. Faculty will have the opportunity to assess the learning outcomes in their current courses and make adjustments as necessary based on our discussion. If possible, bring a course syllabus with you to review during the workshop.

Mindful Teaching/Mindful Learning (FD33)
Wednesdays, February 1, 8, 15, 22, 2023 from 3-4:30pm (hybrid)

“Masterful Teachers are Mindful Teachers, aware of themselves and attuned to their students” –Deborah Schoeberlein David

The life of a teacher is profoundly complex, especially as we navigate new and complicated transitions of student experiences and our own profession. Mindfulness specialist and educator, Parker Palmer, suggests that we “teach who we are.” But what does that mean?

Join Andrea Malouf and SLCC Faculty Development to explore establishing personal stress-reduction practices for teachers, as well as mindful approaches to classroom and online teaching. We’ll also explore the cognitive benefits of mindful learning for students and ourselves as educators. Participants will also receive the book The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (20th Anniversary edition), by Parker Palmer.

“Mindfulness is the awareness that arises when paying attention on purpose, in the ‘present’ moment and without judgement” –John Kabit Zinn

Indigenous Cultural Hindrances in Higher Education (FD25)
Thursday, February 16, 2:30-4 p.m.

In this workshop, Stephanie Charles (Diné), Equity & Inclusion Coordinator in Faculty Development, will share perspectives on why enrollment rates are low for Native/Indigenous students. Topics that will be covered are:

  • Native/Indigenous students navigating within higher education
  • Cultural upbringings influenced by colonialism & white supremacy
  • Post-colonial efforts within higher education

We hope you will join us for an engaging discussion regarding the experiences of Native/Indigenous students.

Academic Freedom, Free Speech & Classroom Climate (FD26)
Thursday, March 23, 2:30-4 p.m.

Concerns and questions about academic freedom and free speech in the classroom arise frequently in higher education. With support from Title IX and College General Counsel, this workshop will address faculty and student rights, college policies and resources, and how classroom climate impacts teaching and learning. We hope faculty will gain insights on maintaining a respectful classroom environment and responding to difficult situations that may arise.

Annual Syllabus Tune-up (FD27)
Thursday, April 20, 2:30-4 p.m.

While the syllabus is a familiar feature in an academic course, we often overlook strategies to design a syllabus that is inclusive. Whether you are an experienced or new faculty member, participants will have the opportunity to develop or assess a syllabus for a range of components such as tone, policies, statements, and transparency. By creating a clear and welcoming syllabus, we can more readily engage students in our courses. If possible, please bring a syllabus with you.