William & Mary sign

Latest about COVID-19 and the Path Forward for fall.

Info for... William & Mary
William & Mary W&M menu close William & Mary

Workshop Archive

2019-2020 Workshops

Click on the topic below to watch the workshop video. W&M login required.

 
Maintaining Academic Integrity in Extraordinary Times - April 10th, 2020 [Via Zoom]

In the third and final session of the Studio's Spring 2020 Workshop Series, Senior Associate Dean of Students Dave Gilbert and STLI staff provide instructors with advice as to best practices to encourage integrity and prevent academic dishonesty.

Am I My Students' Therapist? Managing Student Anxiety While We Adjust - Friday, March 27th, 2020 [Via Zoom]

In the second session of the Studio's Spring 2020 Workshop Series, Associate Vice President for Health & Wellness Kelly Crace discusses the stress-filled culture that can create challenges for teaching and management of student anxiety, especially during this time of uncertainty as the nation battles COVID-19. W&M international student Mazarine Rossert also joins the session to provide her student perspective during this challenging time.

Cultivating Joy in Your TeachingWednesday, February 12th, 2020 [Via Zoom]

In the first session of the Studio's Spring 2020 Workshop Series, Associate Vice President for Health & Wellness Kelly Crace explores the human side of teaching and learning and shares how we can flourish in these environments

Introspection, Investigation, and Iteration: Re-Imagining your Course - Wednesday, December 4th, 2019
In the final session of the Studio's Fall 2019 Introspection, Investigation, and Iteration series, Re-Imagining Your Course, we examine significant course transformations when expanding beyond traditional instructional delivery methods. Converting your class to a flipped, hybrid, or online environment are a few reasons to do a broad re-think of class activities, student interaction, and content delivery methods. This session will feature Drew Stelljes discussing his work on the Ethical Leadership course taught as part of our DC Hybrid Summer Program.
Introspection, Investigation, and Iteration: The Evolving Course - Wednesday, October 30th, 2019
In the second session of the Studio's Fall 2019 series, we transition from focusing on the small, low-stakes course innovations seen in the first workshop to designing and deploying broader changes when creating new courses or building on established ones.  Clay Clemens shares his innovative “Movie Project” assignment, and Jim Barber discusses the transitioning of existing courses to COLL Curriculum. 
Introspection, Investigation, and Iteration: Small Steps to Big Changes -  Wednesday, September 25th, 2019

We explore what innovation in teaching and learning looks like at W&M.  In the first session of the series, Teaching Studio Director, Mark Hofer, will provide an introduction to the Studio for Teaching and Learning Innovation and this semester’s series. The session will feature Rowan Lockwood and Arthur Knight discussing some of the small and incremental changes that have had a significant positive effect on their courses (Due to technical difficulties, only part of the workshop was captured on video).


2019 Teaching & Learning Symposium

The 2nd Annual Teaching & Learning Symposium (see the flyer here) featured digital posters, roundtable sessions, hands-on tables, and the following keynote address and spotlight presentations. Click on the title to watch:


2018-2019 Workshops
 
Digital Learning Environments: Landmarks: Closing the Feedback Loop — March 27, 2019

It is important to make sure both instructor and student are clued in to what the other needs. Watch our last workshop of the semester, where we hear from Molly Swetnam-Burland, Thomas Linneman, and Thomas Ward on how they close the feedback loop with their students, and the Teaching Studio's Kat Wargo gives tips on how to make sure your students are on track. 

Digital Learning Environment: Pathways: Accessibility — February 27, 2019

Student's chances for success in your course can be improved by providing them with multiple pathways to success and by the removal of barriers to learning. Simple approaches that make materials accessible can help ensure that they can stay on the right path.  Our February workshop features Josh Burk and Karin Wulf, co-directors of the Neurodiversity Working Group, and Jessica Cowing, from the Equality Lab, for an exploration of accessibility. We'll also offer some easy things you can do right now to get started.

Digital Learning Environment: Destinations — January 23, 2019

Watch our January workshop featuring Mark Hofer and Lindy Johnson on assigning group work and Margaret Saha's iGem students, Ethan Jones and Jessica Laury, on the power of teams.

Digital Learning Environment: Landmarks — November 7, 2018

In our third workshop of the 2018-2019 academic year, Lori Jacobson (WRC) and Pablo Yanez (STLI) discuss the value of creating landmarks in your Digital Learning Environment. While our first workshop focused on Destinations and our second workshop looked at Pathways, this workshop gives viewers practical advice on how to create assessments that will help students make the most of their learning. 

Digital Learning Environment: Pathways — October 3, 2018

In our second workshop of the 2018-2019 academic year, Candice Benjes-Small (Library) and Mike Blum (STLI) explore the various pathways scaffolded student assignments can take. Mindfulness in creating assignments that improve students' research skills, storytelling skills, and technical skills is key to effective instruction. Keywords: Scaffolding, mindfulness, universal design for learning.

Digital Learning Environment: Destinations — September 5, 2018

In this first workshop of the 2018-2019 academic year, Tatia Granger (Business) joins the Teaching Studio's Adam Barger and Pablo Yáñez to explain the concept of the Digital Learning Environment and how starting with course goals can affect instruction. Keywords: Backward design, VoiceVibes.


2017-2018 Workshops
 
Recursive feedback — March 28, 2018

Paul Heideman (Biology), Brennan Harris (Kinesiology), Sharon Zuber (English/WRC), and Pablo Yáñez (STLI) discuss the hows and whys of incorporating a variety of formative, summative, and diagnostic feedback within the contexts of their particular disciplines.

Teaching in Community — February 28, 2018

Dan Cristol (Biology), Arthur Knight (American Studies), Silvia Tandeciarz (MLL), and Mike Blum (STLI) offer several models for communities of inquiry inside and beyond the classroom. The Mercury Project, the Williamsburg Documentary Project, and the National Security Archives Project are all explored.

Universal Design for eLearning — January 31, 2018

Jonathan Arries (MLL), Adam Barger (STLI), Peggie Constantino (Education), Mark Hofer (Education), Lindy Johnson (Education), and Tyler Meldrum (Chemistry). Part 1: Defining Universal Design for Learning (UDL). Part 2: Multiple means of engagement. Part 3: Multiple means of representation. Part 4: Multiple means of expression. Part 5: Ideas for getting started.

Gamification and team-based learning — December 6, 2017

Adam Barger (STLI), Pam Eddy (Education), and Michele King (TSD). Part 1: Constructivism. Part 2: Game-based learning. Part 3: Team-based learning.Part 4: Collaborative learning.

Tools and strategies for formative assessment — November 1, 2017

Mike Blum (STLI), Jim Olver (Business), Jordan Walk (Chemistry), and Pablo Yáñez (STLI). Part 1: Immediacy. Part 2: Concepts and research. Part 3: Reflection. Part 4: Tools and resources.

Learning in Community — October 4, 2017

Bella Ginzbursky-Blum (MLL) and Jim Deverick (Computer Science) join Pablo Yáñez (STLI) for a discussion on learning in community. Part 1: Using Microsoft Sway in small classrooms. Part 2: Theory and practice in a large course. Part 3: A student's perspective.

Scaffolding your assignments — September 6, 2017

Adam Barger (STLI) and Barbette Spaeth (Classical Studies). Part 1: Introduction. Part 2: Scaffolding as a concept. Part 3: Scaffolding as an instructional strategy. Part 4: Scaffolding in practice. Example by Prof. Spaeth.