Mindset culture refers to the degree to which values, norms, policies, and practices in an environment signal that ability can be improved over time with effort and feedback (growth mindset culture) or is stable and fixed from birth (fixed mindset culture). Instructors convey their courses’ mindset culture through their teaching practices, policies, and implicit and explicit messages. This mindset culture then impacts student engagement and learning. This one-hour workshop invites instructors to think more intentionally about the mindset culture of their courses. We will focus on crafting messages that contribute to a growth mindset culture at key points in a course. These key points include at the beginning of the course, before important exams or assignments, when providing feedback on student performance, and at the end of the semester. We will also discuss messaging pitfalls that can unintentionally decrease student engagement and motivation. NOTE: This workshop is based on resources created by the College Transition Collaborative and will be open to instructors from other Ohio colleges and universities through the Ohio College Teaching Consortium (OCTC).
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The rise of ChatGPT and similar large language models, often referred to as artificial intelligence (AI), poses foundational questions about what it means to write, read, and teach. Much of the popular and educational discourse surrounding AI has fallen into binary, pro-con “hot takes” regarding the impact of these tools on what it means to use writing as a measurement of accumulated knowledge, to evaluate information online, or to plan for instruction. In this workshop, we will engage in discussions of how to foster and support robust, nuanced, “both/and” conversations and approaches to AI in relation to reading, writing, and teaching.
Transparency in teaching is a commonly referenced concept with evidence-based links to equity and student success. In this workshop, participants will explore ways in which transparent teaching practices can strengthen active learning, assignments, and assessment. Participants will be encouraged to consider new ideas and literature-informed approaches to transparency in their own instruction and will be provided opportunities to share and receive feedback from peers.
While many instructors worry that students will misuse tools like ChatGPT and other generative AI platforms, these new technologies also open up exciting new possibilities for courses. This 90-minute workshop will begin to explore how generative AI tools can enhance assessments, activities, and overall student engagement across disciplines.
This 90-minute workshop will explore how to support student learning by gaining awareness of the student experience and working to create an inclusive and equitable learning environment. Coming together with other graduate students, participants are also welcome to share strategies that have helped them in the past and challenges they anticipate for the upcoming year. Participants will investigate how to infuse diversity, equity, and inclusion into their teaching and how this may be similar or different to faculty.
Community agreements are a shared set of values and expectations developed in collaboration with students aimed at making guidelines for classroom interactions transparent. In this 90-minute interactive virtual workshop, we will both discuss the process of engaging students in designing community agreements, as well as participate in the process of creating community agreements as part of our workshop. The workshop will outline a general process for facilitating the creation of community agreements, explore a range of situations and question prompts where community agreements might be valuable, and case study examples of how community agreements might be utilized in the classroom. Please note, this is an interactive workshop and attendees will be encouraged to participate in small group discussion via breakout rooms as well as contribute to a shared virtual document.