Events

Registration Form: https://cglink.me/2eQ/r2295836

Gen Z students—born between 1995 and 2010—now make up the majority of your classroom. They are emotionally aware, socially conscious, purpose-driven, and adaptive. They bring strong values and deep potential—but they’re also navigating rising anxiety, perfectionism, and a culture shaped by algorithms, distractions, and disruption. They care deeply. They want to succeed. But they often need clearer pathways into the work of learning. This session starts with that challenge—and moves toward opportunity. You’ll explore: 

Who Gen Z students are, and how their life experiences shape how they learn
Common instructional pain points, like disengagement or reluctance to read—and what’s actually behind them
Evidence-based strategies that support focus, motivation, and equity in your classroom
Concrete tools for making reading matter, structuring authentic assignments, and building student trust
We’ll focus on research-informed strategies that work, including:
Transparent assignment design that reduces ambiguity
Scaffolded, low-stakes assessments that build confidence
Personalization and choice to boost relevance and agency
Inclusive practices that foster belonging and respect
Active learning techniques adapted to Gen Z attention patterns

This workshop will offer practical insights and usable tools to better support—and connect with—the students in front of you now.

This workshop was offered in the Fall 2025 semester.
This is an IN-PERSON event only.  Light snacks and beverages will be provided.

Registration Form: https://cglink.me/2eQ/r2295826

This is Part 1 of a two-part series that provides an introduction to Backward Design. This learner-focused course design approach allows us to re-envision our classes, so that in-class or synchronous time is spent on collaborative learning activities and formative assessments that foster critical thinking, problem-solving, and understanding of cognitively demanding material, while out-of-class or asynchronous time focuses on lower cognitive demand material in preparation for class or on further practice with higher cognitive demand concepts and skills after class. During the workshop, participants will first engage with the different steps of the process. Then, participants will apply the approach to a topic from a course with which students struggle. This first session will introduce the overall method, and the participants will develop learning goals (broad, vague, not easily assessed, e.g., know, learn, understand...) and outcomes (specific, concrete, easily measurable, e.g. predict, explain, contrast, defend...). (This workshop is part of our Evidence-Based Teaching Institute and is open to all instructors for this semester.)

Lunch will be provided.

Registration Form: https://cglink.me/2eQ/r2297889

Join us for a practical, hands-on workshop designed to put Google’s most powerful AI tools to work for you. We’ll do a quick overview of generative AI then dive straight into guided activities where you’ll build ready-to-use lesson plans, interactive content, and student warm-ups.  Whether you’re looking to update your course content with Gemini or transform your own lecture notes and PDFs into a private AI research assistant with NotebookLM, you’ll leave this session with tangible resources for your classroom.  Note: Please bring your laptop (a limited number of loaners will be available).

Light refreshments will be provided.

Registration Form: https://cglink.me/2eQ/r2295827

This is Part 2 of a two-part series that provides an introduction to Backward Design. This learner-focused course design approach allows us to re-envision our classes, so that in-class or synchronous time is spent on collaborative learning activities and formative assessments that foster critical thinking, problem-solving, and understanding of cognitively demanding material, while out-of-class or asynchronous time focuses on lower cognitive demand material in preparation for class or on further practice with higher cognitive demand concepts and skills after class. During the workshop, participants will first engage with the different steps of the process. Then, participants will apply the approach to a topic from a course with which students struggle. In this second session, participants will develop assessments and learning activities that align with participants' learning goals and outcomes developed in the first session. (Although this is the second of a 2-part series, participants will still gain useful strategies if unable to make the first. This workshop is part of our Evidence-Based Teaching Institute and is open to all instructors for this semester.)

Lunch will be provided.

Registration Form: https://cglink.me/2eQ/r2295837

Light refreshments will be provided.

Registration Form: https://cglink.me/2eQ/r2295838

Teaching large lecture courses comes with unique logistical and pedagogical challenges, especially when incorporating active learning and group work. Join us to learn learn concrete, no-cost strategies to streamline course management and support student engagement at scale. We’ll explore practical tools and techniques you can start using right away. Bring your device to experiment with approaches during the session and leave ready to apply them in your own course.

Light refreshments will be provided.

Registration Form: https://cglink.me/2eQ/r2295828

In order for our students to develop mastery, they need to spend time and effort engaged with the specific concept or skill. This idea is called Deliberate Practice (Ericsson et al., 1993), where the one doing is the one learning. The two essential components of this learning theory are the effort, i.e., “practice”, expended on activities that are specifically designed, i.e., “deliberate”, to result in mastery of a desired skill or concept. Just as a student will not master a musical instrument by watching their teacher play it, neither will a student gain mastery over fundamental concepts in our disciplines or acquire critical thinking/problem-solving skills by watching us demonstrate them in class. This workshop will use deliberate practice to engage participants in activities that model teaching with data to foster acquisition of graphing reading and interpretation skills. 
(This workshop is part of our Evidence-Based Teaching Institute and is open to all instructors for this semester.)

Lunch will be provided.

Registration Form: https://cglink.me/2eQ/r2295839

Want students to engage, wrestle with ideas, and use course concepts—rather than wait for the answer? In this interactive, one-hour workshop, you’ll learn how to design strong learning problems that push students to analyze, make decisions, and justify their reasoning. We’ll break down what makes a problem “good” for learning—clear outcomes, authentic constraints, the right amount of ambiguity, built-in opportunities for feedback, and prompts that require evidence, not opinions.

You’ll also see how AI can support the design work: brainstorming realistic contexts, generating multiple versions for different levels of challenge, identifying likely student misconceptions, creating support questions and checkpoints, and drafting rubrics that prioritize reasoning and process. You’ll leave with a one-page checklist you can use immediately to build or revise a learning problem—plus ready-to-use AI prompt starters aligned to each step of the checklist.

Light snacks and beverages will be provided.

Registration Form: https://cglink.me/2eQ/r2296276

How can career education strengthen student learning while supporting your course goals? Join the CLT and the Fleishman Center's Career Collaborative for a faculty panel discussion featuring instructors who have explicitly integrated career education into their courses in meaningful, discipline-aligned ways. Panelists will share their motivations, practical strategies, and indicators of success—highlighting how these approaches deepened student engagement, clarified the relevance of course content, and connected learning to students’ future goals.

Light snacks and beverages will be provided.

Registration Form: https://cglink.me/2eQ/r2295840

Join us for our end-of-semester event featuring a list of engaging reads—on pedagogy, teaching, and learning, alongside some popular fiction and nonfiction picks. Enjoy short book summaries, swap recommendations, and find your next great book for the beach, the lake, or a quiet afternoon in the backyard.

Light snacks and beverages will be provided.