Teaching Renewal Week 2022

January 11, 2022 (Tuesday)
Time Session



Keynote: Facing the Future of Technology and Learning

In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education – causing us to teach using more technology. The pandemic accelerated technology adoption, but we still haven’t faced the real crisis in curriculum. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to regularly alter the curriculum we teach to keep it relevant to the world around us. This talk provides guidance for changing how we design and assess programs, courses, and modalities of delivery in order to stay relevant as educational institutions.

Facilitated by Maria Andersen, Ph. D
CEO, Coursetune



Mapping to the Need: Aligning Your Course to Career Readiness.

Join this hands-on workshop if you are new to working with Coursetune.

Projected Outcomes:

  • Craft a shared vocabulary of Learning Objectives and Alignment.
  • Discuss the importance of mapping our course(s) to the NACE Career Readiness Standards.
  • Explore Coursetune as a tool for curriculum mapping.

Facilitated by Jonathan Cisco

12:00pm-1:00pm Lunch Break
1:00pm-1:50pm Reaction to the Past: An Introduction to Role Playing Games for Engaged Learning

This session provides an introduction to Reacting to the Past, an innovative program that uses role playing games to provide students with immersive and meaningful learning experiences within the context of college courses spanning many different disciplines. The session will include an overview of RTTP pedagogy, and an example of the use of the RTTP game “The Threshold of Democracy Athens in 403 BCE” in AMS 2100H: The Ancient Greeks. The panel will include students who participated in the game and who will be returning as preceptors to guide new students in the Spring 2022 semester.

Projected Outcomes:

  • Attendees will gain familiarity with Reacting to the Past, and consider whether or not they might be interested in incorporating a game into one of their courses.

Facilitated by Jim Crozier

2:00pm-2:50pm Prioritizing Undergraduate Research Learning Outcomes using EvaluateUR – A new way to facilitate feedback from mentors

The Office of Undergraduate Research will be piloting the use of a new tool (EvaluateUR) designed to facilitate purposeful conversations between mentors and undergraduate researchers to promote growth in 11 different learning areas that are applicable to all academic disciplines. This session will present the 11 outcome categories, introduce plans for piloting EvaluateUR at MU in 2022, and provide a general networking opportunity for faculty interested in undergraduate research and creative scholarship as a high impact educational practice at MU. We welcome faculty interested in participating in the pilot phase of implementing this validated instrument at Mizzou, as well as those who are just curious about the learning outcomes and how they might use this framework in their own mentoring or courses.

Projected Outcomes:

  • Attendees will identify 11 student learning outcomes developed through undergraduate research experiences.
  • Attendees will prepare to use the EvaluateUR tool for purposeful feedback with student mentees.
  • Attendees will expand knowledge on the high impact practice of undergraduate research at MU.

Facilitated by Linda Blockus

3:00pm-3:50pm Supporting Yourself and Students in the Classroom During Emergency Situations

This session will focus on developing personal- and classroom-level emergency plans for in-person teaching. As we return to campus, it is imperative that instructors are familiar and/or reacquainted with the physical spaces in which they teach. Instructors often do not consider emergency preparedness until an actual event. This hands-on session will assist in making emergency preparedness plans for classroom spaces.

Projected Outcomes:

At the end of the session, participants will be able to:

  • Plan for various emergencies in classroom spaces, including active shooter situations.
  • Initiate conversations with students with disabilities about emergency preparedness in the classroom.
  • Reflect on their own comfort level with emergency situations.

Facilitated by Rachel Proffitt, Amber Cheek, and Todd Houts

January 12, 2021 (Wednesday)
Time Session
9:00am-10:15am New Opportunities for the Review of Teaching at MU

Join Associate Provost for Faculty Success, Dr. Alexandra Socarides, and T4LC Director, Dr. Tori Mondelli, as they provide updates on the Review of Teaching processes, tools, and trainings. Some units will be piloting the new processes in spring 2022, and the new student feedback tool is anticipated for all by fall 2022. Come see how MU is advancing inclusive and effective teaching, and avail yourself of the robust support materials and sessions.

Projected Outcomes:

  • Participants will learn about the departmental and college level decisions being made about piloting, and/or adopting TFELT recommendations and tools.
  • Participants will be informed about the Canvas modules, in-person experiential sessions, and other forthcoming materials and sessions to support them with the new review modes, and teaching in general.

Facilitated by Victoria Mondelli and Alexandra Socarides,
with remarks from Provost Latha Ramchand

10:30am-11:15am Introduction to the New Teaching Reflection Prompts

Join Dr. Jonathan Cisco (former T4LC Associate Director), and Dr. Amy Lannin (Director of the Campus Writing Program) for an overview of the new prompts for a meaningful self-reflection of one’s teaching. A facilitated activity to sample the process is planned!

Projected Outcomes:

  • Participants will gain an understanding of the purpose and flow of the Teaching Reflection.
  • Participants will practice and create text to use for their Teaching Reflection.

Facilitated by Jonathan Cisco and Amy Lannin

11:15am-12:30pm Lunch Break
12:30pm-1:45pm The New Campus System for Peer Review of Teaching

Drs. Sarah Bush and Bethany Stone (T4LC Faculty Fellows) will take you through the new campus system for peer review of teaching. During this session, we’ll be discussing the importance of and differences between summative and formative peer review in educator development. Participants will practice using the peer review tools in a series of short activities.

Projected Outcomes:

  • Participants will be able to explain the importance of and differences between summative and formative peer review.
  • Participants will be able to describe the peer review process from the perspective of both reviewer and instructor.

Facilitated by Sarah Bush and Bethany Stone

12:30pm-1:45pm Intro to New Graduate Instructor Formative Peer Reviews

Join Johanna Milord, T4LC Graduate Research Assistant, and T4LC Associate Director, Dr. Lydia Bentley, as we introduce an amazing new opportunity for graduate instructors to gain valuable feedback on their teaching through peer evaluation. The graduate instructor peer reviews have foundations in evidence-based teaching standards and participants are invited to role-play and practice specific parts of the peer review process.

Projected Outcomes:

  • Participants will learn about the Spring 2022 timeline and implementation details for the graduate peer review process..
  • Participants will learn details about the general structure and protocol of the peer review process.
  • Participants will be able to describe at least one specific aspect of the formative peer reviews in detail.

Facilitated by Johanna Milord and Lydia Bentley

2:00pm-3:00pm Making Sense of Student Feedback Data

Student feedback data from end-of-course institutional surveys has been a source of some confusion and controversy as a means of gauging teaching effectiveness, but there is much we can learn and use from this data to construct the story of our teaching experience and communicate that story to others. Join Dr. Steve Klien (T4LC Faculty Fellow) and Dr. Lydia Bentley (T4LC Associate Director) to learn what relevant research has to tell us about working with student feedback data.

Projected Outcomes:

  • Participants will learn about what feedback data from end-of-course student surveys can (and can’t) effectively reveal about student experiences in class, based on scholarship in this area.
  • Participants will learn research-informed principles and best practices for improving the quantity and quality of student feedback, as well as strategies for interpreting and explaining student feedback results.

Facilitated by Lydia Bentley and Steven Klien

3:00pm-3:50pm Teaching and Assessing for Conceptual Understanding in Math

All courses should be rooted in deep learning and understanding of concepts that are connected and then apply that learning to other situations. More math experiences need to be like this. No gimmicks or tricks, just understanding and sense-making.

Projected Outcomes:

The framework provided in this session will:

  • Reduce “gimmicks, tricks, and algorithms” in teaching and learning.
  • Increase students’ depth of knowledge of concepts.
  • Increase student connections between concepts and related to the world.
  • Provide strategies to increase sense-making and understanding; particularly in math but easily applicable to other disciplines.

Facilitated by Drew Crismon

3:00pm-3:50pm Setting Students Up for Success: The Athletic Academic Services Perspective

Have you ever worked with or had a student-athlete in class? Either way, please join us as we take an in-depth look into Mizzou Made Academics and the Enhanced Learning Program. Curriculum, instruction and creating an inclusive learning environment  are essential for the success of all students. During this session you will learn three concrete strategies to implement in your classroom and how they relate to the student-athlete perspective. The topics included are preparation, universal design of learning and communication.

Projected Outcomes:

  • Participants will have a better understanding of the academic services unit at Mizzou.
  • Participants will understand the importance of proactive preparation, Universal Design for Learning, and communication for all involved in teaching and learning.
  • Participants will be able to relate this session to their coursework, and use it to evaluate their processes to help provide students better opportunities to be a part of a conducive learning environment.

Facilitated by Camille Duncan and Katy Johnson

January 13, 2022 (Thursday)
Time Session
9:00am-9:50am Humanizing Online Grading: The Surprising Power of A/V Feedback

Did you know there’s a difference between “grading” and “giving feedback”? “Grading” is an impersonal process of assigning numbers to learners’ work. “Giving feedback” is a symbiotic interaction between learner and instructor.

Recently, when I switched from grading to giving feedback, I was astounded by the improvements I saw in student work. Now, I feel more connected to each student, even in asynchronous learning environments because a/v feedback allows one to speak directly to learners, weaving more humanity into teaching. On the practical side, research has shown a 75% decrease in time spent grading, coupled with a 225% increase in quantity of feedback given. A/v feedback has also shown to decrease feelings of isolation, increase motivation, student retention, content retention and perception of instructor caring. Consideration of student accessibility needs will be addressed, as well as a walk-through of this process in Canvas.

Projected Outcomes:

  • Participants will learn about the learning benefits of providing audio visual feedback to students on their learning.

Facilitated by Gretchen Haskell

10:00am-10:50am Experiential Learning

This 50-minute innovative session will focus on how University of Missouri educators can partner with Missouri 4-H to easily integrate community engagement into their courses. As a well-documented pedagogical approach, community engagement is built upon strong theory and is shown to benefit community, university, instructor, and the short and long-term well-being of the student. By attending this session, educators will experience the experiential learning model first-hand. This approach of “Do, Reflect, Apply” allows transformative learning environments that take students past remembering and understanding, and encourages them to apply, analyze, and create their own community engagement opportunities with Missouri 4-H.

Projected Outcomes:

  • Participants will reflect on how they are already applying experiential learning with their students.
  • Participants will reflect collaboratively in moderated breakout rooms on the topic.
  • Participants will discuss how community engagement learning can be an excellent complement to the “apply” portion of the learning model.
  • Participants will be given time to individually reflect on potential opportunities for community engagement learning with their students.

Facilitated by Chelsea Corkins and Christal Huber

11:00am-11:50am 7 Synchronous Team Teaching Techniques

Make the most out of your synchronous online teaching time by implementing effective techniques that work particularly well with multiple facilitators.

Join this hands-on session to get inspired to become the 7-minute rule enforcer, create role cards based on student needs, learn about the Novice-Expert Pair Coaching method, try to read the virtual room, lead post-survey discussions, utilize digital whiteboards, and plan for break out room support.

Projected Outcomes:

  • Participants will be able to evaluate how they are spending their synchronous teaching time with their students and have ready-to-implement ideas when they are ready to redesign their lessons.

Facilitated by Fatemeh Mardi

11:50am-12:00pm A New Way to Grow Your Teaching Practices – Self-Paced & in Community!

OneHE is an online learning platform and community for faculty in higher education, created to support you to develop your teaching your way. Dr. Mondelli will announce how the Teaching for Learning Center will launch the platform in 2022. OneHE works with experts in teaching and learning from across the globe to provide practical and engaging microlearning experiences that will help you and your colleagues to better engage students to maximize their success. A few early adopters are already realizing benefits for student learning!

Victoria Mondelli

12:00pm-1:00pm Lunch Break


Designing for Students to Feel Seen Online

In this workshop, we will explore three strategies: how to design a space for student emotional processing of course content, how to value multiple ways students engage with course content, and how to transparently consider and implement mid-semester student feedback.

Projected Outcome:

  • Participants will brainstorm how concepts shared can be applied to their teaching contexts.

Facilitated by Fatemeh Mardi

2:00pm-2:50pm Teaching Machine Learning and AI: Hands-On Exercises for Non-Technical Audiences

Artificial Intelligence, in the form of machine learning, is creeping into our lives and professions. Students in all disciplines need to understand the benefits and limitations of this technology. In this session, I will share activities and resources that I have found to be the most effective for teaching students the basics of machine learning and its capabilities without any need for programming.

Projected Outcomes:

  • Colleagues will come away with some practical activities that they can use to teach students about AI and machine learning and initiate a class discussion about the benefits, limitations, and ethical aspects of this technology.

Facilitated by J. Scott Christianson

3:00pm-3:50pm Reunited, and It Feels So Good

“We both are so excited ’cause we’re reunited, hey, hey.” Students and instructors alike are looking forward to being back in the classroom. (Re)Connecting with students after a pandemic can be challenging. This is especially true for those students who spent their first year of college on-line in the virtual classroom, never having set foot on campus. In this session, you will learn activities engaging students inside the classroom and out, fostering an inclusive learning environment. Whether you’re a new instructor or seasoned educator, you will walk away with ideas that match your personality to cultivate a community of connection & care which invites maximum student participation.

Projected Outcomes:

  • After this session, participants will have an increase in understanding of the positive impact of brief and yet effective activities on classroom community.
  • Understanding of the relevancy of moving through Maslow’s Hierarchy of Needs and when learning takes place will be enhanced.
  • Ideas for implementation will be presented along with on-line resources, expanding participants’ knowledge of engaging activities.

Facilitated by Andrea Kimura

2:00pm-5:00pm Campus Writing Program: Writing Intensive Teaching Assistant Workshop

Teaching assistants are an integral part of Writing Intensive courses; as such, this workshop provides resources to help TAs manage the special demands of Writing Intensive courses. We welcome novice, veteran, and prospective TAs to attend this session.

The interactive workshop provides TAs:

  • practice in assessing writing assignments and norming grades with colleagues.
  • methods to balance content and mechanics in the assessment process.
  • strategies for conferencing with students about their writing.
  • resources to support peer review in small group or discussion sections.

See more information and registration here.

Hosted by the Campus Writing Program