Skip to main content

The Faculty Center holds monthly half-day events during the semester, typically on Friday mornings, followed by lunch. These one-off events center around specific issues related to teaching and learning. Each Teaching and Learning Day is announced about a month before the event, and participants sign up for available slots.

Fall 2019 Teaching and Learning Days

Best-Kept Secrets: UCF Resources That Support Active Learning Across Modalities

September 20, 2019 (Main Campus)

September 27, 2019 (Downtown Campus)

UCF offers and supports a myriad of resources that facilitate active learning in courses of all modalities. During this Teaching and Learning Day, representatives from the Faculty Center, Center for Distributed Learning, Office of Instructional Resources, and the Faculty Multimedia Center will present some resources that we consider our “Best-Kept Secrets”. We will frame the morning with active learning, break out into workshop-type sessions during which you can use the tools we present, and then hear from a panel of faculty who are avid users of these tools. Ultimately, you will leave with some new ideas for facilitating active learning online and face-to-face.

Check back here as the date nears for further details and registration instructions.

Interactive Lectures and Techniques for Large Classes

October 11, 2019 (Main Campus)

October 18, 2019 (Downtown Campus)

Details and registration information forthcoming.

Case-Based and Problem-Based Learning

November 8, 2019 (Main Campus)

November 15, 2019 (Downtown Campus)

Students’ cognitive development and increasing subject mastery require them to transition from a primary orientation of receiving direction and assimilating foundational knowledge to a primary orientation of analyzing cases or issues and applying learned principles and procedures toward solutions.  During this transition, the roles and methods for both teachers and students change, with students taking on more responsibility for direction as well as more cognitive load.  The challenge for teachers during this transition is to determine when and how to provide more structure to student activity, and when to remove structure in order to help manage their cognitive load.  Our workshops for this Teaching and Learning Day will address effective practices for organizing and managing student teams as well as selecting and facilitating case-based and problem-based learning.

Check back here as the date nears for further details and registration instructions.

Previous Teaching and Learning Days (2018)

Session One (Choose One Workshop) 9:00 to 10:00 a.m.

  • Option A: Team-Based Learning: How to Apply TBL to Your Course Regardless of Size
    Amanda Wolcott, Faculty Center
    CB1 205
    Team-based learning is “a special form of small group learning using a specific sequence of individual work, group work, and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion” (Sweet, 2010). Team-based learning can be applied to classes of any size, and is particularly effective in larger courses. If you would like to learn more about implementing team-based learning in your class, attend this workshop with an idea for a course topic that you would like to apply to TBL.
  • Option B: Leveraging Adaptive Learning for Student Success
    Baiyun Chen, Corrinne Stull, and Jessica Tojo, Center for Distributed Learning
    CB1 202
    UCF is strategically implementing adaptive learning to improve student success in large-enrollment gateway courses and courses that have traditionally had unacceptably high levels of D and F grades and course withdrawals (DFW) across disciplines. Attendees of this workshop will learn about how adaptive technology can be integrated into their face-to-face, mixed-mode, and online courses.

Session Two (Choose One Workshop) 10:10 to 11:10 a.m.

  • Option A: Enhance Your Course with Open Educational Resources (OER)
    Anna Turner, Faculty Center
    CB1 205
    Open Educational Resources (OER) are openly licensed educational materials that are free for instructors and students. Often, these resources can be edited to fit an instructor’s individual needs. In this hands-on workshop, we’ll address how to replace or augment your current textbook and instructional materials with OER.
  • Option B: Creating a Career Advancement Plan
    Eloy Hernandez, Chemistry; Claire Connolly Knox, Public Administration; Amanda Koontz, Sociology; Blake Scott, Writing and Rhetoric
    CB1 202
    In this hands-on workshop, faculty will learn about the benefits of career advancement planning, move through some of the steps for creating career advancement plans (including self-visioning and goal setting, identifying gaps/challenges/opportunities, mapping mid-term and long-term plans), and see some examples of colleagues’ plans. Participants will be linked to online resources that will help them continue this process.
  • Option C: FERPA Essentials for Faculty
    Alia Asi, Office of the Registrar
    CB1 103
    Knowing how to communicate sensitive information and how to best store student records can be challenging, especially with the rapid changing world of technology. In this session, we will provide you an overview of the FERPA law, which protects the educational records of students and is an important consideration when communicating with (or about) students. You will learn several UCF-specific practices and information security techniques that ensure compliance. We will discuss challenges and strategies in handling requests that come in from third parties including parents and outside agencies.

Session Three (Choose One Workshop) 11:20 a.m. to 12:20 p.m.

  • Option A: Student Consultants on Teaching
    Anna Turner and Student Consultants, Faculty Center
    CB1 205
    Anna Turner and Student Consultants, Faculty Center
    A Student Consultant on Teaching (SCOT) is a UCF student who, when requested, can provide faculty with feedback about their classes in a variety of ways. After a brief overview of the program, SCOTs will be available to answer questions and meet with faculty individually.
  • Option B: Quality Enhancement Plan (QEP) and Integrative Learning Initiatives
    Anna Jones, Quality Enhancement Plan
    CB1 202
    QEP integrative learning initiatives around campus, with highlights of current funded projects and Q&A and advice for those who wish to submit a proposal for this year’s deadline (February 23). The presentation will also cover other faculty resources, such as our new travel grants.

Session Four: Lunch Conversation 12:20 to 1:20 p.m.
Scholarship of Teaching and Learning Table Topics
RSVP by February 1 for provided lunch (up to 30) or bring your own lunch

Session One (Choose One Workshop) 9:00 to 10:00 a.m.

  • Option A: Academic Integrity and Ethical Development
    Eric Main, Faculty Center, and Jennifer Wright, Integrity and Ethical Development
    CB1 205
    In this workshop, you will participate in a conversation about students’ ethical development and their commitment to academic integrity. We will discuss tips for assignments to promote ethical awareness and reasoning. We will also discuss and its uses and drawbacks.
  • Option B: The Lightboard and One Button Studio
    Todd McMahon and Don Merritt, Office of Instructional Resources
    CB1 202
    The Lightboard is the newest presentation technology available in the Faculty Multimedia Center. The One Button Studio makes capturing a presentation as easy as pushing a button. Give students a very unique perspective of your content by writing in air. Actually, on glass, but only you will know.

Session Two (Choose One Workshop) 10:10 to 11:10 a.m.

  • Option A: Motivating Students to Learn
    Amanda Wolcott, Faculty Center
    CB1 205

    Students’ motivation generates, directs, and sustains what they do to learn. In this session participants will learn how to help students build value and relevance for their learning, to differentiate types of learning goals, and to improve their study habits and adopt higher expectations for themselves. We will discuss learning activities that engage students in and out of the classroom.
  • Option B: Expanding High Impact Educational Practices at UCF—Plans and Opportunities
    Kimberly Schneider, Office of Undergraduate Research
    CB1 202

    In this workshop faculty members will learn about high impact educational practices at UCF, including relevant new course designations, signature practices, and centralized resources.

Session Three (Choose One Workshop) 11:20 a.m. to 12:20 p.m.

  • Option A: Supporting the 3 Pillars of Academic Achievement in a Diverse Classroom
    Amanda Wolcott, Faculty Center
    CB1 205

    Why do some students excel and others struggle or give up? This workshop will explore the development of students’ (1) intelligence, (2) motivation, and (3) intellectual curiosity. Topics will include stereotype threat, enemies of IQ, how to enhance belonging, understanding, trust, self-esteem and making course content meaningful.
  • Option B: Textbook Affordability and Student Success
    Penny Beile, UCF Libraries, and Aimee deNoyelles, Center for Distributed Learning
    CB1 202

    Did you know that 59.5% (n=1047) of UCF students surveyed indicated that they frequently or occasionally had not purchased the required textbook due to cost? Join us for a riveting discussion about textbook affordability efforts at UCF and learn how adopting more affordable course materials can increase your students’ success.

Session Four: Lunch Conversation 12:20 to 1:20 p.m.
Scholarship of Teaching and Learning Table Topics
RSVP by March 1 for provided lunch (up to 30) or bring your own lunch

Session One (Choose One Workshop) 9:00 to 10:00 a.m.

  • Option A: Active Learning Classrooms
    Melody Bowdon and Anna Turner, Faculty Center; Ann Miller, Nicholson School of Communication
    CB1 205

    Exciting changes are happening regarding classroom design and refurbishment at UCF. Spaces are evolving to feature flexible furnishings, collaborative technologies, and other elements that will support active and engaged learning. Attend this session to learn about these spaces on both the main and the new downtown campuses. We will discuss topics related to course design, activities, and assessments, and share updates on classroom technologies and features.
  • Option B: Quality Online Course Design
    Aimee deNoyelles, Alyssa Albrecht, Charlotte Jones-Roberts, and Anchalee Ngampornchai, Center for Distributed Learning
    CB1 202

    What are the common components of “quality” online course design? Attend this workshop to (1) understand how “quality” is conceived in Florida’s strategic plan for online education, (2) recognize CDL’s efforts to support the quality of online course design at UCF, as well as (3) review an online course of your choosing using our Quality and High Quality course review items.

Session Two (Choose One Workshop) 10:10 to 11:10 a.m.

  • Option A: Virtual Reality and the College Classroom
    Melody Bowdon and Will Dorner, Faculty Center
    CB1 205

    This session will provide an introduction to virtual reality in the college classroom. It will cover definitions of virtual and augmented reality, provide short demonstrations of various software and hardware tools, and include a discussion about strategies for determining when and for what purposes these kinds of learning experiences can be a useful part of students’ education.
  • Option B: Identifying Campus Resources to Maximize Student Learning
    DeLaine Priest and Rebekah McCloud, Student Development and Enrollment Services
    CB1 202

    Join us as we explore challenges students encounter related to academic and metacognitive learning. We will discuss best practices and strategies to address these challenges and identify University of Central Florida resources and interventions that contribute to student success.
  • Option C: FERPA Essentials for Faculty
    Brian Boyd, University Registrar
    CB1 103

    Knowing how to communicate sensitive information and how to best store student records can be challenging, especially with the rapid changing world of technology. In this session, we will provide you an overview of the FERPA law, which protects the educational records of students and is an important consideration when communicating with (or about) students. You will learn several UCF-specific practices and information security techniques that ensure compliance. We will discuss challenges and strategies in handling requests that come in from third parties including parents and outside agencies.

Session Three (Choose One Workshop) 11:20 a.m. to 12:20 p.m.

  • Option A: Leveraging Students’ Prior Knowledge
    Eric Main, Faculty Center
    CB1 205

    Students’ prior knowledge may have gaps, inaccuracies, or insufficiencies that will hinder learning new concepts. In this session we will examine methods for diagnosing students’ prior knowledge, for addressing problems that arise from too much cognitive load, and for scaffolding complex learning tasks.
  • Option B: Predictive Analytics/myKnightSTAR
    Melody Bowdon, Faculty Center; Susan Chase, College of Nursing, DeLaine Priest, Student Development and Enrollment Services
    CB1 202

    This workshop will introduce faculty members to myKnight STAR, a predictive analytics platform that can provide valuable data to support student success. The session will include a short demo of faculty-facing tools in the system and a question and answer session.

Session Four: Lunch Conversation 12:20 to 1:20 p.m.
Scholarship of Teaching and Learning Table Topics
RSVP by April 1 for provided lunch (up to 30) or bring your own lunch

Please join us for our next Teaching and Learning Day which will take place on June 8th from 9am until 1pm.  Workshops will be provided by Faculty Center staff that will help you integrate into your teaching several principles of learning from the book How Learning Works: Seven Research-based Principles for Smart Teaching by Susan Ambrose, et al. (2010).

9:00-9:15—Coffee and Introductions
9:15-10:45—Plenary Activity: Strategies for Applying the Learning Principles to Your Teaching

  • These principles address students’ prior learning and motivation, course organization and climate, mastery learning, providing feedback, and encouraging self-directed learning.

11:00-12:00—Optional Session

  • Session A: Student Motivation
    Students’ motivation determines, directs, and sustains what they do to learn. In this session, we’ll delve deeper into strategies to promote student motivation. Bring in an assignment to workshop, and we’ll edit it through the lens of student motivation.
  • Session B: Student Approaches to Learning
    Faculty members tend to overestimate their students’ study skills and metacognitive abilities while underestimating the extent to which skills and habits must be taught and reinforced through instruction.


9:00–10:00—Session 1: Motivating Students

  • Facilitated by Anna Turner, Faculty Center for Teaching and Learning
    Learning results from what the student does to learn, and students’ motivation determines, directs, and sustains what they do to learn. In this session, we’ll explore the elements of motivation and strategies to promote student motivation and behavior.

10:10–11:00—Session 2: Classroom Climate

  • Facilitated by Julie Donnelly and Anna Turner, Faculty Center for Teaching and Learning
    Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning. In this session, we’ll examine what it means to have a supportive environment, including social, emotional, and intellectual aspects.

11:10–12:00—Session 3: Student Engagement in the Online Environment

  • Facilitated by Denise Lowe, Corrinne Stull, and Anchalee Ngampornchai, Center for Distributed Learning
    In the face-to-face environment, we can often rely on our presence to encourage student engagement, but we must be deliberate in an online environment. In this session, we’ll discuss how to leverage the online environment to promote student engagement.


9:00-9:15—Coffee and Introductions
9:15–9:45—Activity that Explores the Range of Teaching Methods
10:00-10:30—Interactive Lectures (Alisha Janowsky)

  • No matter how interactive your classroom, there is still a time and place where content may need to be introduced and explained in a more traditional lecture format. This session will discuss strategies to increase student focus and participation during these lecture in both the face-to-face and online environments.

10:30–11:00—Using Discussion Assignments to Elicit Deeper Engagement (Richard Biehl)

  • Discussion topics can enhance student learning by flexibly engaging learners in deeper thinking about course readings and materials. Discussions can encourage more active reading, reflection on applications, and metacognition. This session covers the different types of discussion topics that work well for different types of course content and the mechanics of how to introduce and operate them (particularly in larger classes). It also shares a grading rubric that can work across all topics, and some working tips on how to encourage better writing from resistant learners.

11:10–12:00—“Yes, PBL and TBL are Right for You!” (Kersten Schroeder)

  • Problem-based and Team-based Learning are deep-learning approaches that integrate students’ prior knowledge and experiences with problem-solving and communication skills to engage open-ended questions and deepen their understanding of course material.

12:00-1:00—Working Lunch

  • You will hear from our Fall 2018 Faculty Coaches, Tammy Muhs and Jessica Waesche. Tammy will discuss strategies for adaptive learning and Jessica will discuss active learning in online classes.

Scholarship of Teaching and Learning Day will offer an opportunity for faculty to explore study-design, SoTL methodologies, and data management and treatment as these topics relate to their own SoTL projects. Representatives from FCTL, IKM, OEAS, RITE, as well as an experienced SoTL researcher will facilitate sessions throughout the day. A panel of faculty from various disciplines who engage in SoTL research will share their experience and expertise.


  • Publishing SoTL
    Facilitated by: Dr. Liz Grauerholz

    This presentation will discuss effective strategies for publishing SoTL work. Drawing on six years as an editor of a SoTL journal, Dr. Grauerholz will explore authors’ common mistakes and what makes a strong manuscript. These tips can help researchers with designing SoTL studies to ensure success down the road as well as considerations for preparing manuscripts for submission to a journal.

10:00–10:50—Breakout Sessions

  • Session A: Exploring Opportunities for SoTL Research: How can institutional data help?
    Facilitated by: Dr. Pat Lancey, Assistant Vice President Operational Excellence and Assessment Support and Pat Ramsey, Director, Institutional Knowledge Management

    This active session will provide an overview of the resources available through OEAS that can inform your SoTL research. Bring your research questions or project ideas to share with colleagues so we can explore the following questions: What resources are available through OEAS to assist with SoTL research? How can access to institutional data such as program assessment ( and student responses to UCF survey studies ( help you frame or refine your research question? What should I consider when designing my study and choosing an appropriate analysis approach?
    Pat Ramsey will give an overview of some of the dynamic data IKM has made available to faculty. This will include a brief introduction to the IKM website where she will demonstrate Interactive Facts, Analytics Dashboards, Pegasus Mine Portal, and ways to submit a data request.
  • Session B: Framing the Research Question
    Framing the Research Question. Facilitated by: Researchers in the Faculty Center for Teaching and Learning and Patsy Moskal, Associate Director of the Research Initiative for Teaching Effectiveness (RITE)

    During this session, members of FCTL and RITE will discuss ways they support faculty SoTL projects and provide some ongoing examples. The remainder of the session will be used as interactive working time for participants to begin designing or developing their own projects. Bring your questions and ideas!

11:00–12:00—Faculty Panel

  • Several faculty on campus are engaged in successful SoTL or discipline-specific research programs. Five of these faculty from various disciplines will share their experiences and expertise in designing, carrying out, and disseminating their research. Your questions for the panel will be collected in advance and the most common and generalizable questions will be posed at the beginning of the session. Then, the floor will be open for spontaneous questions. The purpose of this panel is not only to learn from your colleagues’ experience, but to get an opportunity to network with them and other faculty engaged in SoTL.


Over the past couple of years active shooter incidents like Pulse Nightclub and Marjorie Stoneman Douglas High School tragedies have cost dozens of lives and affected the mental health of thousands more. Data breaches at Equifax and Facebook have compromised the security of personal data for tens of millions of Americans. In this teaching and learning day, we’ve put together faculty-specific resources to address safety and security issues at a range of levels.

9:00–9:15—Coffee and Introductions
9:15–9:45—Campus Security and Safety
10:00–12:00—Optional Sessions (choose one grouping)

  • Session A: Classroom Medical Emergencies
    • 10:00–10:45 Classroom Medical Emergencies
      Facilitated by Environmental Health & Safety
      There are several types of medical emergencies that may occur in the classroom. From severe events such as, cardiac arrest, seizures, and allergic reactions to injuries such as cuts, bruises or falls. This session will introduce faculty to broad knowledge required to be prepared to handle those situations should they arise.
    • 10:45–12:00 CPR/AED Training
      Facilitated by Environmental Health and Safety
      In this session you will learn basic steps to respond to these types of medical emergencies, including how to perform “Hands-Only CPR” and how to use an automated external defibrillator (AED)
  • Session B: Cyber Security and At-Risk Students
    • 10:00–10:45 Cyber Security Issues for Faculty
      Faciliitated by the Office of Information Security
      In this presentation, we’ll share resources for protection against identity theft and discuss steps to take in the event of a data breach involving your personal information. We’ll give special emphasis to phishing, displaying actual phishing emails that have been received by UCF employees, and learn ways to spot and report these threats.
    • 10:45–12:00 QPR Suicide-Prevention Training
      Facilitated by Counseling and Psychological Services
      Suicide is among the most prevalent causes of death among college and university students, but it is also one of the most preventable. QPR (Question, Persuade, Refer) is a suicide prevention program designed to train faculty, staff, students, administrators, and parents in how to effectively recognize and refer persons in distress to campus and community resources.


9:00–9:15—Coffee and Introductions
9:15–12:00—Optional Sessions
(choose one)

  • Session A: Reacting to the Past: An Immersive Pedagogy
    Join your colleagues and immerse yourself in this “highest” of high-impact pedagogies. This session offers an introduction to the Reacting pedagogy, an intensive workshop during which you will play a Reacting game, and a chance to hear from UCF students who have experienced the pedagogy.
  • Session B: Inquiry-Based Teaching
    Inquiry-based instruction can be a great way to promote deep learning in an engaged and active environment. This session will simulate the inquiry experience to inspire participants to think of their course in the context of researchable questions. Background on inquiry based lessons will be presented as well as techniques to develop inquiry-based activities regardless of class size or content level.


Previous Teaching and Learning Days (2019)

Join your colleagues in Classroom Building One, room 205 for a panel of representatives from the Office of Diversity and Inclusion and Student Accessibility Services as they speak to cultivating a climate of support on campus. These talks and interactions will support faculty as they reflect on their pedagogies in a way that supports students across the broad spectrum of diversity, inclusion, and accessibility.

[9:00–9:15] Coffee and Introductions

[9:15–10:15] Session A: Rachel Luce-Hitt, Diversity and Inclusion

  • This session will provide tips for creating inclusive college classes, discuss 5 areas in which faculty can focus on building a climate of diversity in the classroom, and preview the Summer Faculty Development Conference diversity track.

[10:15–10:30] Break

[10:30–11:30] Session B: Pam Rea, Student Accessibility Services

  • This session will cover potential accessibility barriers in the classroom and implementing strategies for course design to overcome those barriers. Captioned videos will be addressed, as will SAS’s role in collaborating with faculty. Come to this session to hear best practices for achieving accessibility in your classes.

[11:30–12:00] Discussion and Q&A

[12:00–1:00] Lunch

Co-sponsored by Nicholson School of Communication and Media, Anthropology Department, and Department of Statistics

Several UCF faculty members who have consistently advised doctoral students to completion will share their strategies with for successful doctoral advising. The audience will also have an opportunity to ask questions and to engage in conversation with the panelists. This session is ideal for faculty who are new to advising at the doctoral level and for faculty who want to discover new ideas for effective doctoral advising.

The Spring 2019 Scholarship of Teaching and Learning Day will offer an opportunity for faculty to focus on methods of data analysis. Two boot camp-style sessions will focus on qualitative and quantitative data analysis methods. These sessions will cover intermediate–advanced topics and will be facilitated by faculty on campus who are experts in the corresponding methodologies.

[9:00-9:15] Coffee and conversation

[9:15-12:00] (Choose One):

  • Session A: Qualitative Data Analysis for SoTL (CB1-205)
    Facilitated by: Dr. David Boote, Associate Professor, Department of Learning Sciences and Educational Research, College of Community Innovation and Education
    The session will guide participants to analyze a variety of qualitative data, starting with basic thematic analysis before moving to more advanced methods borrowed from phenomenology, ethnography, and grounded theory. We will also describe several methods to improve the rigor and sophistication of the analysis, making the findings more insightful and trustworthy — and increasing the findings the chances of publication. If time allows, we will review the advantages and disadvantages of using qualitative data analysis software. Please bring your data.
  • Session B: Using Propensity Score Methods to Improve the Validity of Causal Inferences (CB1-220)
    Facilitated by: Dr. Haiyan Bai, Professor, Department of Learning Sciences and Educational Research, College of Community Innovation and Education, Dr. M.H. Clark, Associate Lecturer, Department of Learning Sciences and Educational Research, College of Community Innovation and Education
    When randomized designs are not feasible, evaluators often use quasi-experiments or observational data to estimate treatment effects. Unfortunately, the lack of random assignment to conditions makes it challenging for evaluators to ensure that they are providing valid results. Propensity score methods (PSM), which are used to improve covariate balance, are well-established methods for improving causal inferences. Therefore, this workshop will provide evaluators with an opportunity to strengthen the validity of their evaluations when estimating program effects when random assignment is not possible. The workshop will include a review of problems when using quasi-experimental designs; an introduction of why and when to use PSM; and hands-on activities and demonstrations for how to use PSM. More specifically, we will cover basic theories and principles through examples, a step-by-step demonstration using both R and SPSS with real-world data.

[12:00-1:00] Lunch (CB1-205)

Our April Teaching and Learning Day will continue the themes of adopting research-based teaching practices and of making key concepts and course components more relevant and comprehensible to students. The schedule features faculty panels with opportunities for Q&A.

[9:00–9:15] Coffee and Introductions

[9:15-10:30] Invitational Design: Online Housekeeping Tips to Welcome All Students
Karen Tinsley-Kim, University of Central Florida
Raquel Austin, University of Central Florida
Francisca Yonekura, University of Central Florida

Online instructors may be tempted to think it is too challenging to fully engage all of their students. This can be due to the variety of students whose identities may not be completely apparent in digital environments. Invitational design is a term that communicates the idea of welcoming all students to online courses to support their educational success. This implies a proactive approach to course design that is not expected to be easy and takes time, but the long-term benefits of student success should be kept in mind. Invitational design is thought to be like welcoming guests into your home.

[10:30-10:45] Break

[10:45-12:00] Panel presentations
In this session, you will hear from individual faculty members who are participating in a Course Innovation workshop series to transform elements of their courses for greater student success using evidence-based practices and articulating clearer course expectations. There will be two panels of three faculty members with Q&A time following each one.
First Panel: Jessica Waesche, Kerstin Schroeder, Caitlin Pierson
Second Panel: Martha Brenckle, Jennifer Short, Alisha Janowsky

[12:00–1:00] Lunch

Our June Teaching and Learning Day will explore digital interactions with students. We will cover such topics as motivating students in online environments, managing discussions and student-student interactions, and best practices for communicating with students using digital tools (email, Canvas, apps, etc.). The schedule will include time for discussions and Q&A.

Our July Teaching and Learning Day will include a workshop about the new Webcourses@UCF gradebook and a session about improving communication and collaboration in your courses.

[9:00 to 9:15 a.m.] Coffee and introductions

[9:15 to 10:15 a.m.] The New Webcourses@UCF Gradebook
Elisabeth Greenwood, Center for Distributed Learning

  • This workshop discusses the new Canvas gradebook and highlights changes and coming new features as well as the existing syllabus tool, which helps faculty communicate changes to students and advertise their courses in the UCF Course List. CDL staff will be available to assist faculty with trying out these tools in their own courses.

[10:30 a.m. to 12:00 p.m.] True Colors: a Tool for Improving Communication and Collaboration
Amanda M. Main, Ph.D., Lynn University

  • In this interactive session, we will explore differences in communication styles through inventories and activities designed to highlight how personal differences can hinder or facilitate learning. We will discuss strategies to transfer insights from this session to the classroom. Come ready to learn more about yourself and how you can use your unique strengths to connect with students and peers.

[12:00 to 1:00 p.m.] Lunch