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*Special Notice*

In order for attendees to personally track their current registrations and attendance at CTE workshops and events, CTE requires that registrants create an account in our registration system and login to register.  If you have an existing training account with the Division of Human Resources, Office of Organizational and Professional Development, you do not need to create an account. You can login using your HR training username and password. By logging in to register for CTE events, your complete record for both CTE and HR trainings will be available in a single location with a single account and login. 

How to Check Your Progress?

Did you know you can personally track your current registrations and attendance at CTE workshops and events?  Participants with a CTE training account can check their progress online. View and print CTE training record.


You can choose to use the Calendar View of CTE events if you prefer.


Click on the "+" sign next to each event to see description.

January 2023

The responsibilities of all instructors typically include grading student work. Yet ensuring that grading is both objective and efficient involves specific strategies and reflection on important considerations in advance, both aspects of which instructors may not be aware. For any level instructor, they need to define what their “grading philosophy” is for the course, and use practices, strategies, and techniques best suited for the specifics of the course and the assessment itself. Grading should be viewed and valued as a method for providing constructive feedback to students, with feedback types differing depending on the assessment type. How to develop your grading philosophy, incorporate relevant techniques, provide effective feedback, along with grading different types of assessment styles and rubric use, will be discussed in this workshop.   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.

In this first of three webinars, we will focus on course design, the forethought and planning that goes into an online course. We’ll discuss how to Design your course to maximize student learning. We’ll cover, Backward Design, alignment, and organizing your course into modules. Factors to consider in Design, such as interactions (between content, instructors, and students) and Chickering and Gamson’s Seven Principles, which outline the foundation for making your online course active, cooperative, and relevant. And, as a bonus for attending, we’ll throw in some handy resources to help you get started!  
Register

Clearly articulating classroom expectations helps to set the foundation for a mutually beneficial course. Research shows that persistence and retention is connected to student's sense of belonging. Furthermore, students who engage in quality interactions with faculty are retained at a higher rate (Astin 1977, 1993). As a faculty member, it is important to assist in developing this sense of belonging and aid in students persistence and retention. This session will cover pedagogical strategies and ways to negotiate positive norms within your classroom to assist you in developing a meaningful academic environment.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments  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, Equity 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

Part of living a healthy life and caring for personal wellbeing is being mindful about how we spend our time as academics. This workshop will provide participants with tools and training for how to audit our time use and rethink our role as holistic (whole-person) faculty members. This includes revisiting the humanist angle on practices and expectations in the faculty lifestyle: time management, over-teaching, communication and meeting structures, and pedagogical social interactions. The session will provide practical examples of ways that the humanist learning model can be used to help reduce overwhelm for both instructors and students and help us re-orient our pedagogical decisions to refocus on the foundational purpose of education.  Register

The Virtual Environments Community of Practice is planning ways to integrate 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 CoP, or would like to be on the email list for further information, please semail Charles Andy Schumpert at schumpca@mailbox.sc.edu.   Register

Don’t stress! We can help. We will cover best practices for producing lecture videos from your office or home that are both engaging and accessible. We will include tips and resources for making your video content accessible and also provide additional resources available to you here at USC.   Register

In partnership with the College of Arts and Sciences Theme Semester, the CTE is offering a series of improvisational theatre workshops for all university faculty, staff, and students who want to make their classrooms more lively, engaging, and fun. Participants will learn basic improv frameworks and practice these skills with other novice improvisers. Research shows that teachers with improvisation training are more engaged in their teaching, are better communicators, better at planning what and how to teach, and develop the skills required to interact with students as individual learners within instruction. These sessions are drop-in sessions meaning that you can attend all three or just attend one or two. Discover more about improvisation techniques and how they may impact your instruction. In the spirit of the Theme Semester, come and PLAY with us.   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

According to the CDC, “26 percent (one in 4) of adults in the United States have some type of disability.” However, according to the National Institute for Education Statistics, “A majority of college students with disabilities at both 2- and 4-year institutions do not inform their college of their disability.” This means that the number of disabled students in our classes far exceeds the number of accommodation reports we receive from the Student Disability Resource Center (SDRC), making accessibility a crucial need in every classroom. What can we do to increase accessibility in our classrooms beyond complying with official SDRC requests. Why do some students choose not to disclose? In this presentation we offer answers to these questions by centering the perspectives and experiences of our disabled students.

In addition to offering pragmatic advice for implementing accessibility measures grounded in the principles of Universal Design for Learning and exploring barriers to disclosure, we discuss how to incorporate disabled pedagogy into your course. To paraphrase the late Black feminist scholar bell hooks (1994), disability pedagogy is against all forms of oppression, domination, and repression and is for the development of educational spaces that are safe, inclusive, and liberatory. Furthermore, disability pedagogy takes an intersectional approach to recognizing how multiple identities influence student experience and learning. Drawing upon our own experiences as disabled educators, we examine how disabled pedagogy breaks down traditional student-teacher hierarchies and empowers students to serve as actors in the co-creation of knowledge. Finally, we discuss how to “crip the curriculum” in order to demonstrate to students that disability is an integral part of knowledge production. This session will allow instructors to gain a greater understanding of how to serve their disabled students and create a more accessible and equitable classroom experience.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence  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 requirement for the Entering Mentoring certificate of Completion.  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

February 2023

You may have heard a student comment, “I’m a visual learner so I prefer to watch videos,” which you immediately recognize as a description of their “learning style”. The idea of learning styles holds that by matching instruction to students’ preferred mode of learning or media preferences, students learn better, and there are scores of frameworks categorizing learning styles (visual/auditory/kinesthetic, imaginative vs. analytic, sensing vs. intuition, etc.). But did you know that the idea of learning styles has been definitively debunked in cognitive psychology and neuroscience research literature? The myth of learning styles has been persistent in education for numerous reasons, primarily because for decades, research findings on learning have been incorrectly interpreted, and many practitioners simply don’t know the science that disproves it. Despite the intuitive appeal, there is little to no empirical evidence that learning styles are real.

So as an instructor, what does this mean for your teaching techniques and students’ learning abilities? In this workshop, you will learn about some of the more common learning style models and their fallacies, and apply a model to your own preferences that better illustrates our understanding of student learning abilities (Felder and Silverman, 1988). We’ll also explore some of the cognitive neuroscience behind how students learn, along with techniques and recommendations for being more inclusive in your teaching style to address all abilities, not just specific “learning styles”. A broader teaching approach is needed to improve learning outcomes, one that invites students to reflect on their learning, rather than narrow their style down (Ambrose et. al, 2010).  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

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

Excellence is earned, not prescribed. So many of our rubric-driven students are just 'checking boxes' instead of actually learning. How can we break the zombie mold and get into creative, self-reliant modalities? This session focuses on methods to increase student autonomy and personal responsibility through creative syllabi, course design, and incentive models. Participants will discuss and collaboratively brainstorm active learning activities, assignments, and proof-of-knowledge exercises that push students to demonstrate their highest level of achievement, not simply default to what's expected of them.  Register

Join us for the second session in a new three-part webinar series in which you will learn the three Ds of online course instruction: Design, Develop, and Deliver.

This webinar covers how to Develop online course materials. You'll learn the “nuts and bolts” of developing a high quality online course, including how to choose print and video materials, using rubrics to simplify grading, how to best present course information and materials in Blackboard, and techniques for making your online course usable for all students. Register

You may have heard (or uttered) the comments, “My students don’t turn in assignments or don’t show up to class meetings. How do I get my students to care about my class?” Current and upcoming students in higher education have weathered an extreme and singular event – trying to learn in high school and college during a global pandemic, remotely, and more often than not lacking the resources, skills, and learning “toolkits” that pre-pandemic students generally had available for them. Students seem to be disengaged, disinterested, and lacking any real motivation to do well in their classes. And with the constant presence of distractions from technology, students' attention spans are shorter and communication skills are in decline. It feels much more difficult to engage today’s students in the traditional classroom setting.

Fortunately, there are specific strategies that you as an instructor can use to enhance your teaching, engage students from the first class, and maintain that engagement throughout the semester. Learn different techniques to develop a personal connection with your students, encourage preparation and student involvement in your class as well as student investment in their learning, and expect (and receive!) excellence from your students. These strategies to engage students can be applied in small classrooms as well as in large lecture-hall style courses. Join us to learn how to create that positive, engaging learning environment where students “show up” in every meaning of the word. Register

Let's explore history together! Join members of PACWI for a Main Street Civil Rights Walking tour guided by Columbia SC 63: Out Story Matters. The tour cost is $10 per person before the tour date.

The walking tour starts at the African American History Monument on the Sumter Street side of the South Carolina State House grounds. The tour will leave from there and everyone will walk down Main Street where the tour will end at City Hall on the corner of Main and Laurel streets. This walk is approximately 7 blocks and the tour will last approximately 1 hour.

Registration and payment: The event is limited to 30 participants. Registered participants will receive information on how to pay the $10 before the tour. Unpaid registrants will lose their reservation to make room for other participants on the waiting list.

If you would like to sponsor a graduate student to attend, please contact Dr. Gloria Washington at thomasgy@mailbox.sc.edu with the subject, PACWI: Main Street Civil Rights Walking Tour.  Register

Just days after the start of the Greensboro sit-ins In February 1960, Dr. Martin Luther King, Jr. delivered what would become a widely influential speech titled, “A Creative Protest.” Despite the historical and rhetorical significance of what is commonly known as the “Fill Up the Jails” speech, no recordings exist. Here, for the first time, using advanced digital and audio technology, this project provides an opportunity for scholars, students and citizens to experience and explore this important speech.

The Virtual Martin Luther King Project contributes to contemporary humanities scholarship through emphasizing an understanding of context, providing direct engagement with the importance of location, highlighting the content of this speech in relation to our contemporary moment, and illuminating the material consequences of this experience. Additionally, the vMLK project enables a deeper consideration and understanding of the very nature of public address as experience.

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

Technology misuse in the classroom has become so pervasive that we must rethink whether our energies should be spent fighting it or whether to work with students on a new paradigm. Yet struggles around technology are also the most obvious symptom of a much larger problem of many students’ inability to focus and the value many of them hold for multitasking.

Based on the recent text: Distracted: Why Students Can’t Focus and What You Can Do About It by James Lang, this break-out session will address the pervasive problem of distracted students, including how to use research on the effects of the technology students use as a distraction (cell phones), or as classroom tools (laptops).

Lastly, in this presentation, attendees will explore the various methods of how to foster better attention from students in the classroom and begin to “shift our thinking away from preventing distraction” (Lang, 2021).

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

Career Champions Level 1 training will consist of three sessions, and registrants must attend all three to earn credit for the program. This presentation will engage participants in a curriculum designed to provide them with knowledge about the career development process and the foundations of employability, as well as teaching best practices for having career conversations with students. Participants will learn valuable helping skills, ethical practices, and how best to make referrals to available resources. Those who complete each training Level will receive a Career Champion decal to display in their office, inviting students to approach them to discuss career-related concerns.  Register

During this webinar, you will apply practical strategies to redesign components of your course using the principles of Universal Design for Learning (UDL) for course content, activities, and assessments. UDL is a research-based framework that instructors can use to promote inclusivity in course design to improve learning experiences for all students. We will discuss UDL and how you can apply the principle of Representation to course content, the principle of Engagement to course activities, and the principle of Action and Expression to course assessments. Please come to the webinar prepared to discuss your current course content, activities, and assessments.

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

The Virtual Environments Community of Practice is planning ways to integrate 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 CoP, or would like to be on the email list for further information, please semail Charles Andy Schumpert at schumpca@mailbox.sc.edu.   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.

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

Career Champions Level 1 training will consist of three sessions, and registrants must attend all three to earn credit for the program. This presentation will engage participants in a curriculum designed to provide them with knowledge about the career development process and the foundations of employability, as well as teaching best practices for having career conversations with students. Participants will learn valuable helping skills, ethical practices, and how best to make referrals to available resources. Those who complete each training Level will receive a Career Champion decal to display in their office, inviting students to approach them to discuss career-related concerns.  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

While persisting social inequalities have always presented challenges for educators, recent rising criticisms of research and the scientific process have made teaching these topics in accurate and meaningful ways difficult. This talk introduces the importance of gender, sex, and sexuality before discussing four barriers to using these identities in the classroom. How educators can transform these barriers into facilitators of critical thought, social constructions, sociopolitical critique, and methodological evaluation will be outlined. This presentation is designed to accommodate participants with limited knowledge of identities as well as those with advanced knowledge.

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

This presentation will focus on the importance of creating a final project that aligns with course goals and is also meaningful and sustainable. It will include tips and tricks, pitfalls to watch out for and best practices. Participants will have the opportunity to learn about a final project that has been implemented, as well as, begin to think of ways to implement this in their own courses.   Register

In partnership with the College of Arts and Sciences Theme Semester, the CTE is offering a series of improvisational theatre workshops for all university faculty, staff, and students who want to make their classrooms more lively, engaging, and fun. Participants will learn basic improv frameworks and practice these skills with other novice improvisers. Research shows that teachers with improvisation training are more engaged in their teaching, are better communicators, better at planning what and how to teach, and develop the skills required to interact with students as individual learners within instruction. These sessions are drop-in sessions meaning that you can attend all three or just attend one or two. Discover more about improvisation techniques and how they may impact your instruction. In the spirit of the Theme Semester, come and PLAY with us.   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 is a required session for a certificate of completion in Fostering Proactive Learning Environments  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.

What is your teaching philosophy? How do you write one, and what should you 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, requiring that you do some reflective writing in advance of the workshop, so that the workshop can include analysis of your brainstorming, group discussion, and feedback. Participants will leave with an outline of their statement, written components, and guidance to continue crafting it.  Register

Artificial Intelligence(AI) software programs such as ChatGPT powered by OpenAI have been created in an effort to enhance the human experience by eliminating barriers to access to information. AI is a tool that some equate to the creation of the calculator or the internet. This presentation will explain what Artificial Intelligence is as it pertains to its possible use in Higher Education by our students, faculty, and staff. We will also briefly discuss why students may be inclined to use programs like ChatGPT and how we can better adapt our course material to either incorporate the use of AI or make it nearly impossible to use on assignments in the first place. Ultimately, we believe that AI is not the end of Higher Education but, rather it’s a new beginning.  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 is a required session for a certificate of completion in Mental Health and Well-being Competency  Register

Career Champions Level 1 training will consist of three sessions, and registrants must attend all three to earn credit for the program. This presentation will engage participants in a curriculum designed to provide them with knowledge about the career development process and the foundations of employability, as well as teaching best practices for having career conversations with students. Participants will learn valuable helping skills, ethical practices, and how best to make referrals to available resources. Those who complete each training Level will receive a Career Champion decal to display in their office, inviting students to approach them to discuss career-related concerns.  Register

The diversity in USC classrooms is rapidly increasing to include students from a range of countries and linguistic backgrounds. With all of the benefits that come from having a global classroom, there are challenges that are presented by this shift. As students try to succeed in a language that they do not natively speak and in a country where cultural differences can be confusing and overwhelming, these challenges often come to light in the classroom. This session will equip you with strategies for ensuring that your international students successfully learn the material and meet your expectations in the classroom.

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

March 2023

Tips and hints on elevating student engagement in the classroom. In this session participants will actively participate in discussion and observe student engagement examples they can implement within their classroom.

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

Why do you have a syllabus? Do your students even read the syllabus? In this session, you will discuss purposes for the syllabus and how you can use it to convey your clear and concise course design, as well as some strategies to actively engage your students in the syllabus. Using the Transparency In Learning and Teaching (TILT) framework, you will revise your grading and assignments section to guide your students from day one! Please have access to a digital or paper copy of your syllabus in the 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, and justice (DEIJ) efforts.

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, and service activities, or rather values, views and future goals? Or both? What if you feel you haven’t experienced any DEIJ 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 DEIJ mission, and how best to illustrate your personal commitment to DEIJ goals using facets of your own experiences.

This is a working webinar that requires you do some reflective writing in advance of the workshop. You DO have a story to tell. Learn how to write a diversity statement that stands out!  Register

The Career Champions program was created to educate and empower campus faculty and staff on best practices to have career conversations with students. The learning outcomes for level two are as follows:

  • Gain knowledge around experiential education
  • Identify different opportunities in the Career Center and beyond available for students to gain experience
  • Identify ways to help students discover what opportunities they are interested in and know where to find them
  • Gain knowledge in how to support students while they are involved in their experience to make it more impactful
  • Articulate ways on how to encourage reflection during and after the experience
  • Identify ways on how to handle concerns that can arise while a student is participating in an experiential education opportunity  Register

Determining whether mentees understand core concepts about the research they are doing is critical to a productive mentoring relationship, but it is surprisingly difficult to do. Developing strategies to assess how well mentees understand the purpose of their research, the principles underpinning their research and experimental techniques, and the context of their work is an important part of becoming an effective mentor. Moreover, it is important for mentors to be able to identify causes for confusion among mentees and strategies to address misunderstandings.

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

To achieve optimal student learning and integrity in an academic environment, it is essential that instructors understand the importance of maintaining their students' interest and cultivate intellectual autonomy. It is through intellectual autonomy that students can begin to internalize the associated values of integrity and take responsibility over their own learning (Twomey et al., 2009). In the contemporary era of higher education, behaviors connected to cheating and plagiarism have made it a bigger challenge in guiding students to reach the level of intellectual autonomy that instructors would hope for.

Given the new norms and nuances of essay mills and contract cheating, the economics and consumerism related to academic dishonesty continues to expand. In this presentation, attendees will explore how effective teaching and learning strategies will assist in responding to what has become a pedagogical enterprise. Additionally, through these strategies, attendees will improve their teaching and student learning by creating a sense of community and becoming more transparent in their communication with students.

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

The Virtual Environments Community of Practice is planning ways to integrate 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 CoP, or would like to be on the email list for further information, please semail Charles Andy Schumpert at schumpca@mailbox.sc.edu.   Register

The 2023 Focus on First Generation Symposium provides an opportunity for faculty to explore how to cultivate academic success, and foster well-being and sense of belonging among USC’s first-generation students.

The keynote speaker for the symposium is Dr. Terry Vaughan III, Vice President of Research at the Pell Institute for the Study of Opportunity in Higher Education located in Washington, DC.

The symposium is co-sponsored by the Center for Teaching Excellence, Office of Diversity, Equity and Inclusion, TRIO Programs and University Libraries.  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 is a required session for a certificate of completion in Mental Health and Well-being Competency Register

In this panel session, we will explore the ways in which inclusive student communities can be fostered through integrative and experiential learning. Engaging students in hands-on experiences and reflection helps them connect knowledge learned in the classroom to real-world situations. All students should be given opportunities to have these meaningful experiences. How can we do that? When creating student experiences within and beyond the classroom, what must be considered to ensure the experiences are accommodating, accessible, and inclusive? What are the potential barriers to student participation and how do we overcome them? How can we structure them so that all students in a class, department, or program feel like they can participate in that experience.

The panelists will share examples of how they support their students in experiential learning to make it more inclusive. We will view this community-building through two lenses: (1) shaping experiences that are accessible and inclusive for all students, and (2) creating experiences that focus on issues of accessibility and inclusivity.

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

Sound art encourages visitors to experience their space with specific sound resources in a creative way. In other words, with specific sound resources, students will be able to redesign their everyday space as an interactive environment. Based on the sound art practice, MART581E will culminate in a final project, an immersive soundscape with VR technology.

Using a resources from a VE grant, students were provided with a VR development environment. During the pandemic, students made virtual soundscape projects with the professional video game development tool, Unity Editor. They created 2D RPG (Role-Playing Game() soundscape projects, which allow visitors to experience a unique soundspace as an artistic video game. With Oculus Quest2, Gopro Max, and Zoom H3-VR, the 2D soundscape project was developed into an immersive 3D soundscape project. Based on the concepts from the individual 2D soundscape projects, students created their own 3D VR soundscape projects. They learned about how to design 3D virtual soundscape projects, which provide users with a new method to understand a town, a city, and a country with specific sound resources. Learning virtual reality technology will contribute to enhancing their new media art/design skills for their future careers.  Register

International students who pursue degrees at USC bring a wealth of cultural experience to campus, enriching the wider student body with access to broader perspectives and preparing them for a global workforce. They also experience challenges when relocating to the US, navigating cultural differences, acclimating to the unique features of US higher education, and managing linguistic challenges. This presentation will outline diversity, equity, and inclusion issues that are relevant to our international student population. Attendees will learn about the resources on campus that students have found critical for meeting their unique needs and assisting with their integration within our community.

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

This presentation will discuss Autism Spectrum Disorder (ASD) and how it can manifest with young adults, trends in higher education and the classroom, the applications of universal design in course structure, and approaches to working with students with ASD. Additionally, discussion of the transition for these students from the immense supports in the K-12 setting to higher education, where these supports drastically change.

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

Don’t stress! We can help. We will cover best practices for producing lecture videos from your office or home that are both engaging and accessible. We will include tips and resources for making your video content accessible and also provide additional resources available to you here at USC.  Register

Even in classes that discuss inequality and seek to center antiracism, the struggles outside our front door seem distant to some students, while others feel frustrated with pedagogy that feels disconnected from their lived experience. Grounded pedagogy seeks to provide local context to wider struggles and bridge the gap between students with disparate experiences. Grounded pedagogy involves three components: it is located in the university’s built environment, it is supported with data, and it links past and present.

You can use grounded pedagogy in the context of a law clinic that serves children charged in Family Court in Columbia, though it could be applied in any course that engages with issues of inequality and seeks to broaden students’ understanding of social justice. Grounded pedagogy guides students to understand the social context of the Columbia community without pathologizing it, which often occurs when students seek to understand clients and their cultures untethered from specificity and historical perspectives.

This context is particularly important for students who resist notions of systemic racism or oppression and in political environments that currently want to curtail discussion of those issues. In this presentation, the facilitator will draw on their experiences as a clinical law professor to demonstrate how a richer understanding of the local context of clients served can help students think beyond silos and better understand wider struggles from justice.

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

Online courses are becoming increasingly popular at USC. As we move toward offering more online courses, students with disabilities may get left behind. Online course accessibility is important as we extend our reach and course offerings to a variety of students near and far. Join this presentation to discuss tips for creating accessible course content. After attending the presentation, you will be able to identify and utilize accessibility techniques and strategies in your online courses.

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

In partnership with the College of Arts and Sciences Theme Semester, the CTE is offering a series of improvisational theatre workshops for all university faculty, staff, and students who want to make their classrooms more lively, engaging, and fun. Participants will learn basic improv frameworks and practice these skills with other novice improvisers. Research shows that teachers with improvisation training are more engaged in their teaching, are better communicators, better at planning what and how to teach, and develop the skills required to interact with students as individual learners within instruction. These sessions are drop-in sessions meaning that you can attend all three or just attend one or two. Discover more about improvisation techniques and how they may impact your instruction. In the spirit of the Theme Semester, come and PLAY with us.   Register

April 2023

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

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, and the more that students reflect on the experience, the more impactful it will be.

In this roundtable session, we will focus on how research advisors can support student reflection at appropriate and meaningful points in their students' experience. It will introduce the three domains of learning and their application to student reflection at each stage of the Seven Ps of Research. Using these tools, participants will reflect-in-action to develop tangible ideas for promoting a unique and personalized learning experience for each student.

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

Join us for the 3rd module of Career Champions. In this session we'll learn about the career competencies employers are looking for within our students and how to incorporate those into our academic lessons, student employment, internships, etc. You'll also know how to help students see these competencies within themselves and how to advocate their talents, abilities, and experiences.  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, Equity 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 is a required session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

In partnership with the College of Arts and Sciences Theme Semester, the CTE is offering a series of improvisational theatre workshops for all university faculty, staff, and students who want to make their classrooms more lively, engaging, and fun. Participants will learn basic improv frameworks and practice these skills with other novice improvisers. Research shows that teachers with improvisation training are more engaged in their teaching, are better communicators, better at planning what and how to teach, and develop the skills required to interact with students as individual learners within instruction. These sessions are drop-in sessions meaning that you can attend all three or just attend one or two. Discover more about improvisation techniques and how they may impact your instruction. In the spirit of the Theme Semester, come and PLAY with us.   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

Reflecting upon your mentoring relationships is a vital part of becoming a more effective mentor. This is especially important immediately following a mentor-mentee training sequence like Entering Mentoring as it allows you to consider how to implement changes in your mentoring practice based on the training you have received. The ability and practice of reflecting on your mentoring at regular intervals is strongly encouraged.

This workshop is a requirement for the Entering Mentoring certificate of Completion.  Register

Artificial Intelligence(AI) software programs such as ChatGPT powered by OpenAI have been created in an effort to enhance the human experience by eliminating barriers to access to information. AI is a tool that some equate to the creation of the calculator or the internet. This presentation will explain what Artificial Intelligence is as it pertains to its possible use in Higher Education by our students, faculty, and staff. We will also briefly discuss why students may be inclined to use programs like ChatGPT and how we can better adapt our course material to either incorporate the use of AI or make it nearly impossible to use on assignments in the first place. Ultimately, we believe that AI is not the end of Higher Education but, rather it’s a new beginning.  Register

The Virtual Environments Community of Practice is planning ways to integrate 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 CoP, or would like to be on the email list for further information, please semail Charles Andy Schumpert at schumpca@mailbox.sc.edu.   Register

 


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