Topics for morning sessions will include effective course design as well as student-centered teaching strategies that incorporate active learning and create inclusive classroom environments. Many of the instructional techniques will focus on facilitating peer learning and other collaborative and group activities designed to support student success in large enrollment classes. Concurrent sessions in the afternoon will provide opportunities for workshop participates to engage in discussions with campus experts about specific pedagogies, instructional modalities (hybrid/online), assessment approaches, and other campus resources supporting undergraduate instruction.
This hands-on workshop will be led by CEILS staff and Instructional Consultants, several of whom are also seasoned educators in Life and Physical Sciences. By the end of the workshop, participants will have observed and collected a portfolio of instructional materials and approaches that can be adapted to their own courses. Participants will leave with knowledge about implicit bias, stereotype threat, and the merits of inclusive teaching as a way to address these attitudes, beliefs, and behaviors that unfortunately exacerbate the achievement gap among students who make up our diverse yet highly capable and talented student body. Participants also should leave prepared to implement student-centered instructional practices as a means to promote the academic success and persistence of all students.
There is no charge to register and attend this workshop. A light breakfast and lunch will be provided. We hope you will be able to join us for part, if not all, of the day!
Event co-sponsored by Victoria Sork, Dean of Life Sciences, and Miguel García-Garibay, Dean of Physical Sciences.
Please note, those faculty and instructors in Life and Physical Sciences who attend this workshop may record their participation in their dossier, as it is considered an activity that helps promote equal opportunity and diversity in education. Such efforts, on behalf of all faculty, are now a recognized component of the promotion and tenure process at UCLA (see APM 210-1, page 4).