Teaching Exchange Symposium

Location: Student Union, Grand Ballroom

Lisa Elfring, Vice Provost, Assessment, Teaching and Technology

John Pollard, Dean of the Honors College

Play with Purpose: Aligning Playful Pedagogy with Authentic Teaching

Location: Catalina Room

Imagine your students leaving class smiling, talking, and excited about your course every week! How might you use playful pedagogy to invigorate your teaching and spark joy? This session will explore how incorporating play can motivate, engage, and connect your students while helping you achieve your learning outcomes. Through hands-on activities, you will reflect on your relationship with play and how you might authentically integrate it into your teaching practice. Come prepared to play and explore innovative strategies to foster student engagement!

Presenter(s): Jessica Hill, Assistant Professor of Practice, Student Engagement & Career Development

Session Track(s): Curriculum Development and Design, Instructor Well-Being and Professional Growth

Session Type: Inspiration Station Showcase

Flipping Failure: Metacognitive Strategies to Spark Grit and Growth

Location: Rincon Room

In higher education, learners may struggle to recover from setbacks, particularly in environments that prioritize outcomes over the learning process. Without structured opportunities to reflect on errors, identify misconceptions, and strategize for improvement, students may disengage or develop a fixed mindset, hindering their ability to fully engage with course content. These barriers are exacerbated by high-stakes assessments, which shift the focus away from mastery and toward performance. By integrating reflective practices into course activities and assessments, instructors can support holistic learner development and academic success. In this session, we will explore two metacognitive strategies - the Post-Exam Learning Opportunity and the 3-2-1 Reflection - that have been implemented in multimodal courses (online, hybrid, and face-to-face) at the undergraduate and graduate levels. Participants will have an opportunity to evaluate the feasibility of adopting similar reflective activities in their course, and will leave with a plan for implementation.

Presenter(s): Lindsay Lutman, Instructional Designer, UCATT; Sherilyn Keaton, Professor of Practice for Systems and Industrial Engineering, College of Engineering

Session Track(s): Assessment Practices

Session Type: Inspiration Station Showcase

Radically Hopeful: Introducing Climate-conscious Teaching in any Discipline

Location: Santa Rita Room

As educators, we face mounting pressure to address climate change with our students. This session is directed at faculty from any discipline. Many of us struggle with integrating climate consciousness into our teaching without overwhelming students or ourselves. This session introduces two transformative approaches, active hope and radical care, that can be adapted to any subject area. These frameworks move beyond mere content delivery to nurture students' capacity for meaningful climate action while maintaining psychological well-being, fostering engagement rather than despair. Participants will experience these frameworks firsthand through guided activities and peer discussion. Through collaborative exercises, we will explore how radical care can create more ethical and culturally responsive approaches to teaching climate issues. Participants will leave with practical strategies for immediate classroom implementation.

Presenter(s): Sabrina Helm, Associate Professor, Family and Consumer Sciences, Norton School of Human Ecology; Kristin Gunckel, Professor of Teaching, Learning & Sociocultural Studies, College of Education

Session Track(s): Curriculum Development and Design, Instructor Well-Being and Professional Growth

Session Type: Discovery Discussion

Introduction to Peer Review with Feedback Fruits: a Brightspace (D2L) Tool

Location: Tucson Room

This session explores peer review using FeedbackFruits, a Brightspace (D2L) tool. Peer review is a pedagogical method of instruction where students both receive reviews from their peers and give reviews of their peers' work. In Brightspace peer review is difficult to accomplish, particularly in an anonymous format. This session discusses the science of teaching and learning research behind peer review, shows how to set up peer review using FeedbackFruits, and hosts a brief workshop. Using FeedbackFruits for peer review allows for seamless synching to Brightspace (D2L) of: groups, calendar, assignment link, and grades. The FeedbackFruits evaluation criteria feature intuitive rubric design which are fully customizable and support using different types of rubrics in one assignment. After a short “chalk talk,” participants will have an opportunity to participate in a workshop building a FeedbackFruits peer review activity.

Presenter(s): Katrina Henry, Assistant Professor of Practice, Environmental Science, CALES; Buddy Buttram, Senior Instructional Technologist, UCATT

Session Track(s): Curriculum Development and Design

Session Type: Take & Go Workshop

Emotional Labor in Email: Supporting Well-being and Student Communication

Location: Catalina Room

Faculty often encounter significant emotional labor when managing email communications with students. These interactions range from addressing routine inquiries - such as questions already covered in course materials - to handling deeply personal disclosures, including reports of trauma or assault. From October 2024 to January 2025, we received over 330 emails from students, highlighting the volume and emotional weight of such communications. Emotional labor in academia has been shown to contribute to stress and burnout, particularly when faculty members are required to manage both teaching and supporting students emotionally (Bellas, 1999; Lawless, 2018). This session explores the complexities of emotional labor tied to faculty email management, emphasizing the importance of teaching students effective email etiquette. Through facilitated discussions, participants will reflect on their experiences, share strategies for managing emotionally-taxing emails, and collaboratively develop practices that establish healthier boundaries while maintaining empathy and support for students.

Presenter(s): Sarah Grace, Assistant Professor of Psychology, CALES/Norton School; Laura Gronewold, Senior Lecturer, Department of Health Promotion Sciences. College of Public Health

Session Track(s): Instructor Well-Being and Professional Growth

Session Type: Discovery Discussion

Keys to the Immersive Kingdom: Learn to Teach with VR/AR

Location: Rincon Room

For many educators, the entry into extended realities (XR) like augmented reality (AR) and virtual reality (VR) seems inaccessible due to technology and financial barriers when, in reality, there are many ways that instructors can bring immersive technologies into the college classroom. Further, there are people and resources on campus that can help. This session seeks to inspire educators to explore the “low hanging fruit” of immersive technology implementation in the college classroom and connect them with pre-existing resources for developing immersive instruction. Through small-group discussions, examples from our campus, and hands-on experiences, this session will begin to introduce instructors to what is possible in the XR classroom. Participants do not need to have any prior knowledge of XR course design and technology to participate and all are encouraged to join in the conversation.

Presenter(s): Aviva Doery, Assistant Director of Academic Innovation, Arizona Online; Jennifer Nichols, Director, CATalyst Studios, Human Development and Family Science; Gretchen Gibbs, Professor of Practice, UCATT; Georgia Davis, Director, Multimedia and Creative Initiatives, UCATT

Session Track(s): Curriculum Development and Design

Session Type: Inspiration Station Showcase

From Artifacts to Insights: Teaching Cultural Humility in Any Discipline

Location: Santa Rita Room

This workshop introduces the “Bring Your Artifact” activity, a practical strategy for cultivating cultural humility and fostering inclusive learning communities across disciplines. Participants will engage in reflective exploration using meaningful personal items representing joy or hope, gaining insights into how cultural humility enhances group dynamics, student engagement, and retention. Key questions explored include:

• How does cultural humility shape classroom relationships?
• How can personal artifacts foster empathy and mutual respect?
• How can this activity be adapted for STEM and humanities?

The session features interactive discussions, reflection exercises, and collaborative idea-sharing. Participants will leave with actionable tools that offer adaptable strategies for creating inclusive learning environments where diverse perspectives are valued, and every student feels seen and heard.

Presenter(s): Tarnia Newton, DNP, FNP-C, College of Nursing

Session Track(s): Curriculum Development and Design

Session Type: Take & Go Workshop

Teaching Professional Writing: Identifying Discipline-Specific Writing Practices

Location: Tucson Room

Today, universities are expected to provide students with job-market ready skill sets. Across all sectors, knowledge of discipline-specific writing and the ability to write for different audiences remain some of the most in-demand skillsets for employers. Writing pedagogies in higher education often focus on teaching writing across the curriculum (WAC) through evidence-based practices such as writing-to-learn (WTL). However, many faculty lack knowledge of how to teach writing in the disciplines (WID), as discipline-specific conventions are not taught or discussed, but learned through experience. Consequently, students cannot identify and apply these conventions, and instructors are not prompted to identify disciplinary conventions. This lack of WID instruction and defining disciplinary conventions is a critical gap for providing students with writing skills necessary for the job market. Our workshop aims to address this gap by focusing on teaching WID by providing instructors with methods to define their field’s writing conventions in teachable terms.

Presenter(s): Jessie Golding, Postdoctoral Research Associate, Arizona Institute for Resilience/Bridging Biodiversity and Conservation Science; Kristin Winet, Associate Professor of Practice, UCATT; Desiree A. Bliss

Session Track(s): Curriculum Development and Design, Assessment Practices

Session Type: Take & Go Workshop

Location: Catalina Room

This graduate student networking event offers an opportunity for graduate students to connect and share their experiences as new educators. In a supportive, informal setting, participants discuss the challenges they face in the classroom, exchange tips on effective teaching strategies, and explore solutions to common obstacles. This event fosters a sense of community among emerging teachers, allowing them to build relationships, gain insights from peers, and enhance their teaching practices as they embark on their academic careers.

Location: Atrium Hallway

The Info Fair offers a dynamic space where instructional support units provide guidance on a variety of preselected topics to highlight the services they offer. Attendees can engage with experts, seeking guidance on specific issues through targeted discussions framed by guiding questions. This interactive session is designed to foster collaboration and offer practical solutions, allowing educators to enhance their teaching strategies and pedagogical approaches. Whether you're looking for advice on course design, technology integration, or assessment methods, the Info Fair is a valuable resource for all attendees.

Writing Across the Curriculum

Questions we can answer:

• Where can you find resources for supporting student writing on campus?
• What are WAC resources for designing writing assignments?
• How can teacher-scholars support effective, responsive, and alternative writing assessment?

Life & Work Connections

Questions we can answer:

• How can Life & Wok Connections offer resources for you to balance work and other priorities?
• How can Life & Work Connections provide resources to improve or maintain your well-being through life's ups and downs?

CUES (Center for University Education Scholarship)

Questions we can answer:

• How might CUES support you in designing and conducting an educational research project to enhance your students' learning and success?
• What resources from CUES could help you investigate innovative approaches to teaching in your discipline?
• How can CUES help you share your findings on effective teaching practices with a broader academic community?
• Are you interested in learning more about how to engage in the scholarship of teaching and learning to improve student success?

UCATT Digital Learning/Instructional Design

Questions we can answer:

• Are you interested in learning effective strategies for bringing your face to face course into the online modality?
• Would you like to learn more about the online course design process and emerging strategies and best practices?
• What do students want out of an online course?

UCATT Assessment

Questions we can answer:

• How do you use evidence of student learning to tell a story? 
• How can you grow your assessments?

UA Libraries

Questions we can answer:

• What parts of the research process do your students struggle with most?
• What do you wish your students better understood about research in your discipline?
• Where do you feel most challenged in supporting student researchers?

Disability Resource Center

Questions we can answer:

• How can I best support students with accommodations in my course?
• How can I view which students have accommodations in my course? 
• What is the best way to connect students with the DRC?

UCATT Adobe

Questions we can answer:

• Why is digital literacy important in your classroom?
• How do you use creative technology to engage your students?
• What is an assignment you felt engaged and excited your students to create and share?

UCATT Multimedia and Digital Maker Spaces

Questions we can answer:

• Would you like to explore (and get the help of experts) creating audio and videos as part of your curriculum?
• Would you like to explore multimedia assignments/assessments in your course?
• Do you have ideas for studying the effectiveness of multimedia on student engagement, grades, or other metrics? 4. Have you considered Virtual Reality, Augmented Reality, 360-video or other immersive teaching practices?

FLC Program & CIRTL Program

Questions we can answer:

• How do I continue to learn new strategies and innovative teaching techniques to inspire and engage students in the classroom and guide them to develop a passion for lifelong learning?
• What opportunities exist if I'm interested in mentoring (or learning how to mentor) graduate students and postdocs in teaching?

UCATT Instructional Technology

Questions we can answer:

• What instructional tools can be used to encourage engagement in your course?
• What are some strategies that can be adopted to increase engagement in teaching and learning?

College Teaching GIDP & UCATT Educational Development

Questions we can answer:

• College Teaching: What practice-focused college-teaching courses could graduate students, faculty, or staff take individually or as a graduate certificate or minor? How do I translate theory and scholarship into teaching practice in the online or in-person classroom?
• Educational Development: How could I plan for implementing a human-centric approach to communicating with my students about course design, policies, and learning collaboration? Whom do I talk to about scheduled and on-demand professional development offers and individual support sessions to develop in my role as a college teacher?

Join us in a café-style setting where everyone contributes to collaborative solutions and innovative approaches for shared challenges. Building connections with peers to share experiences and insights creates a supportive community of practice focused on teaching at the U of A.

World Café Themes:

Curriculum and Course Design; Rincon Room

Technology & AI Integration; Santa Rita Room

Assessment; Tucson Room

Professional Growth & Well-being; Catalina Room

How the World Café Works:

• Small groups (4-5 people) engage in meaningful conversations at café-style round tables 
• Two 30-minute rounds of deep conversation, each guided by focused questions
• Table hosts stay at their tables while other participants move between rounds
• Everyone is encouraged to participate in graphic recording and note-taking
• After both rounds, we'll do a Gallery Walk to share insights and generate takeaways

Location: Grand Ballroom

Closing Remarks & Call to Action 

Mascha Gemein, Associate Professor of Practice, UCATT
Nicole Schmidt, Assistant Director of Research, Innovation, and Quality Assurance, UCATT

Word Cloud Reflection & Chef’s Kiss Award

Adam Davi, Instructional Design Manager, UCATT

Lisa Elfring, Vice Provost, Assessment, Teaching and Technology

John Pollard, Dean of the Honors College

The TREASURE within us: Practical Strength-based Pedagogies

This session will explore practical strength-based pedagogies that can empower educators to recognize, nurture, and build upon the unique assets of their students. Participants will gain actionable strategies for fostering inclusive learning environments such as implementing appreciative interactions, promoting collaboration in team-based projects, and using strength-mapping tools to reframe challenges as opportunities for growth. The session addresses the central question: How can strength-based approaches transform post-secondary teaching practices to enhance student engagement and success? Grounded in evidence related to asset-based pedagogy and participatory action principles, the session will combine reflection and interactive activities to translate research insights into practical teaching approaches. Participants will engage in scenario-based discussions and develop customized strength-based strategies tailored to their contexts and disciplines. By the end of the session, participants will leave with practical tools and a renewed perspective on leveraging student strengths to create equitable and supportive learning experiences.

Presenter(s): Vignesh Subbian, Associate Professor, College of Engineering; Hannah Budinoff, Assistant Professor of Systems and Industrial Engineering; Ann Shivers-McNair, Associate Professor, College of Information Science; Gimantha Perera, Postdoctoral Researcher

Session Track(s): Curriculum Development and Design, Instructor Well-Being and Professional Growth

Session Type: Inspiration Station Showcase

Indigenizing Curriculum Using Oral Storytelling and Children's Picture books

I plan to introduce educators to reader response strategies and text sets (Short, 1995). I asked the question, how can students learn about soil, botany and their tribal epistemologies in a forty-five minute class period? Session participants will draw, dialogue and discuss their ways of knowing. 

Presenter(s): LaCher Pacheco, Ph.D Scholar for Teaching, Learning and Socio-Cultural Studies 

Session Track(s): Curriculum Development and Design

Session Type: Take & Go Workshop

Approaching Difficult and Charged Topics

For the sake of instructors’ wellbeing and students’ overall classroom experience, it is essential to strategize how to approach personally difficult and politically charged topics. In this workshop, I will share insights and experience from nearly 20 years of teaching and research on race, religion, and masculinity. This experience includes my role as Coordinator for UA’s Asian Pacific American Studies Program. For this work, I received the Chatfield Award in Anti-Racist Research, Teaching, and Service in 2023. Practically, each participant will take away a process of self-evaluation about and planning for difficult topics, along with the possibility of decreasing instructor stress and cultivating productive classroom discussions. Participants will learn to identify topics that have the potential to cause conflict in the class and tension with individual students. Then, participants will learn strategies to approach and to avoid potential conflicts, which may shape course design, lesson plans, and in-class interventions.

Presenter(s): Brett Esaki, Assistant Professor of Practice, UA Libraries, Student Learning and Engagement

Session Track(s): Curriculum Development and Design, Instructor Well-Being and Professional Growth

Session Type: Take & Go Workshop

A Survival Guide to Your 800-person Gen-Ed Course

Managing high-enrollment Gen-Ed courses may seem daunting, but it is achievable with the right strategies. In this session, we will explore methods for successfully navigating large classes, including effective TA management, streamlined student communication, and thoughtful assignment design. We'll share practical insights drawn from our experience at the University of Arizona, emphasizing how to stay organized while creating an engaging learning environment. Attendees will also participate in a dynamic discussion, weighing the pros and cons of these strategies and sharing their own experiences. Our goal is to demonstrate that, despite the challenges, large courses can inspire students to discover new passions and explore unfamiliar disciplines. Whether you are a seasoned educator or new to large-scale teaching, this session will leave you with actionable ideas for transforming chaos into opportunity in your classroom.

Presenter(s): Robert Stephan, Associate Professor of Practice, Department of Religious Studies and Classics; Matt Hillin, Instructional Specialist, Classics, College of Humanities

Session Track(s): Curriculum Development and Design, Assessment Practices, Integrating Technology and AI, Instructor Well-Being and Professional Growth

Session Type: Discovery Discussion

Quality Matters: Accessibility and Usability for Diverse Learners

This session will explore the Quality Matters (QM) Standards with enhancing accessibility and usability within online learning environments- whether synchronous, asynchronous, or hybrid. By addressing the diverse needs of all students, the session will emphasize strategies for fostering greater engagement, growth, and success through intentional course design. Participants will explore practical approaches for accessible, user-friendly courses, incorporating best practices for text, image, and video content. Through interactive application discussions and real-world examples, attendees will gain insights into designing courses that are easier to navigate, more engaging, and inclusive for all learners. Whether you teach online or in-person this session will offer valuable takeaways to improve the accessibility and effectiveness of your courses.

Presenter(s): Tierra Stimson, Assistant Professor of Practice, College of Applied Science and Technology

Session Track(s): Curriculum Development and Design

Session Type: Inspiration Station Showcase

Learning to Teach by Teaching to Learn: The TAR Experience

This session will showcase the experiences of four students and one faculty member who participated in the Teaching-as-Research (TAR) program through the Center for the Integration of Research, Teaching and Learning (CIRTL) network in Spring 2024. The TAR program equips future educators with the tools to apply research methods to teaching, enabling them to identify classroom challenges, implement evidence-based strategies, and assess their effectiveness through measurable outcomes. By engaging in this cycle, instructors can continuously refine their teaching practices and provide concrete evidence of improved learning experiences for students and educators. In this session, we will provide an overview of the TAR cycle, share example applications of this approach, and reflect on how TAR has transformed our approach to teaching. Participants in this session will actively engage by developing several example questions about their own teaching practices and exploring metrics they could use to assess the success of their implementations.

Presenter(s): Kristin Winet, Associate Professor of Practice, UCATT; Joanna Joseph, PhD Student; Josie Mazzone, PhD Student, Physiological Sciences; Oluchi Kanma-Okafor, PhD Student

Session Track(s): Curriculum Development and Design, Assessment Practices, Instructor Well-Being and Professional Growth

Session Type: Inspiration Station Showcase

AI Enhanced Instruction: Fostering Human-AI Co-creation in Learning

This hands-on workshop explores human-AI cocreation in learning experience design, moving beyond basic AI integration to create transformative educational experiences. Participants will master practical strategies for designing assignments that leverage AI tools while centering human creativity and critical thinking. Through guided exercises in AI-assisted ideation, attendees will develop course materials that empower students to work effectively and ethically alongside AI. Participants will collaborate to design learning experiences that exemplify human-AI cocreation, receive peer feedback, and leave with concrete, adaptable examples for immediate implementation in their courses.

Presenter(s): Kathleen Kennedy, Associate Professor of Practice, Norton School of Human Ecology

Session Track(s): Curriculum Development and Design, Integrating Technology and AI

Session Type: Take & Go Workshop

Navigating Healthy Professional and Personal Boundaries Between Instructors and Students

As university educators, it is important to prioritize our own emotional wellbeing, and one key strategy to create and sustain wellness is by establishing and maintaining healthy personal and professional boundaries. Additionally, researchers have argued the benefits that clear professional boundaries which facilitate clear communication and fluid interpersonal interactions between professors and students provide. Scholars also note that clearer boundaries are associated with decreased anxiety for students as they navigate coursework and classroom experiences. Finding the appropriate balance of boundaries between ourselves and our students, work obligations, and professional duties takes practice, ongoing reflection, and proactive planning. In this session, I will draw from my professional field as a therapist and educator as I lead participants through a discussion about different types of boundaries to examine, practice specific boundary-setting techniques, and plan ahead for potential areas of boundary conflict they may encounter both in and out of the classroom.

Presenter(s): Darin Knapp, Associate Director, Norton School of Human Ecology; Professor of Practice, Human Development and Family Science

Session Track(s): Instructor Well-Being and Professional Growth

Session Type: Take & Go Workshop

Incorporating Experiential Learning into your syllabus with CATalyst Studios

In this session, we will explore experiential learning in the context of the CATalyst STudios makerspace and how it can inspire new ways of learning and teaching, including the incorporation of Maker Literacies. Participants will discuss ways to assess outcomes and have opportunities to adapt existing assignments or create a new assignment that incorporates critical fabrication with CATalyst Studios as a partner.

Presenter(s): Jennifer Nichols, Associate Librarian, Director of CATalyst Studios; Rachel Castro, Associate Librarian; Robin Vickery, Assistant Librarian

Session Track(s): Curriculum Development and Design

Session Type: Inspiration Station Showcase

Make Teamwork Work: The Project Manager/Private Contractor Approach

This session describes an authentic approach to group assignments whereby instructors act as corporate officers in the classroom and assign tasks to student leaders who act as project managers. These student leaders, in turn, recruit and supervise groups of their peers who act as private contractors. This approach attempts to accommodate two known student preferences for group assignments: form groups and grade disputes. The session will follow the structure of 30-minute presentation and Q&A, 20-minute application planning, and 10-minute reflection. The participants will engage through the Q&A, the 20-minute application brainstorming with guided worksheet and a collective reflection at the end.

Presenter(s): Na Zuo, Associate Professor of Practice, Agricultural & Resource Economics

Session Track(s): Assessment Practices

Session Type: Inspiration Station Showcase

Communicate, Engage, Inspire: Designing Online Courses That Work for Everyone

In this session, we will discuss our experiences designing and delivering online courses in the School of Nutritional Sciences and Wellness. Additionally, we will describe how we use QM course design to foster student and instructor engagement and communication. The QM course design utilizes the principles of accessibility and usability to reduce barriers and optimize the course for diverse learners. It also contributes to the development of an online environment that is conducive to frequent students-instructor interactions, which evidence shows increases students’ commitment to the course and overall academic performance (Jaggars, 2016). We will provide examples of course design that produces effective student-content, student-student, student-instructor interactions, and allow time for participant interaction, brainstorming, and reflection on what practices they can use for their own courses and how they can incorporate them.

Presenter(s): Ashlee Linares-Gaffer, Associate Professor of Practice, Environmental Science; Ronnie Mullins, Associate Professor of Practice, Director, Nutrition and Human Performance, School of Nutritional Sciences and Wellness

Session Track(s): Curriculum Development and Design

Session Type: Inspiration Station Showcase

Classrooms that Care: Fostering Mutual Instructor and Student Well-Being

We will be sharing reflections and activities from our own teaching practices and past learning experiences that are grounded in SoTL, critical pedagogies, feminist care ethics, embodiment, and other anti-racist, community-based practices. Our goal is to provide concrete activities, examples of careful syllabus design and student-led course assignments. We hope to form a burgeoning community of practice that can continue the conversation virtually as participants desire. Drawing on our own experiences of (un)belonging and burnout in higher education, we ask: how can we create and foster both instructor and student well-being through pedagogies of care? What is made possible when we place care at the center of our pedagogical practices?

Presenter(s): Taylor Doherty, Ph.D. Student, Department of Gender and Women’s Studies; Gabriella Shriner, Ph.D. Student, College of Information Science

Session Track(s): Curriculum Development and Design, Instructor Well-Being and Professional Growth

Session Type: Discovery Discussion

The Info Fair offers a dynamic space where instructional support units provide guidance on a variety of preselected topics to highlight the services they offer. Attendees can engage with experts, seeking guidance on specific issues through targeted discussions framed by guiding questions. This interactive session is designed to foster collaboration and offer practical solutions, allowing educators to enhance their teaching strategies and pedagogical approaches. Whether you're looking for advice on course design, technology integration, or assessment methods, the Info Fair is a valuable resource for all attendees.

Writing Across the Curriculum

Questions we can answer:

• Where can you find resources for supporting student writing on campus?
• What are WAC resources for designing writing assignments?
• How can teacher-scholars support effective, responsive, and alternative writing assessment?

Life & Work Connections

Questions we can answer:

• How can Life & Wok Connections offer resources for you to balance work and other priorities?
• How can Life & Work Connections provide resources to improve or maintain your well-being through life's ups and downs?

Human Resources | EDGE Learning & Talent Development

Questions we can answer:

• What tools are available for free professional development to help you thrive at the University?
• How can I use LinkedIn Learning to nurture my skill growth as a teacher, staff member, and/or professional?

UCATT Digital Learning/Instructional Design

Questions we can answer:

• Are you interested in learning effective strategies for bringing your face to face course into the online modality?
• Would you like to learn more about the online course design process and emerging strategies and best practices?
• What do students want out of an online course?

UCATT Assessment

Questions we can answer:

• How do you use evidence of student learning to tell a story? How can you grow your assessments?

UA Libraries

Questions we can answer:

• What parts of the research process do your students struggle with most?
• What do you wish your students better understood about research in your discipline?
• Where do you feel most challenged in supporting student researchers?

UCATT Adobe

Questions we can answer:

• Why is digital literacy important in your classroom?
• How do you use creative technology to engage your students?
• What is an assignment you felt engaged and excited your students to create and share?

UCATT Multimedia and Digital Maker Spaces

Questions we can answer:

• Would you like to explore (and get the help of experts) creating audio and videos as part of your curriculum?
• Would you like to explore multimedia assignments/assessments in your course?
• Do you have ideas for studying the effectiveness of multimedia on student engagement, grades, or other metrics? 4. Have you considered Virtual Reality, Augmented Reality, 360-video or other immersive teaching practices?

FLC Program

Questions we can answer:

• How do I continue to learn new strategies and innovative teaching techniques to inspire and engage students in the classroom and guide them to develop a passion for lifelong learning?

CIRTL Program

Questions we can answer:

• What opportunities exist if I'm interested in mentoring (or learning how to mentor) graduate students and postdocs in teaching?

UCATT Instructional Technology

Questions we can answer:

• What instructional tools can be used to encourage engagement in your course?
• What are some strategies that can be adopted to increase engagement in teaching and learning?

UCATT Educational Development Team

Questions we can answer:

• How could I plan for implementing a human-centered approach to communicating with my students about course design, policies, and learning collaboration?
• Whom do I talk to about scheduled and on-demand professional development offers and individual support sessions to develop in my role as a college teacher?

College Teaching GIDP

Questions we can answer:

• What practice-focused college-teaching courses could graduate students, faculty, or staff take individually or as a graduate certificate or minor?
• How do I translate theory and scholarship into teaching practice in the online or in-person classroom?

Join us in a virtual cafe-style setting where everyone contributes to collaborative solutions and innovative approaches for shared challenges. Building connections with peers to share experiences and insights creates a supportive community of practice focused on teaching at the U of A.

World Café Themes:

Curriculum and Course Design

Technology & AI Integration

Assessment

Professional Growth & Well-being

How the World Café Works:

• Small groups engage in meaningful conversations in Zoom breakout rooms
• Two 30-minute rounds of deep conversation, each guided by focused questions
• Participants can move to different breakout rooms between rounds
• Everyone is encouraged to participate in graphic recording and note-taking
• After both rounds, we'll do a virtual Gallery Walk to share insights and generate takeaways

Closing Remarks & Call to Action

Erin Galyen, Professor of Practice, UCATT

Keri Miller, Senior Instructional Technologist, UCATT

Word Cloud Reflection & Chef’s Kiss Award

Adam Davi, Instructional Design Manager, UCATT