Explore trauma-informed strategies that motivate learning and teaching, and reflect on the interdependence of student and teacher well-being in this online workshop. It can be challenging for instructors to remain connected to the intrinsic motivation to teach or to support their students in connecting to their intrinsic motivation to learn. Part of building motivation in the classroom is prioritizing this collective connection and learning. Participants will leave this workshop with a clearly articulated teaching philosophy reflecting the interdependence of student and teacher well-being that will serve to guide our future mentorship and pedagogical approaches. By the end of this workshop, participants will also be prepared to:

• Describe the intimate link between instructor and student motivation using the frameworks of parallel processes and trauma-informed teaching
• Explain the difference between intrinsic and extrinsic motivation and develop strategies for cultivating the former in themselves and their students
• Employ evidence-based approaches to attune and attend to their needs as instructors and to the needs of their students
• Distill their personal values as a teacher into a concrete teaching philosophy statement

Instructors

Abby Schroering, Columbia University
Kelsey Reeder, Columbia University
Ryan Golant, Columbia University

Workshop Schedule

This online workshop meets online in Zoom on Tuesday, June 11 at 1-5pm Atlantic / 12-4pm Eastern / 11am-3pm Central / 10am-2pm Mountain / 9am-1pm Pacific. The workshop will include breaks for participants.

Audience

This workshop is designed first and foremost for grad students and postdocs in STEM/SBE disciplines with some type of prior teaching or TAing experience, but broadly relevant to anyone interested in exploring and learning about trauma-informed pedagogy.

Registration

This workshop has a no cap. Registration opens on Monday, May 20 and will remain open until the day of the workshop on Tuesday, June 11.

REGISTER NOW

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: Evidence-based teaching

• Describe several assessment techniques and recognize their alignment with particular types of learning goals.
• Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning communities

• 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.

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.