Teaching Renewal Week 2023

To view session recordings, click on session title. 

Keynote Presentation:

Tuesday, January 10th, 2023, 9:30am-11:00am.
Harnessing the Resilience Within: the Science of Biological and Behavioral Resilience through Plasticity, Sociality, and Meaning

Dr. Mays Imad
Assistant Professor of Biology
Gardner Institute Fellow
AAC&U Senior Fellow within the Office of Undergraduate STEM Education
at Connecticut College.




Schedule for the Week

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Campus Writing Program, Faculty Writing Intensive Workshop (Info and dedicated registration here)

Are you interested in teaching with writing without drowning in the challenges of grading and extra work?

This virtual workshop will include interactive sessions on the following topics, and more!
– Using informal writing to spark critical thinking
– Designing diverse and effective writing assignments
– Addressing how to respond to student writing
– Assessing students’ final written products
– Incorporating revision in the writing process and structuring peer review

This workshop will fulfill the requirement to attend a WI Workshop for WI Certification.




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Keynote Presentation – Harnessing the Resilience Within the Science of Biological and Behavioral Resilience through Plasticity, Sociality, and Meaning

In The Book of Joy, the Dalai Lama invites us to develop our “Mental Immunity,” the skills we need, individually and collectively, to help ourselves and our communities guard against chronic stress so we may continue to learn and thrive. A key to developing such pivotal skills is understanding how our brains perceive and react to stressors and what enables us to self- and co-regulate.

Our understanding of the human brain—its development evolution—has inspired cognitive psychologists and behavioral neuroscientists to describe the brain as a social organ. Indeed, our reliance on social connection with others is a matter of survival not preference. Meaningful social connections inform our sense of safety and serve as the underlying basis for our thoughts, behaviors, and feelings.

In this session, we will examine polyvagal theory, which describes the nervous system as having a hierarchical organization. At the top of that hierarchy is our social engagement system which helps us connect and navigate relationships. In addition, we will consider the science of biological and behavioral resilience and the three factors that give rise to resilience: plasticity, sociality, and meaning.  In addition to examining the science, we will examine practical implications for how we can empower ourselves and our students to “befriend” our social engagement nervous system so we can continue to engage, learn, and thrive.

Projected Outcomes:

By the end of this session, participants will:

  • Define polyvagal theory and its application in the context of teaching, learning, and higher education.
  • Examine the scientific basis of emotional regulation and resilience.
  • Consider practical examples of polyvagal-informed teaching and learning practices.

Suggested Reading:

  • The Myth of Normal by Gabor Mate
  • Anchored: How to Befriend Your Nervous System Using Polyvagal Theory by Deb Dana

Facilitated by Dr. Mays Imad, Assistant Professor of Biology,
Gardner Institute Fellow, and AAC&U Senior Fellow
Office of Undergraduate STEM Education,
Connecticut College

Engaging Students with Compassion and Empathy

Undergraduates and graduate students face increasing challenges in their academic lives. They must balance the responsibility of learning with mental health needs, socio-economic status, and family obligations. True learning requires presence, which can feel impossible with a myriad of competing responsibilities. The relationship between instructor empathy and student outcomes is strong. In this session we will discuss skills required for educators to meet the complex needs of online and in seat students.

Projected Outcomes:

Participants will

  • Hear a brief presentation of data supporting empathy and student outcomes;
  • Identify and discuss most common barriers by domain (i.e. financial, well-being, etc.).
  • Take part of small group discussion by domain and report out;
  • Generate meaningful questions for students that will allow them to learn about how their lived experience shapes their learning;
  • Role play in pairs to practice asking developed questions; and
  • Discussion on meaning making of experience, with feedback focused on refinement and influence.

Facilitated by Rachel Bailey-Wood
Assistant Clinical Professor
School of Health Professions

12:00pm-1:00pm – Lunch Break
Demystifying Quality Course Reviews (QCRs)

So, you’ve heard something about QCR or Quality Course Reviews but don’t know exactly what it is, how it works, or if your course is ready for a review.  Look no further, you are in the right place!  During this interactive session, we will discuss the Quality Course Review and why it is important.  We review the QCR process from initial request to successful completion of a review.  We will provide you with tips and tricks to overcome the most challenging items on the rubric, and most importantly, answer all your questions about QCRs.

Projected Outcome(s):

By the end of this session, you will be able to:

  • Articulate the importance of having a quality course review process in place.
  • Explain the five steps in the UM QCR process.
  • Recognize the 5-Pillars QCR rubric.
  • Identify the five basic components required to begin a review.
  • Identify rubric items that present the most challenges for instructors during reviews.
  • Recognize the Tableau Dashboard and how the QCR status is tracked.

Facilitated by Dr. Cathryn Friel
Instructional Designer
Missouri Online

Making Sense of Student Feedback

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) to learn how you can use best practices from scholarship on student feedback surveys.

Projected Outcome(s):

By the end of this session, participants will be able to:

  • Explain what feedback data from end-of-course student surveys can (and can’t) effectively reveal about teaching and learning.
  • Implement simple strategies for improving the quantity and quality of student feedback.
  • Interpret and explain student feedback survey results in a self-reflection on your teaching.

Facilitated by Dr. Steve Klien
Director of Undergraduate Studies

Self Reflection on Teaching: The Part We Actually Control

How can we make our teaching lives easier, improve students’ experiences, and shape the way our peer reviews and student feedback are interpreted in annual reviews and promotion processes? TFELT’s Reflection on Teaching tool allows us to do all of this. The Reflection on Teaching is currently optional in most departments, but may in the future become integrated into annual reviews and promotion processes. In this session, we’ll walk you through the form and help you start working toward a completed reflection, with special emphasis in the parts most likely to be unfamiliar to instructors—the course learning objectives and the reflection on inclusive and effective teaching. This is also a great session for department chairs who will be analyzing faculty’s Reflections on Teaching and want to know what to look for.

Projected Outcome(s):

Participants will:

  • Understand the parts of the Reflection on Teaching.
  • See examples of a completed Reflection on Teaching.
  • Begin their own Reflection on Teaching.
  • Have their questions about the Reflection on Teaching answered.
  • Learn about resources to help them complete the Reflection on Teaching.

Facilitated by Dr. Rosalie Metro
Assistant Teaching Professor
Learning, Teaching, and Curriculum

“Hidden” Disability: Supporting Students with ADHD

The number of college students with ADHD has steadily increased over the last decade with current estimates ranging from 12% – 18%. This interactive session will take you into the mind a person with ADHD. Dr. Catt Friel discusses the realities of ADHD for college students and offers easy to implement, practical ideas you can incorporate into your teaching practice and course design to create a supportive and inclusive learning environment for all students.

Projected Outcome(s):

After attending this session, participants will be able to:

  • Describe the effort and challenges in focusing and concentration that students with ADHD face.
  • Articulate how ADHD symptoms can impact a student’s academic performance.
  • Recognize elements in their courses which may present barriers to learning for ADHD students.
  • Incorporate elements into your courses which promotes an inclusive and supportive learning environment.

Facilitated by Dr. Cathryn Friel
Instructional Designer
Missouri Online






Making and Participatory Culture

This session will explore how the act of making can support all areas of curriculum at all academic levels. Featuring the newly re-outfitted WeMake Lab, Dr. Dudenhoffer will share the theories behind participatory culture and making, and how it applies to different disciplines, as well as career readiness goals and critical thinking. And introduction to the lab (open to all) and teaching and learning activities it can support will be included in the session.

Projected Outcome(s):

Participants will be able to

  • Apply the design thinking process to active learning situations and activities.
  • Gain a deeper understanding of maker and participatory culture and why it is important to all levels of learners.
  • Participants will increase their awareness of the activities and skills that the WeMake lab can support.

Facilitated by Dr. Cynthia Dudenhoffer
Associate Teaching Professor
School of Information Sciences & Learning Technology

Zoom Room Demonstration and Hands-On Opportunity

We will be hosting an in-person Zoom Room demo and hands on training opportunity. Come join us to learn more about how a Zoom Room works and the ways it can make your classroom experience more effective. There will be an opportunity for hands on practice and Zoom Room experts will be on hand to answer any questions that you might have.

Projected Outcome(s):

Particpants will:

  • Experience the Zoom Technology.
  • Understand how to use more efficiently in campus classrooms.


Featured Session: Cultivating a Culture of Academic Integrity in your Classroom and on Campus

Evidence from Mizzou and other universities suggests that there has been a recent increase in violations of academic integrity, perhaps associated with instructional changes during the pandemic. The focus of this session will NOT be on strategies for limiting opportunities to cheat on assessments, or on how to catch students who are engaged in academic dishonesty, but rather on how to cultivate a learning environment in which students choose not to cheat. This panel discussion will include voices from faculty, administrators, and students who chose to either cheat or not to cheat in their courses. The goal of the session is to initiate discussion on campus about how to establish a culture in which integrity and the value of learning triumph over the allure of cheating.

Projected Outcome(s):

Participants will be able to:

  • Initiate discussion on campus about how we can establish a culture of academic integrity.
  • Discuss specific strategies for reducing the incentive to cheat.
  • Find ways to talk to students about the value of learning.
  • Develop a different attitude about how to approach the issue of academic integrity.

Facilitated by
Dr. Sarah Bush, Teaching Professor – Biology
Dr. Johannes Schul, Professor – Biological Sciences

Striving For Success: Encouraging Independence for Students with Autism

This session will provide more information about how to communicate with and support students with Autism. Strategies to encourage independence will be highlighted along with discussing the STRIVE Program: Self-Determined Transition Readiness Through Individual Vocational Experiences. STRIVE is a post-secondary education program offering two semesters of non-credit employment and social skill development at Mizzou for 18- to 30-year-olds with autism or a similar diagnosis.

Projected Outcomes

Participants will be able to:

  • Better understand autism and neurodiversity.
  • List communication and support strategies to increase success of autistic individuals.

Facilitated by
Jaclyn Benigno, Autism Training Specialist – Thompson Center;
Cortney Fish, Training Core Manager – Thompson Center

Completing the Early Alert Cycle

In the fall 2021 semester, 43,538 flags academic flags and kudos were raised through the MU Connect system. The current fall 2022 semester is set to exceed this record by over 12,000 early alerts. Because of this increased adoption, this session presented by the MU Connect team will explore the complete early alert cycle and best practices for student success – from flag raise to flag closure. The session will highlight updates to the early alert process implemented in Fall 2022.  Participants will also hear from a faculty panel who currently utilize early alert in their courses and learn about their processes and reasons for using these tracking items.

Projected Outcome(s):

Participants will

  • Gain a better understanding of the early alert outreach process (from when an item is raised to when it is resolved) and how they can be utilized in their teaching and learning practices.
  • Gain information about the MU Connect website that has guides and videos faculty and staff can use as a reference.

Facilitated by
Samantha Horton, Student Support Specialist Sr. – MU Connect;
Rachael Orr, Director of MU Connect

12:00pm-1:00pm – Lunch Break
Accommodation and Inclusion for Students with Disabilities

Mizzou’s commitment to diversity extends to students with disabilities. In this session, we’ll hear some students share their experiences with requesting and receiving disability accommodations and learn how to address those requests. Then, we will discuss how go beyond “accommodation” to design learning experiences that are more inclusive of all learners.

Projected Outcome(s):

After attending this session, participants will be able to

  • Empathize with the experiences disabled students encounter at Mizzou.
  • Follow processes for meeting a student’s required accommodations.
  • Design accessible learning experiences.
  • Identify resources for supporting and including students with disabilities.

Facilitated by
Laura Foley, Instructional Designer – Missouri Online;
Ashley Brickley, Director – Disability Center

101 Ways to Expose Undergraduates in your Class to the Research Enterprise at Mizzou

Are you looking for new ways to help undergraduates make connections with MU as a research institution? Are you seeking new low-stakes assignments that promote professional development and current topics in the context of your course topic? We will share a variety of assignment ideas that can be adapted in support of your course learning objectives that will also expose students to the research and creative scholarship occurring at MU. Ideas can be adapted for different levels of students and disciplines. We will also do some brainstorming and sharing among attendees to expand the list. Resources and opportunities available through the Office of Undergraduate Research with be shared.

Projected Outcomes:

  • Learn information on events/activities/resources sponsored by Undergraduate Research that they can leverage for course assignments (ie, attending the Forum, having staff present material at a class).
  • Learn information on other events/activities that can be utilized (ie, Health Sciences Research Day, Bingham Gallery).
  • Ways to use current research and creative scholarship at MU as relevant examples for course content.
  • Approaches for students to reach out to faculty, grad students, upperclassmen to learn content as well as make professional connections.
  • Learn about scholarly activities/centers at MU that can be utilized for field trips, assignments, resources (ie, Historic Costume Collection, Digital Media Lab in Ellis, Extension).
  • Consider opportunities for cross-course collaboration (ie, upperclass research course students presenting to introductory courses).
  • Encourage creative thinking for interesting course assignments.

Facilitated by
Dr. Sarah Humfeld, Assistant Director – Office of Undergraduate Research
Dr. Linda Blockus, Director – Office of Undergraduate Research

Develop Course-Level Student Learning Outcomes for Equitable Learning

As we reflect on our teaching to improve student learning, being thoughtful about course level student learning outcomes is an effective starting place. Drawing on Mizzou’s definition of Inclusive and Effective Teaching and the newly published Norton Guide to Equity-Minded Teaching, we’ll explore how to support equitable learning through an intentional crafting of student learning outcomes for your course(s).

Projected Outcomes:

Participants will be able to:

  • Identify practical strategies to develop or enhance outcomes for your classes.
  • Begin to write or revise student learning outcomes for your course(s).
  • Discuss how course level student learning outcomes can foster inclusive student learning and success.

Facilitated by Flower Darby
Associate Director
Teaching for Learning Center

Engaging Students through Social Media

For all the negative attention garnered by social media, it can be an effective tool to get students to engage inside and outside the classroom. It’s also an effective learning tool — allowing students to research and share valuable information with their peers. In this session, participants will learn which platforms are the most accessible and well-used by students. Through this session, attendees be part of a small-scale learning environment where ideas are source and shared through social using a designated hashtag.

Projected Outcomes:

  • Compare platforms based on the best social media options for students, based on age, interest and subject of study.
  • Gather ideas from peers about how they have used social media in their classroom and beyond.
  • Create a student activity or assignment that utilizes social media to explore and share pertinent course content.

Facilitated by Brandi Herrman
Adjunct Instructor







Press Start to Play: Game Ideation and Your Subject

Educators are beginning to adopt video games in classrooms, and meta-analyses suggest that video games may lead to greater learning outcomes compared to non-game conditions. These positive learning gains may also extend to your classroom. However, because students may be more knowledgeable and skilled with games compared to their educators, some of us may be hesitant to adopt video games and even more daunted by the prospect of building games. To remedy this, Adroit Studios Gaming Laboratory will provide an overview of video games in higher education classrooms and guide the audience through game ideation processes.

Projected Outcome(s):

By the end of this session, the audience will be able to

  • Describe the value of video games in higher education.
  • Apply game mechanics to learning objectives and models.
  • Conduct rapid prototyping.
  • Discuss their game ideas with peers.
  • Collaborate with Adroit on their game ideas.

Facilitated by
Dr. Alex Urban – School of Information Science & Learning Technologies
Joe Griffin, Director of Adroit Studios – School of Information Science & Learning Technologies

The Teaching Reflection: Writing your Teaching Philosophy Statement

A Teaching Philosophy Statement is an opportunity for you to reflect upon the values you bring to your teaching and how those values manifest in your learning environment. While the statement can take many forms, it typically includes narrative descriptions of your values, teaching methods, and a justification for your approaches.  

Projected Outcomes:

In this interactive workshop, we’ll have opportunities to do the following:

  • Reflect on the purpose of a teaching philosophy statement.
  • Discuss the process of writing our own.
  • Visualize what a completed statement might look like.

Facilitated by Lydia Bentley
Associate Director
Teaching for Learning Center

Keynote Workshop: Socrates, Rumi, and the Inner Landscape of Critical Thinking

How do we cultivate in our students a personal relationship with the process of critical thinking and self-examination? How might we enable them to understand the utility and personal value of critical thinking and its direct connection to creating a more just, equitable, sustainable world?

Nearly every major global issue—from ameliorating climate change to avoiding the further extinction of species; from securing adequate access to food, water and healthcare to predicting and preventing pandemics and discovering new therapeutics; even mitigating inequality and racism—will require complex, creative, and sophisticated solutions. Before they are able to use critical thinking skills to help tackle these outside challenges, students need to cultivate a sense of self, an “inner knowing,” which involves developing critical self-reflection to better understand their inner world. When Socrates’ climatically asserts in The Apology that the unexamined life is not worth living, he is arguing that critical self-examination is an essential precursor to rational, critical thinking. Similarly, the 13th-century Persian poet Rumi describes a type of knowing that is “a fountainhead from within you, moving out.” Rumi’s words beckon us to investigate that which moves us, that which we know is true deep down, and then use such truth to transform our surroundings.

In this session, we will go beyond the current research and practical implications surrounding undergraduate critical thinking skills to consider the inner landscapes of critical thinking. We will interrogate various approaches to cultivating highly-trained graduates able to collaborate to create solutions that are not only well-reasoned, innovative, and interdisciplinary, but also informed by personal commitments, passions, and a moral imagination.

Facilitated by Dr. Mays Imad, Assistant Professor of Biology,
Gardner Institute Fellow, and AAC&U Senior Fellow
Office of Undergraduate STEM Education,
Connecticut College

Bootcamp: Advanced Panopto Training

This session will provide an overview of more advanced features with an in-depth demonstration of features such as advanced editing, using Panopto with student assignments and captioning. Topics covered in this 55-minute session include:

  • Full Panopto site overview.
  • Using advanced editing features: adding slides, clips, YouTube videos, etc.
  • Creating Panopto Assignment folders in Canvas.
  • Creating quizzes.
  • Adding captions.

Facilitated by Jing Zou
System Administrator-Specialist
Mizzou Online


12:00pm-1:00pm – Lunch Break
Collaborative Annotation of Digital Texts for Education

Digital annotation tools offer ways to foster collaboration and disciplinary literacy skills using a Reading Apprenticeship framework. In this session, an Instructional Designer with Missouri Online who is also part-time faculty at a community college shares her experiences using the free Hypothesis app in Canvas. Hypothesis is an open-source, collaborative annotation software that enables students to highlight text on any web page or PDF, insert annotations, and reply to others. Annotations can include text, images, and video for multimedia storytelling and analysis. Hypothesis provides an engaging alternative to discussion forums for activities centered on a text.

Projected Outcomes:

Participants will learn:

  • How RA social learning strategies such as modeling and coaching can be supported by active faculty participation in annotation activities;
  • How Hypothesis makes it possible for faculty to monitor reading comprehension using RA metacognitive routines such as “talking to the text,” in which students strategically annotate a text and receive feedback on their annotations; and
  • How to integrate multimedia into Hypothesis annotations to support the RA “gallery walk” technique of showcasing text and graphics to get students to share their thinking.

Facilitated by Dr. Liz du Plessis
Instructional Designer III
Missouri Online

Curbing the Critical Thinking Crisis

Critical thinking, while universally valued, has complex mechanics, so it’s often misunderstood and muddled, even by those who value it. Consequently, critical thinking, instead of being a pedagogical cornerstone, often gets relegated to educational and/or institutional buzzword– one that is difficult to define, difficult to teach, and even more difficult to assess. Thus, it’s important to better define what critical thinking is, what it is not, and how to better incorporate it into one’s pedagogy and practice, especially since students in the post-pandemic era are struggling across all areas of learning.

Projected Outcomes:

Participants will:

  • Consider what critical thinking is and is not.
  • Gain ideas on how to more effectively teach and facilitate critical thinking.


Facilitated by Joshua Shinn
Field Specialist in 4-H Youth Development
Missouri Extension

Reflecting on Dimensions of Inclusive & Effective Teaching

Mizzou’s new definition and model of Inclusive & Effective Teaching includes four dimensions, each of which will be included in new processes for student feedback on and peer review of teaching. The third source of data for evaluating teaching, the self-reflection, gives instructors a new opportunity to provide evidence and construct a contextualized narrative of their teaching. In this session, Dr. Steve Klien (T4LC Faculty Fellow) will introduce the four dimensions of Inclusive & Effective Teaching and help you choose one as a focus for your next self-reflection.

Projected Outcomes:

By the end of this session, participants will be able to:

  • Define and describe the four dimensions of Inclusive & Effective Teaching.
  • Explain how these dimensions are involved in the process of self-reflection.
  • Choose a teaching dimension to reflect on and identify relevant aspects of your teaching that you can discuss.

Facilitated by Dr. Steve Klien
Director of Undergraduate Studies

Calibrating Curriculum

The Department of Architectural Studies is navigating the complexities of three international standards for accreditation or designation through their interdisciplinary professional program. The robust nature of the curriculum and the demands of a studio-based pedagogy create an evolving system of assessment, learning outcomes, evidence, and documentation reliant on faculty collaboration and a digital database to collect and disseminate growth. We will demonstrate our use of Coursetune, One Canvas, Miro, and Teams software to coordinate this team effort of continuous program evaluation.

Projected Outcomes:

Participants will be able to

  • Create their own successful learning outcomes based on the perspective of the assessing organization.
  • Gain knowledge into project management for curriculum accreditation and potential uses for software applications to ease the burden of this process.

Facilitated by
Lyria Bartlett, Associate Teaching Professor – Architectural Studies
Connie Fitzgerald, Instructor – Architectural Studies







Campus Writing Program – Writing Intensive Teaching Assistant Workshop – Virtual

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.

This workshop will fulfill the requirement to attend a WI workshop for certification to assist in a Writing Intensive course. For more information on this requirement, click here. Please fill out this form to register.

If you have questions about the program or registration, please contact CWP Associate Director, Dr. Christy Goldsmith (GoldsmithC@missouri.edu).