1. Upcoming Workshop Offerings
  2. Past Workshop Offerings

Designed specifically to help instructors with the rapid transition to online teaching, Welcome to My Online Classroom is a workshop series led by instructors, for instructors, with a specific focus on sharing a wide variety of ideas, strategies, and approaches to teaching online. The sessions will begin with a brief overview from the presenter, and then open for question-and-answer and discussion more broadly. The idea is to create spaces where instructors, regardless of experience, can exchange ideas for teaching online.

Upcoming Workshop Offerings

Date/Time Presenter Department Registration Resources
Tuesday, Nov. 24, 1-2:30pm Vivian Solana Department of Sociology & Anthropology Register here Video, Transcript (coming soon)
Tuesday, December 8, 1-2:30pm Vincent Andrisani School of Journalism and Communication Register here Video, Transcript (coming soon)

* To register for a workshop, simply click on the hyperlink and then follow the instructions provided on the next page.

** Resources for individual sessions (i.e., videos, transcripts, etc.) will be added to this webpage as they become available

Past Workshop Offerings

Presenter Department Highlights & Topics from the Videos Resources
Shazia Sadaf Institute of Interdisciplinary Studies 13:15 Teaching emotionally charged topics, large class management and assessments, blended approaches, small-group discussion forums (structure, rubric), low-stakes quizzing & assignment scaffolding, course outline quiz, ‘daisy-chaining’, attendance, ‘best of’ assignment structures Video, Transcript
Amrita Hari Women’s & Gender Studies 5:58 Developing online course before & during the pandemic, asynchronous & synchronous teaching, cuPortfolio, communication strategies, process vs product, student feedback, “3-2-1” activity, discussion forums. Video, Transcript, Slides
Paloma Raggo Public Policy and Administration 13:25 Online course models (gamification, flipped, blended, capstone project), low-stakes quizzing & scaffolding, communication strategies, MCQs & rubrics, working with TAs Video, Transcript, Slides
Adrian Chan Systems & Computer Engineering 6:24 Student expectations via course outline, framing, 1:1 interviews, and explaining “why” you’ve done things. Video, Transcript
Lindsay Richardson Psychology 3:04 Transition “check points” for second-year perceptions weeks 2, 3, and 5. Student feedback to Qualtrics versus cuLearn in Intro Stats for psychology. Video, Transcript, Slides
Lorraine Godden Arthur Kroeger College 8:09 MA students, experiential learning, discussion questions, cuPortfolio, presentations Video, Transcript, Slides
David Hornsby Political Science 4:03 Large classes, active learning, diverse student environments, ethics of care, critical skills for students, grading. Video, Transcript
Achim Hurrelmann Political Science 7:23 MA students, blended seminar, course structuring, scaffolding, short lectures, small assignments, online debate, online superior to face-to-face Video, Transcript
Alyshea Cummins Religion 4:06 second-year religion, online discussion forums with grading rubric, two truths and a lie, graded syllabus quiz, force Announcements subscription Video, Transcript
Andrew Robinson Physics 9:24 Physics 1007, experienced learners, short video problems, low stakes testing, timetable of expected progress, flexible deadlines, discussion forum, daily BigBlueButton office hours, 15-20 min lecture modules Video, Transcript
Deidre Butler College of the Humanities 13:16 EDC online course template, manage email, “Start here”, syllabus quiz, “How to get an A in this course”, weekly course rhythm, participation challenge, bonus marks assignment, consistent due dates and structure, modules with chunks, video or just powerpoint + voice Video, Transcript, Slides
Grant Williams English 6:12 English 2200, rhetoric. Design course backward from capstone assignment to avoid too many irrelevant assignments. cuPortfolio, focus on few tools aligned with Learning Objectives Video, Transcript
Martha Mullally Biology 7:48 Online midterm with MCQ, TFE, SA questions. Survey students, if 75% respond all will get bonus mark. Embed flexibility, consider student’s environment. Video, Transcript, Slides
Danielle Kinsey History 7:28 History 3120, similarities and differences between face-to-face and online, asynchronous but weekly, consistent structure of modules with 10 min lectures, small group discussion forums better than face-to-face, greater upfront effort for instructor Video, Transcript
Kahente Horn-Miller Indigenous & Canadian Studies 4:16 Open to teach differently online, learn differently online, prep time greater than fae-to-face, important to establish boundaries, BigBlueButton good for consensus based online learning Video, Transcript
Anne Trépanier Indigenous & Canadian Studies 23:38 online teaching not easy, need time and plan, process is translating domain knowledge online, migrating intention, develop digital literacy in students, simple predictable course format, storyboard weekly learning response, build cohort Video, Transcript, Slides
Virginia Taylor Sprott School of Business 11:53 Third-year BIB international exchange students, different time zones, community (within community); consistency (minimize confusion); connectivity (between students & with faculty), cuLearn Groups, cuPortfolio (both individual & group) Video, Transcript
Bruce Tsuji Psychology 29:19 Large Intro Psych classes of up to 1,000 students, DFW rate online versus face-to-face, modules, daisy chain, many small assessments, open resource assessments Video, Transcript
Matt Sorley Psychology 6:37 PSYC 3301, modules, case studies, MCQ, SA, major assignment in three stages, cuPortfolio, reasons to like teaching online, regular communication, procrastination, brief videos, academic integrity Video, Transcript
Melanie Coughlin Philosophy 6:48 communicate expectations; communicate early, widely, supportively. Accessibility concerns. Course accessibility survey. Ask the Instructor forum, find a study buddy forum, automated appointment scheduler for office hours. Include links in weekly announcements. Video, Transcript
Peggy Hartwick Linguistics & Applied Language Studies 6:18 ESL and Intro Linguistics, keep things simple, meaningful, and consistent format; consider environment/technology, if possible open/synchronous communications with students; consider assessment practice and frequency Video, Transcript, Slides
Ali Arya Information Technology 12:56 BIT 1400 and 2400, Intro to programming; consistent structure; tutorials; reflection; evaluation assumed honesty; digital design not digitized design; Murphy’s Law applies; flexibility of format & tasks; clarity of communication & assignments; usability of course. Avoid synchronous; lower expectations of students and self. Focus on learning objectives, assessment, content, delivery. Video, Slides, Transcript
Ian Wereley History 4:40 Second-year history, asynchronous; 5-10 min modules; digital readings; mini-quiz each week; discussion forum or personal reflection; written document analysis 35%; mid-term + final exam 35% Video, Transcript
Kevin Cheung Math & Statistics 4:58 Math 1107, Math 5801; asynch with synchronous tutorials. Tools: Mac pro, Wacom tablet, Shure mic, Final Cut Pro, Apple Motion, Gimp. Frequent low stakes assessment discourages cheating. Synchronous good for feedback, small classes; but draining. Asynchronous good for network independence, large classes, but difficult to gauge engagement, requires more planning. Video, Transcript, Bonus Video

* Resources for individual sessions (i.e., videos, transcripts, etc.) will be added to this webpage as they become available