Past Summer Series
2009 / 2008 /2007 / 2006 / 2005 / 2003 / 2002 / 2001 / 2000 / 1999 / 1998 / 1997 /1996 / 1995 / 1994 / 1993 / 1992 / 1991
Coming Soon
June 11: Writing a Learner-Centered Syllabus
PJ Bennett, Interim Assistant Director, Graduate Teacher ProgramJune 25: Everything You Wanted to Know About Copyright and Teaching...and Then Some!
Deborah Keyek-Franssen, Associate CIO for Academic Technology InitiativesJuly 2: Designing Your Course
Laura Border, Director, Graduate Teacher ProgramJuly 9: Helping Diverse Students Excel
Dr. Ramona Beal, Coordinator, McNair ProgramJuly 16: Evaluating Your Student’s Work
Hallie Meredith, Lead Coordinator for Social Sciences & STEM, Graduate Teacher ProgramJuly 23: Using Writing to Teach Learning Across the Disciplines
Lonni Pearce, Coordinator, First Year Writing, Program for Writing and Rhetoric
June 6: Writing a Learner-Centered Syllabus
PJ Bennett, Interim Assistant Director, Graduate Teacher ProgramJune 13: Are You Prepared for Contentions in Class Discussions?
Jason Hanna, Lead Graduate Teacher, PhilosophyJune 20 (Session I): Addressing Diverse Learning Styles in Your Course Plan
Laura Border, Director, Graduate Teacher ProgramJune 20 (Session II): Helping Diverse Students Excel
Dr. Ramona BealJune 27: Assessing Work in the Arts
Hoag Holmgren, Executive Director, The POD NetworkJuly 11: Using Writing to Teach Learning Across the Disciplines
Steve Lamos, Associate Director, and Staff, Program for Writing and RhetoricJuly 18: Everything You Wanted to Know About Copyright and Teaching...and Then Some!
Deborah Keyek-Franssen, Associate CIO for Academic Technology InitiativesJuly 25: Building Assessment Techniques Into Your Course
Tim Weston, Research Associate ATLAS Evaluation & Research at University of Colorado
June 7: Writing a Learner-Centered Syllabus
Laura Border, Director, Graduate Teacher Program
An effective syllabus is student-centered and reflects the instructor’s level of organization, depth of thought, and professionalism. This workshop addresses the important aspects of effective syllabus preparation.June 14: Using Writing to Teach Your Students Mastery of the Course Content
Patricia Sullivan, Director, Program for Writing & Rhetoric
Participants discover ways to enhance student learning through writing without increasing their paper load.June 21: Addressing Diversity Issues in Your Course Plan
Brian Klocke, Lead Coordinator, Graduate Teacher Program
This workshop will examine ways to incorporate issues of race, class, gender, and sexual identity into course design.June 28: Designing Your Course for Effective Use of Technology
Edwige Simon, Educational Technology Specialist, ALTEC
This session explores the place of technology in the instructional design process, how to select the most relevant technologies, and how to use them in a pedagogically sound fashion.July 5: Assessing Creative Work
Liza Williams, Lead Graduate Teacher, Theatre & Dance Casey
McGuire Lead Graduate Teacher, Art & Art History
Learn clear, effective ways to grade and evaluate creative work in a way that helps students better understand what’s expected of them and why exactly they received a certain grade.July 12: Attending to Students’ Technology Literacy When Designing Your Course
Tim Cowan, Coordinator, ITS
KnowIT is a program in digital literacy. This sessions suggests how instructors can help students in their courses gain proficiency in IT by building digital literacy aspects into their courses.July 19: Using Rubrics to Inform Student Learning and Assessment
Kenneth Wolf, Associate Professor & Interim Director of Assessment, UCDHSC
Participants will learn how to design effective scoring rubrics to use in assessing and advancing their students’ learning. Participants will also be shown a variety of examples of rubrics across various content areas.July 26: Every Class is a Theatre Piece
Len Barron, Playwright & Education
The session deals with space and time elements in planning a class. Focus is on the rhythm of speech, movement, and beginning and ending for the class period.
June 9: Writing a Learner-Centered Syllabus
Laura Border, Director, Graduate Teacher Program
An effective syllabus is student-centered and reflects the instructor’s level of organization, depth of thought, and professionalism. The syllabus is also a form of written contract. This workshop addresses the important aspects of effective syllabus preparation.
June 16: Using Writing to Teach Learning Across the Disciplines
Patricia Sullivan, Director, Program for Writing & Rhetoric
Participants discover ways to enhance student learning through writing without increasing their paper load.
June 23
Addressing Diverse Learning Styles in Your Course Plan (Session 1)
Laura Border, Director, Graduate Teacher Program
Participants apply four different learning styles to lessons, assignments, and tests in their own disciplines.Using Student Confidence Degree Scales in Your Course (Session 2)
Marianne Poumay, Director, LabSET, Université de Liège, Belgium
Learn which scales should be used, which indices to derive from them, but most of all how using confidence degrees can inform your assessment of student work.
June 30: Are You Prepared for Contentious In-Class Discussions?
Ed Hafer, Lead Graduate Teacher, Philosophy
Learn how to facilitate difficult discussions and to teach your students how to disagree in a rational, productive way.July 7: Assessing Creative Work
Clarissa Cutrell, Lead Graduate Teacher, Creative Writing
Amy Slater, Lead Graduate Teacher, Dance
Learn clear, effective ways to grade and evaluate creative work in a way that helps students better understand what’s expected of them and why exactly they received a certain grade.July 14: Everything You Wanted to Know About Copyright and Teaching...and Then Some!
Deborah Keyek-Franssen, IT Initiatives Coordinator, Office of Academic and Campus Technology
Kristin Diamond, Assistant University Counsel, Office of University Counsel Participants learn about the proper use of copyrighted materials in teaching and learning, including the four fair use factors, the TEACH Act, campus copyright resources, and much more.July 21: Building Assessment Techniques Into Your Course
Tom Cyr, Director, Cooperative Assessment Project, Office of the Vice President for
Academic Affairs and Research, University of Colorado System
Participants engage in hands-on activities including the design and development of assessment strategies for their courses. Bring any formal or informal educational statements regarding mission, goals, outcomes, and objectives related to the course(s) you teach.
June 11
Course Design: Building a Scaffold for the Entire Semester
Hoag Holmgren, Assistant Director, Graduate Teacher Program & Colorado Preparing Future Faculty Network
Preparation is an essential aspect of teaching a satisfying and effective course. But how do we prepare for the unexpected, such as student dissatisfaction with the syllabus or with the workload? How do we handle complaints about grades or teaching styles? This workshop addresses practical ways to design a course as instructor of record in a way that allows for improvisation and anticipation of potential obstacles.June 18
***SPECIAL ROOM: UMC 247***
Course Design: Planning Your Syllabus as Instructor of Record
Laura L. B. Border, Director, Graduate Teacher Program
An effective syllabus is student-centered and reflects your level of organization, depth of thought, and professionalism. The syllabus is also a form of written contract. This workshop addresses the important aspects of effective syllabus preparation.June 25
Course Design: Understanding the Honor Code and Designing Your Course to Avoid Student Cheating & Plagiarism
Honor Code Staff and Jeffrey Luftig, Senior Instructor
This seminar will be of equal use to all teaching graduate students as well as faculty, since all faculty on campus now fall under the new Honor Code rather than the procedures utilized in the past within individual schools and colleges. The following topics will be covered: Accessing critical information from the new Honor Code web site; Recommended procedures to use if you believe that a violation has occurred; Recommended procedures for confronting students whom you believe have violated the Honor Code; Recommendations for participating in the hearing process; Understanding the appeals process; Recommendations for what to include in course syllabi about the Honor Code and academic integrity; How to obtain pass codes and use the Turn-It-In.com plagiarism service.July 2
Course Design: Using Writing Assignments in the Context of Your Course
Margie Krest, Writing Instructor, EPOB
In many courses, the "paper" comprises some part of a student's final grade. Yet many students wait until the week or even the night before a paper is due to begin. The results of these last minute writings are often disappointing. In this workshop, I will discuss ways you can motivate your students to think about, draft and revise their papers before they are due. I will focus on practical techniques you can implement this semester.July 9
Course Design: Diversifying Your Course
William King, Professor, Ethnic Studies
Changing the content of the extant curriculum so that it is more inclusive respecting people of color is not so much an issue of adding new information as much as it is changing the "Universe of Definition" that supports the paradigms and other constructs of the consciousness that flows therefrom. Doing the former is little more than what I call the Ted Turner approach of colorizing the classics. Doing the latter will require an entirely new gestalt comprising the old and the new. As a concrete case in point consider the founding concepts of US society--freedom, liberty, equality and justice--and the reality that they were first propounded when slavery was an everyday fact of life and women had neither voice nor vote in the policy arena. When Lincoln issued his Emancipation Proclamation in 1862 to be implemented on 1 January 1863, that instantaneously altered the conceptualization and standing of black folk from property to persons. It follows that those concepts required reworking if only to address the conjoint issues of procedural equity and substantive inequity that have long inhibited the realization of democracy in America. One question that folks might want to consider here is whether they would rather have equal treatment that results in the preservation of the status quo or, treatment as equals that looks at what each person brings to the table and the import of that notion for altering the balance of power in society.July 16
Course Design: Technology: To Integrate or not to Integrate It into Your Course
Mark Werner, ITS
How should teachers think about integrating technology into their courses? What might be useful? And what should teachers avoid in course design?July 23
Course Design: Assessing Your Self, Your Students, and Your Course
Annette Thornton, Lead Coordinator, Graduate Teacher Program
Building formative assessment into your course provides critical feedback that allows you to improve your performance, your students' learning, and your course in general. This workshop addresses the need for and importance of utilizing formative assessment at critical points during your course so that both you and your students can perform well when summative evaluation occurs.
June 5
Teaching Your First Course as Instructor of Record
Hoag Holmgren, Assistant Director, Graduate Teacher ProgramJune 12
Assessing Non-Written Work
Annette Thornton, Lead Graduate Teacher Network Coordinator, Graduate Teacher ProgramJune 19
Addressing Diverse Learning Styles in Your Course Plan
Laura Border, Director, Graduate Teacher ProgramJune 26
Writing a Learner-Centered Syllabus
Laura Border, Director, Graduate Teacher ProgramJuly 10
Building Assessment Techniques Into Your Course
Bill Bonk, PhD Student, PsychologyJuly 17
*DIFFERENT ROOM: HUM 186
Building Technology & Web Aspects into Your Course
Mark Werner, Coordinator, Information Technology Services (ITS)July 24
Planning for Contentious In-Class Discussions
Jenny Kehl, Lead Graduate Teacher & Preparing Future Faculty Fellow, Political Science
June 6
Course Design: Planning Your Syllabus as Instructor of Record
Laura L. B. Border, Director, Graduate Teacher Program
An effective syllabus is student centered and reflects your level of organization, depth of thought, and professionalism. The syllabus is also a form of written contract. This workshop addresses the important aspects of effective syllabus preparation.June 13
Course Design: Building a Problem-Based Learning Course
Hoag Holmgren, Assistant Director, Graduate Teacher Program
If you want your students to learn how to learn, think and work collaboratively on problems that engage their curiosity and help them to learn the subject matter, you may want to build in a problem-based learning aspect into your course. This workshop demonstrates the PBL method developed at the University of Delaware.June 20
Preparing Future Faculty: How to Prepare for and Succeed at Phone and On-site Interviews
Christy Carello, Assistant Professor, University of Wisconsin, Eau Claire
Most universities conduct phone interviews prior to inviting a job candidate for an in-person interview. Yet, most graduate students have not been exposed to the details of phone interview preparation. In this workshop I will cover some techniques for preparing for the phone interview. I will also discuss what you can expect from the on-sight interview that will occur after you nail the phone interview.June 27
Course Design: Using Writing Assignments in the Context of Your Course
Margie Krest, Writing Instructor, EPOB
In many courses, the "paper" comprises some part of a student's final grade. Yet many students wait until the week or even the night before a paper is due to begin. The results of these last minute writings are often disappointing. In this workshop, I will discuss ways you can motivate your students to think about, draft, and revise their papers before they are due. I will focus on practical techniques you can implement this semester.July 11
Course Design: Diversifying your Course
Bill King, Professor, Ethnic Studies
Be prepared to pose questions you have about multiculturalism, diversifying your course, African American Studies, or problems with current curricula. Professor King believes that students earn best by questioning the status quo, themselves, and what we should be teaching in college courses.July 18
Assessing and Evaluating Your Course
Genet Simone, Graduate Student, School of Education
A critical part of any class is the means by which an instructor fairly and consistently assesses student understanding of the aterial covered and the activities experienced. This workshop will provide concrete ideas for developing assessments for homework assignments, group work, research papers, and other projects.
June 14
Planning Your Course from the Point of View of Assessment
Haidee FloryJune 21
Building a Problem-Based Learning Course
Hoag Holmgren, Assistant Director, Graduate Teacher ProgramJune 28
Writing in the Context of Your Course
Margie Krest, Instructor, EPO BiologyJuly 5
Teaching and Learning Styles in Your Course
Laura L. B. Border, Director, Graduate Teacher ProgramJuly 12
Diversifying Your Course
Genet Kozik-Rosabal, Education Lead Coordinator, Graduate Teacher ProgramJuly 19
Putting it All Together: Syllabus Development
Phil Langer, Professor, Education and Psychology
How to Approach the Design of a Web Oriented Class
Jan FernbackJumping through the Hoops
Rodney TaylorA Case Study on Developing A New Course
Laura BorderKeeping it Fresh
William King
Putting Your Course Together
Peter BealIntroducing Diverse Topics in Curriculum
Margarita OlivasTeacher or Learning Centered Class
Laura BorderTechnology: Where Does it Fit
Jennifer ThackaberryMidterm Evals and FCQs
Noha El-MahdyWhy are You Teaching What You're...
William King
Student-Centered Teaching
Sherry SnyderAssessing and Evaluating Your...
Noha El-MahdyLeading Non-Biased Group Discussion
Laura BorderWhy Well-Intentioned Teachers...
Laura BorderIs Your Syllabus Teacher or Student...
Judith McGeeDistance Teaching via TV
Vince MicucciTeacher Comfort and Student Success
Margaret Johnson
Identify Your Personal Learning Style
Laura BorderUse FCQs to Help Plan and Assess
Noha El-Mahdy, M. JohnsonCreating an Entirely New Course
Nan Alamilla BoydDo Your Reading List, Lectures, and...
William KingReviewing Course Plan & Syllabus
Judith McGee
Building a Student-Teacher Feedback
Noha El-MahdyHow Learning Styles Theory Helps
Laura BorderTeaching From Scratch
Mary KlagesChoose, Use & Explore New Media...
Jan Sichel
Understanding Your Learning Styles
Laura BorderRestructuring Literature--Multicultural Perspectives
Dennis BrutusAddressing Different Learning Styles
Ruth RavenalPractical Application of Computer Resources
Judy GurkaDiplomatic Techniques
Barbara Robles
Designing a New Course
Carol ClelandUsing Library and Media Resources
Black, FinkMulticultural and Gendered Issues
Pois, KingAssessment and Evaluation
Phil LangerUsing Student Feedback
Elizabeth Herr
Cumulative Feedback on Course Progress
Elizabeth HerrPrompt & Appropriate Evaluation of Students
Philip LangerCommunicating Your Expectations
Bill KingTeaching and Learning Styles
Border, BlackDesigning a New Course
Chris Shields
