This workshop is designed to cultivate a safe and brave space for participants by covering topics related to self-care, rest, navigating the politics of higher education, academic trauma, microaggressions, and healing. Working off of Tricia Hersey’s (2022) Rest is Resistance framework, we will explore Hersey’s “Rest” component to identify tools for self-care, rest, and protection as an instructor existing and working in academic spaces. By the end of this workshop, participants will be prepared to:

• Apply the Rest is Resistance framework to self-care and rest practices in and out of the classroom
• Recognize the importance of cultivating healthy well-being for personal and professional success
• Create a self-care plan for how they intend on investing in their well-being both personally and professionally. Participants are encouraged to continue and commit to this plan outside of the workshop

Instructor

Da’Ja’Nay Askew, Indiana University

Workshop Schedule

This one-session online workshop meets on Thursday, February 8 at 12-1:30PM Atlantic / 11AM-12:30PM Eastern / 10-11:30AM Central / 9-10:30AM Mountain / 8-9:30AM Pacific.

Audience

This workshop is designed first and foremost for graduate students, postdoctoral researchers, and instructional staff in STEM/SBE disciplines who are interesting in development specific practices to foster rest and wellbeing.

Registration and Enrollment

**1/17 update: Registration is at capacity. Registrants will be notified of enrollment status by 1/19**

This workshop has a cap of 15 students. Registration opens Tuesday, January 16; once open, registration will close when capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Learning community

• Describe and recognize the value of learning communities, and how they impact student learning.
• Describe several techniques and issues of establishing learning communities comprising a diverse group of learners.
• Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
• Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-diversity

• Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.
• Describe how an instructor’s beliefs and biases can influence student learning.
• Describe several learning-through-diversity (LtD) techniques and strategies.
• Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
• Describe the scope of diversity in learning environments, of both students and instructor.