Participants will learn how the University defines as hazing (STAF 3.05), how to recognize the signs of hazing, how to report hazing at UofSC, and the critical role faculty/staff/TAs play in keeping our campus a safe environment.

This workshop is an elective session for a certificate of completion in Fostering Proactive Learning Environments.  Register

With an increasing number of students entering college with traumatic experiences and considering the traumas some may encounter while in college it is important that instructors understand how to respond. Additionally, this session is particularly timely because of the various traumas students may have encountered as a result of the coronavirus.

With the goal of creating a more trauma informed and responsive campus, experts from Student Health Services will briefly review the neurobiological underpinnings of trauma. Time will be spent further exploring factors that inhibit open discussion about trauma and exploring cultural paradigms that prevent open discussion about difficult topics. Concrete guidance for language to use and ways to engage with students in a supportive manner will be offered. Methods of coping for the individual will be shared.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

Creating an environment of integrity within the classroom truly takes a village. Faculty, administrators, and students all play a role in maintaining an ethical campus community. This workshop will explore preventative tools to address classroom roadblocks.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Have you ever considered facilitating a Global Classroom with your students and exploring your discipline in another part of the world but want to use a virtual platform? Are you already experienced at leading Global Classrooms and want to hear about the latest developments in this area? Join us in this session to learn about the innovations from the field of study abroad in higher education and the measures UofSC’s Education Abroad Office has taken since COVID-19 began impacting international travel. This session will familiarize you with best practices for setting up and facilitating an effective virtual Global Learning Experience (GLE).

This workshop is a required session for a certificate of completion in Online International Programming.  Register

One year into the COVID-19 pandemic, international students who study or hope to study in the US face unusual challenges. This webinar will address the range of challenges: travel-related, immigration-related, admission-related, linguistic, cultural, political. How might this reality affect international students in your classroom? Participants will discuss these constraints and ways to support international students in managing them in the USC classroom as the COVID-19 pandemic hopefully comes to a close.

This workshop is an elective workshop for the Teaching Towards Inclusive Excellence certificate of completion.  Register

Students can now access records of their engagement in experiential learning courses and co-curricular programs, events, and activities at UofSC, and these learning activities can be reported in a new university transcript. The presenter will discuss and demonstrate the tools and processes used to manage the records and produce the UofSC Experience transcript.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

Reading and writing go hand in hand. When you assign readings and writing in response to those readings for your students, what is the purpose? How does the writing support your students' synthesis of the content read for your course? What feedback do you provide? In this interactive workshop, participants will examine assignments for courses to evaluate the purpose and effectiveness. Strategies for engaging students in the reading and writing assignments will be shared. The power of feedback will also be addressed. Participants will discuss ways in which they can employ the strategies or similar ideas in their courses.   Register

Are you ready to explore what PowerPoint can do beyond the basic slides and templates? This workshop will show participants how to include audio and video, customize templates, use animation, and create videos. Workshop participants should have PowerPoint installed on their device before the session to gain first-hand experience during the workshop.   Register

The global pandemic of COVID-19 once again exposes Asian Americans to hostile and violent racial discrimination. Jun and Woo present their research on Asian Americans' communication, coping, and activism in responding to anti-Asian COVID-19 racism.

This workshop is an elective workshop for the Teaching Towards Inclusive Excellence certificate of completion.  Register

Many of us teach 'large' synchronous online classes, with 'large' defined as classes with more than 250 students. In such cases, Blackboard Collaborate functionalities are somewhat restrictive. Despite Blackboard Collaborate restrictions, how can we teach such classes in ways that strive towards good student outcomes and high levels of student engagement?  Register

The Resilience in the Classroom training is a 50-minute training that focuses on three major components of resilience—self-compassion, dealing with failure, and coping skills, and how to incorporate these components into the classroom. Resilience is associated with academic success and psychological well-being. This session will help instructors identify how they can strengthen students’ resilience and help them adapt to change and hardships by integrating these core competencies into their curriculum.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

During their time at UofSC, our undergraduate students enroll in courses, participate in cocurricular engagements, hold down jobs while preparing themselves for their future careers, engage with the community, and manage their own personal challenges (AAC&U/Carnegie Foundation, 2004), but how do they make sense of these varied experiences and realize how they all interconnect? Integrative learning provides students with strategies to make connections between these within and beyond the classroom activities to help them apply their skills to new and complex problems and challenges.

This workshop explores teaching strategies and philosophies that encourage students to engage in activities beyond the classroom and then have students relate those experiences to their courses and curriculum. After reviewing current research and practices on integrative and experiential learning, how the Center for Integrative and Experiential Learning supports IL and EL, including plans for the new Quality Enhancement Plan, Experience by Design, participants will discuss strategies for encouraging students to reflect and make interdisciplinary connections between their experiences within and beyond the classroom to promote creativity, collaboration, and problem-solving.

This workshop is a required session for a certificate of completion in Integrative and Experiential Learning.  Register

This workshop, the first in the series, will provide participants the opportunity to establish the group dynamics essential to successfully developing mentorship ability. Participants will have the opportunity to develop their own philosophy of mentoring as a part of the program and prepare for upcoming workshops within the Entering Mentoring sequence.

This workshop is a required workshop for the Entering Mentoring certificate of completion.  Register

Whether a student is enrolled in online, hybrid or face to face courses, they often seek strong supportive connections with fellow classmates and instructors.  These connections can develop into meaningful and personal learning communities.  In this webinar, we’ll discuss learning communities in general and how you can facilitate them within your course.  We’ll cover active learning and student generated content.  We’ll provide you with a list of some digital tools to explore, including strategies for selecting them to cultivate a learning community in your course.  Register

Research shows that building positive relationships with students can lead to increased engagement, higher motivation to learn, and better academic results (not to mention, more fun for you!) But how can relationship-building happen online, especially for faculty who may still be mastering the basics of online teaching? It may be easier than you think. Join us for an interactive session in which you’ll learn why relationship-building matters in online courses, and how you can overcome obstacles to foster connections with and between your remote-based students. Whether you’ve still new to teaching online or a seasoned pro, make plans to join us as we share and learn together.  Register

Student learning and progress is ‘assessed’ in its most basic form via grades. But grades should only be the end result of a series of measures, or assessments, implemented by instructors to fully evaluate what students are actually learning and understanding. Depending on the assessment method used, instructors can measure “in the moment” a student’s level of comprehension, critical thinking, skill development, and achievement of learning outcomes. Not only do good assessments help students learn in tandem with instruction, they also engage students directly with the material and provide feedback to the instructor as to quality of instruction so that corrections can be made as needed.

Assessment types will certainly vary depending on the content, course structure and size, delivery modality, and individual instructor. This session will highlight the breadth and scope of assessment methods, both formal and informal, and best practices for implementation whether in small or large classes, online or face-to-face. Practice examples will be shown to illustrate the value of different assessment types that effectively and objectively measure achievement of different kinds of learning outcomes.  Register

The challenges of juggling teaching, research, and service with having a personal life and outside interests will be addressed in this interactive workshop. Attendees will get tips on managing multiple demands and maximizing control over their time, with a focus on balancing productivity and personal satisfaction. Register

Associate Director of Mental Health Initiatives, April Scott will discuss the history of racial trauma and race-related stress and how it shows up in the classroom. This training will cover the emotional and psychological consequences of not attending to racial trauma in academic spaces and identify ways faculty can adapt and respond to racial trauma, particularly during times of racial injustice.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.   Register

The Virtual Environments Interest Group is planning ways to bring virtual reality, augmented reality and mixed reality into teaching and learning environments at UofSC. Meetings are open to faculty, staff and students.

If you are interested in participating in the Virtual Environments Interest Group, or would like to be on the email list for further information, please send a message to Aisha Haynes at haynesa@mailbox.sc.edu.  Register

This webinar explores the interdisciplinary scholarship of Critical Race Theory (CRT). Registrants are expected to complete reading assignment and be prepared to thoughtfully participate in the session. The reading will be emailed out to registrants.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.   Register

A teaching philosophy statement provides a concise description of an instructor’s teaching approach, methods, and experience. Colleges and universities request a teaching philosophy statement from applicants for faculty positions, and some higher education institutions require one as part of the tenure and promotion consideration process. 

Your Philosophy of Teaching

What is your teaching philosophy? What should you write or include? What if you have limited teaching experience? This workshop will help you articulate your teaching philosophy in a concise, effective essay. We will discuss the statement’s purpose, different aspects of your teaching experiences that can be included, and best practices and strategies for composing the statement. This is a working webinar, incorporating time for individual brainstorming and writing, group discussion, and feedback. Participants will leave with an outline of their statement and guidance to continue crafting it.   Register

In this session we will discuss the academic misconduct trends we are seeing online and in person with our students. Additionally, we will discuss how to identify and address these common violations while maintaining a productive instructor/student relationship.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.   Register

The responsibilities of all instructors includes grading student work to quantify progress of students' learning. Yet grading objectively involves numerous important considerations and strategies, many of which instructors are often not aware or have not sufficiently reflected upon. When grading for any course, an instructor should first reflect on their 'grading philosophy'. What is it, and how does your philosophy compare to instructors in other courses and departments... and why should that matter?

How can instructors ensure consistency, fairness, and objectivity across students and different types of assessments, and just as importantly, how will they remain efficient when grading large numbers of assignments, or across multiple sections? Best practices, tips, and helpful strategies for how to grade objectively and efficiently will be discussed, along with practice examples for illustration. In addition, exploration of effective rubric usage and techniques for quick, effective feedback during grading will be provided in this interactive workshop.  Register

An important goal of any mentoring relationship is helping the mentee become independent; yet, defining what an independent mentee knows and can do is often not articulated by the mentor or the mentee. Defining what independence looks like and developing the skills to foster that independence are important to becoming an effective mentor. Defining independence becomes increasingly complex in the context of a larger research team.

This workshop is an elective for the Entering Mentoring certificate of completion.  Register

Whether you have specific questions or want to learn more about what the Libraries can provide to you as an instructor, this workshop will focus on what tools and resources are available to support teaching. From course materials to customizable and collaborative services, come find out how we can best help you!

This workshop is an elective session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Utilizing integrative learning principles, the presenters will share examples of how HIP characteristics are incorporated across different disciplines and identify classroom assessment techniques (CATs) that can be applied across a variety of academic settings. Participants will have opportunities to share examples of reflection and integrative learning principles in the design of assignments and appropriate assessment methods for their classroom. Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

This workshop is a required session for a certificate of completion in Integrative and Experiential Learning.   Register

Online courses present unique challenges and opportunities for both instructors and students. In this presentation, Ozgur Ince will discuss his experience converting a large introductory finance course from in-person to both synchronous and asynchronous online delivery. He will discuss best online teaching practices based on his experience and recent pedagogy. He will introduce strategies educators can utilize to tackle common challenges facing online learners, such as time management, lack of motivation, lack of interaction, and lack of community. He will also discuss alternative methods of delivery, student engagement using various online tools (such as polls, breakout groups, chat, discussion boards) and online assignments. The session will conclude with a question-and-answer session.  Register

Do you like playing board games? Do you like learning about science? Then, we'd like to cordially invite you to come play The Daphnia Games, an immersive roleplaying game designed to teach biological principles. We anticipate the game will run for an hour and a half followed by a question-and-answer session.

It's a crisp Spring morning and the weather has just begun shifting from the brutality of the winter. Signs of new life are sprouting, birds are chirping, and the sun is breaking through the clouds. You are a delightful little Daphnia, a freshwater zooplankton, swimming along in a beautiful lake teeming with algae, your favorite food. You are a filter-feeding machine that is surrounded by thousands of your kind living the good life.

Suddenly, without warning, a phantom strikes! The wickedly evil-looking and appropriately named Phantom Midge appears. You watch in horror as monstrously large gaping jaws slam tight around one of your fellow planktonic sistren. All around you, jaws slam shut at lightning-fast speeds, inducing an atmosphere of pandemonium. Despite the chaos, you aren't without recourse. Oh no, you have a full arsenal of choices at your disposal from developing a complete set of multiplate body armor and protruding spines to mass producing offspring.

What will you choose? How will your choice impact your ability to repsond in the future? Only time will tell…  Register

Now that you have heard the history of GLEs and know how UofSC is supporting them, you are interested in potentially leading one! However, you may be wondering how to approach your department with this proposal or how to fulfill its requirements. This session will walk you through the departmental, Center for Integrative and Experiential Learning, and Education Abroad steps to propose a GLE, including what deadlines to keep in mind.

This workshop is a required session for a certificate of completion in Online International Programming.  Register

The Resilience in the Classroom training is a 50-minute training that focuses on three major components of resilience—self-compassion, dealing with failure, and coping skills, and how to incorporate these components into the classroom. Resilience is associated with academic success and psychological well-being. This session will help instructors identify how they can strengthen students’ resilience and help them adapt to change and hardships by integrating these core competencies into their curriculum.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

Diversity, in many dimensions, creates opportunities in a mentoring relationship, but diversity can also be a source of challenges for mentors and mentees. Learning to identify, reflect upon, learn from, and engage with people who are different from ourselves is essential for fostering an effective mentoring relationship and a broader intellectual community. This workshop will help you increase your own understanding of the role of diversity on mentor/mentee interactions, recognize the impact of conscious and unconscious preconceptions, biases, and prejudices, and identify concrete strategies for addressing issues of equity and inclusion.

This workshop is an elective for the Entering Mentoring certificate of completion.  Register

All learners have varying needs and abilities. Universal Design for Learning (UDL) employs a variety of instructional methods to eliminate barriers to learning and offer all students opportunities for learning success. This interactive webinar presents the impact of accessibility and the integration of tools and resources that facilitate multi-modal learning for everyone, along with proven strategies for implementing accessibility and multi-modal learning into physical and digital classroom environments.

Participants will compare foundational concepts of universal design (UD), universal access (UA), and Universal Design for Learning (UDL); apply principles of UD, UA, and UDL to access the abilities of all students; and review instructional and assistive technologies as tools to facilitate Universal Design for Learning (UDL).

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

Ever wonder what students are truly learning through their research experience? Want to help guide them in that process of self-reflection? Undergraduate research is a well-established high-impact educational practice, but the impact of each experience is unique and personal for each individual student.

This workshop will focus on how to support student reflection at appropriate and meaningful points in their experience. It will introduce the three domains of learning and their application to student reflection at each stage of the Seven Ps of Research. Participants will practice reflection-in-action during the workshop and reflection-on-action after the workshop.

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning.  Register

If you know me, you can teach me. This interactive presentation will explore issues of diversity, engagement and how every teacher must first, be willing to be the student. We will further consider how concepts of race, ethnicity, class, gender and culture intersect in school curriculum. Participants will be provided with viable tools and strategies that can be easily implemented to aid teachers in building relationships with students and gaining the positionality needed to learn from students from a variety of cultures and backgrounds. To further understand the magnitude of being granted both the access and the acclaim of the title – Teacher.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

Hear from USCPD what to do to keep your students and yourself safe. This seminar is designed to provide guidance on what to do in a shooting incident, how to be prepared, how to think safely and how to recognize a potential problem, specifically in campus and classroom contexts.  Register

The first half of the Support Zone training focuses on providing context for the necessity of faculty and staff being well-versed in recognizing and responding to students experiencing mental health distress. The facilitator will review definitions, national and local statistics about mental health in college students and discuss how stigma affects help-seeking behaviors. The facilitator will also discuss how COVID-19 has exacerbated the aforementioned issues. This session will also cover crisis support protocol, how to recognize signs of distress, warning signs of suicide, non-suicidal self-injury, and how to respond and intervene to a student of concern.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

Are you interested in service-learning? Would you like to learn how to develop a service-learning course? Jabari Bodrick will provide participants with step-by-step instructions on how to create an in-person or virtual service-learning course. Bodrick will also explain how service-learning is defined at UofSC, provide UofSC service-learning assessment data, and highlight the benefits of service-learning to students, faculty members and community agency representatives.

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning.  Register

The second half of the Support Zone training focuses on participants learning how to refer students of concern experiencing varying levels of distress (mild, moderate and severe), what to do if a student refuses a referral, how to maintain the students’ privacy, and how to follow-up with the student. This session includes role-plays and other interactive activities to help participants practice their recently acquired skills. The facilitator will also discuss the how responding to students of concern affects faculty/staff mental health and how to respond accordingly.

This session includes a review of resources specific to faculty/staff needs and tips on dealing with COVID-19 related stressors. Lastly, the facilitator will review campus and community resources to ensure participants have a thorough understanding of what is available to students and when to use each resource.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

In this session, I will explain why I think all classes can incorporate some form of High Impact Practices (HIPs), particularly as either experiential or integrative learning. I will not only share some of the assignments I designed, but also how they helped build community among my students, got my students to ask better questions, and ended up as a better gauge of learning than the tests I used to give. By incorporating elements of experiential and integrative learning in intro-level courses, we can both build students’ metacognitive skills so they learn more in the classes they are currently taking, and also prepare students for more intensive experiential learning opportunities later on so that experiential and integrative learning feel increasingly natural and desired by our students.

Even courses that are not official Experiential Learning Opportunities (ELOs) can include experiential elements and having smaller-scale experiential learning assignments can prepare students for later, larger-scale projects. This should have the effect of making official ELOs more attractive to more students. After this session, participants should be ready to modify a current assignment, or to design one with current outcomes, so that it includes either experiential or integrative aspects, particularly focusing on critical reflection and connection between ideas learned in different fields.

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning.  Register

The Center for Teaching Excellence is pleased to announce the 12th Annual Oktoberbest: A Symposium on Teaching. At Oktoberbest you'll hear innovative teaching ideas and best practices implemented by your colleagues at UofSC. This teaching symposium features engaging and informative presentations on innovative approaches to teaching, assessments, course design, creative student learning opportunities, and successful implementation of new strategies and best practices.

All UofSC faculty, instructors and graduate teaching assistants are invited to attend this free one-day symposium focused on sharing best practices in teaching. Oktoberbest is free to all who teach or support teaching at UofSC, but is not open to the general public.  Register

How do you keep your students focused during a 60+ minute online class? Do you notice long periods of silence during your class when you ask questions or you struggle to keep lively discussions going? This workshop will provide participants with practical tips and tools to keep students engaged in a synchronous online learning environment. Strategies to maintain interest and excitement throughout the semester will also be shared.  Register

The purpose of this workshop is to help faculty and instructors recognize emergencies and make appropriate decisions for first aid care. This workshop provides basic first aid knowledge when dealing with breathing issues, people with diabetes, fainting and injuries that participants need to know in order to provide immediate care for a suddenly ill or injured person until more advanced medical care arrives to take over.

This workshop is not designed to certify participants in first aid. This workshop is basic and general first aid knowledge.  Register

Are you interested in teaching online courses? In this webinar, we will explore the basics of online teaching and the components of an online course. As we walk through the 3Ds Instructional Design Model: Design, Develop and Deliver, you will be introduced to best practices for online teaching in preparation for modifying a current face-to-face course for online delivery or creating a new online course.   Register

Are you looking for ways to spice up your lesson plans? This presentation will examine ways of effectively integrating technology tools to foster an engaging learning environment.  Register

Engaging in conflict is challenging whether you are an experienced instructor or new to your role. A likely strategy is to ignore the behavior due to our own discomfort, concern over retaliation or fear that our intervention may cause more harm or disruption. Through case study examples this workshop will explore Gerald Amada's research from Coping with Misconduct in the College Classroom and provide participants with tangible strategies to disruptive behavior in a confident and fair manner.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.   Register

Even if teaching is not your anticipated long-term career destination, your time as a graduate teaching assistant (TA) can be one of the most rewarding and fulfilling experiences of your life. It is a time for experimentation, personal growth, and human connection with the potential to build self-confidence and other skills to prepare you for your post university career and help enable your students to do the same.

In this interactive workshop, we will discuss several actionable tips collected from both inside and outside the classroom and participate in some group activities designed to help maximize the benefits of the TA experience. The common theme of the workshop is to improve self-efficacy for you and your students. A few of the topics to be discussed are the importance of (and ways to) build real connections with your students, time management frameworks, and using storytelling as a vehicle to build community and enhance learning in your classroom. The workshop will be concluded with an informal Q and A session.  Register

Faculty job postings regularly request a diversity statement, in addition to teaching and research statements. These written essays from job applicants help search committees identify candidates who have the skills, experience, and/or willingness to engage in activities that enhance campus diversity, equity, and inclusion (DEI) efforts. 

You Have a Story

How do you approach writing a diversity statement? What should it say and what are search committees looking for? What can be included -- research, teaching & service activities, or values, views and future goals? What if you feel you haven’t expeirenced any DEI situations personally? This workshop will guide you in exploring your personal experiences and help you determine what to emphasize and include in your statement. You will learn what aspects of faculty life contribute to an institution’s DEI mission, and how best to illustrate your personal commitment to DEI goals using facets of your own experiences. You DO have a story to tell. Learn how to write a diversity statement that stands out!   Register

With your knowledge from the previous two sessions, you’ll work with facilitators hands-on to create a really rich, engaging virtual Global Learning Experience (GLE). Come prepared with the syllabus of your choosing, and work with EAO staff and UofSC faculty to begin building your GLE proposal. You will leave this session with the basis of a GLE proposal, whether as a contingency plan for a current Global Classroom or a course of its own you’d like to run in the future.

This workshop is a required session for a certificate of completion in Online International Programming.  Register

Join us for a three-part series of webinars in which you will learn the three Ds of online course instruction: Design, Develop, and Deliver. Whether you're a veteran or new to online teaching, you'll be glad you took an hour to learn the key elements of developing a successful DL course at UofSC.

In the first interactive session, we'll cover how to Design your online course for maximum student learning. With an emphasis on planning your course, this webinar will help you draft an effective syllabus and create measurable learning objectives using Bloom's Taxonomy action verbs. We will also be discussing the key principles for good instruction that lay the foundation for making your online course active, cooperative and relevant.  Register

Come develop a deeper understanding of inclusive excellence and why it is central not only to how we prepare students to lead, but also to how we engage all members of our USC community. Learn about the ways in which the Office of Diversity and Inclusion seeks to operationalize inclusive excellence, as well as how we intend to use our equity and inclusion strategy to track the University’s effectiveness in four primary areas: compositional diversity, achievement, engagement and inclusion.

This workshop is a required session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

In the first interactive session, we'll cover how to Design your online course for maximum student learning. With an emphasis on planning your course, this webinar will help you draft an effective syllabus and create measurable learning objectives using Bloom's Taxonomy action verbs. We will also be discussing the key principles for good instruction that lay the foundation for making your online course active, cooperative and relevant.  Register

Nearly 20 years of war against terrorism has been sustained by a small, volunteer force. As a result, military veterans tend to be placed on two ends of a spectrum in attempts to honor such service. On one end is the hero archetype and on the other is the broken archetype. At the same time, veteran benefits and resources have increased over the same time in order to attract and retain military affiliated students. Rather than focusing on the barriers in higher education this workshop will highlight the opportunities and resources unique to these students.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

Join us for a panel discussion with student veterans. Like most endeavors, serving in the military is a very subjective experience. Not all veterans go to war and those who do may not be negatively affected by it. After their time in the military ends, many veterans transition into education or training programs. There are hundreds of veterans, at all levels, on the U of SC Columbia campus alone. Come engage with a few of them about their education experiences and also meet the staff who support them.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

This webinar covers how to Develop the materials and structure for your online course. You'll learn what makes a high-quality and accessible online course, how to choose or create instructional materials and rubrics, how to best organize your course information and materials in Blackboard, and how to select video recording and web conferencing tools for asynchronous and synchronous courses.  Register

It’s time to start thinking about your Spring or Summer course! Where do you start? What details and requirements must be included? How can you revise your course assessments and activities to make it flow better, and align to your priorities? Join other faculty in this two-part webinar series to help you get started and address these kinds of questions.

Part 2, 'Planning, Policies, Particulars” (of the Schedule, Policies, and Other Important Aspects) involves the bigger picture planning stage - how can those assessments and activities fit together, or be organized into a cohesive series of modules as part of a larger whole? What works best with respect to in-person, synchronous, or asynchronous learning? What aspects of activities and assessments need to be considered (e.g. grading, time management), and what else should be included or revised? Both parts of this series will be highly interactive, with other faculty colleague participants playing an important part in contributing ideas and recommendations and producing a positive webinar outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the webinar facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the webinar!  Register

The total number of undergraduate international students has more than tripled at UofSC since the start of the International Accelerator Program. This growing population has increased the diversity of your classrooms and has brought new opportunities and challenges as we have collectively sought to prepare all students at UofSC to enter a much more global workforce.

We’d like to tell you about the efforts we’ve made to make UofSC a more welcoming place for international students through curricular and co-curricular innovations accomplished in collaboration with departments across campus. We’d also like input from faculty members who have taught international students at UofSC – you have a unique perspective to share and we would greatly value your partnership as we continue to work towards comprehensive internationalization at UofSC.

How have international students contributed positively to your classroom? From your perspective, how do the needs of international students differ from those of domestic students? What professional development should we offer to faculty so that they are better equipped to meet these needs? What resources should we offer to students to ensure that they have adequate support to meet their unique needs? How might we engage international students and domestic students further to increase cultural exchange? How might we collaborate more with faculty to further internationalize the university?

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

A goal of most mentoring situations is to enable the mentee to identify and achieve both academic and professional objectives. Though learning to do disciplinary research is an important academic outcome in research mentoring relationships, there are many other outcomes that will influence a mentee’s future career. Mentors should consciously consider and support their mentees to achieve these other outcomes.

This workshop is an elective for the Entering Mentoring certificate of completion.  Register

Non-native writers of English study in all departments at USC and writing is often used as a way to demonstrate learning. In this workshop, attendees will evaluate the learning outcomes for their course and investigate what can and cannot be measured through writing, as well as challenges that are unique to non-native writers. The workshop will include an overview of cultural and proficiency related aspects of non-native writing and writing instruction, as well as ways that non-native writing errors are most effectively addressed. Attendees will also learn techniques for conferencing with non-native writers, setting achievable and reasonable expectations for non-native writers without compromising learning outcomes and connecting non-native writers with the resources available at USC that are designed to help them.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

This webinar covers how to Deliver your online course for maximum impact. Join us to learn how to build rapport with students, foster a community of learners and provide meaningful feedback. The session will end with tips to consider to facilitate an engaging and successful online course.  Register

When considering buzz words such as diversity, culture and multilingualism, have you ever stopped to reflect on how these terms are connected to your own life? Have you ever wondered about the students in your future classrooms and how their unique backgrounds will impact the methods you engage in teaching and learning with not only those them but their first teachers as well, their families? This presentation will delve into these concepts and leave the participants more aware of barriers, assets and ways to engage diverse children and families in education.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

UofSC is launching a new Quality Enhancement Plan (QEP), Experience by Design, intended to support all students to be engaged, including the student populations that tend to be less involved in on-campus activities such as study abroad, community service opportunities, and student organizations. Reflecting on these activities is important so that students can understand how experiences connect to personal, academic, and professional goals. Experience by Design will be implemented on the Columbia campus as well as the four Palmetto College campuses of Lancaster, Salkehatchie, Sumter, and Union. Presenters will provide an overview of Experience by Design and highlight the efforts of TRIO programs to support Pell-eligible students to be meaningfully engaged beyond the classroom and to reflect on these experiences. This session will provide opportunities for participants to share how they currently support various student populations in addition to providing a review of available campus resources designed to help increase beyond the classroom engagement and reflection.

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning.  Register

With an increasing number of students entering college with traumatic experiences and considering the traumas some may encounter while in college it is important that instructors understand how to respond. Additionally, this session is particularly timely because of the various traumas students may have encountered as a result of the coronavirus.

With the goal of creating a more trauma informed and responsive campus, experts from Student Health Services will discuss the neurobiological underpinnings of trauma, and will introduce a new way to define the process of becoming flooded with overwhelming stress from a variety of causes. Time will be spent introducing factors that inhibit open discussion about trauma and cultural paradigms that prevent open discussion about difficult topics.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

With an increasing number of students entering college with traumatic experiences and considering the traumas some may encounter while in college it is important that instructors understand how to respond. Additionally, this session is particularly timely because of the various traumas students may have encountered as a result of the coronavirus.

With the goal of creating a more trauma informed and responsive campus, experts from Student Health Services will briefly review the neurobiological underpinnings of trauma. Time will be spent further exploring factors that inhibit open discussion about trauma and exploring cultural paradigms that prevent open discussion about difficult topics. Concrete guidance for language to use and ways to engage with students in a supportive manner will be offered. Methods of coping for the individual will be shared.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register