Join colleagues to learn how audio comments can increase clarity of instructor responses, reduce student stress, and improve grading and responding. Our conversation will help you to fine-tune your approach to feedback and commenting so that you get the results you want. We will demonstrate creating audio comments in Brightspace and other software. 

Turnitin, a "similarity-detection" program, is integrated with Brightspace and can be utilized by instructors.  WID has tested Turnitin’s capacities in order to inform decisions about the tool’s use. Join us to discuss WID's observations regarding its function and limitations, and also to explore student motivation and writing integrity. 

In this workshop, we’ll explore how focusing on just two, high-value assignment practices can make all the difference in your WIL1 course.  The first is an infusion of regular, low stakes writing prompts (tied to class material) that build writerly confidence, encourage involvement in substantive class discussions, and provide opportunities for writing practice. The second is a fully scaffolded essay that has layers of revision built into it over time, guiding students in the transition from high school to college writing in a meaningful and gratifying way.  

Will you be responding to student work as part of your teaching assistant (TA) responsibilities? Come chat with past and present TAs to share your experiences, gain new insight, and explore strategies for responding to student work.

You needs will guide the conversation, but topics might include:

Being consistent and fair

Aligning practices with those of the course instructor, other TAs, or the department

Time management

Using someone else’s rubrics

Providing constructive feedback

New and returning undergraduate and graduate TAs from all disciplines are welcome.

Facilitated by: Madi Rougier and Jocelyn Rockhold, WID Graduate Research Assistants.

Turnitin, a “similarity-detection” program, is integrated with Brightspace and can be utilized by instructors.  WID has tested Turnitin’s capacities in order to inform decisions about the tool’s use. Join us to discuss WID’s observations regarding its function and limitations, and also to explore student motivation and writing integrity. 

During this workshop, we’ll explore how to create and grade with rubrics in Brightspace while keeping fundamental design principles in mind. If you have a rubric you’re using for a fall assignment, please bring it with you!

As artificial intelligence tools become more available, it’s vital that we engage students in open and clear dialogue about course policies and other potential impacts. In this session, we will explore syllabi statements that address AI use and limits in varying contexts and how our expectations connect with UVM’s Code of Academic Integrity. Participants will be provided with a range of sample policies, statements, and guiding prompts and will leave the session with a heightened sense of the values they wish to communicate to students.

James Lang’s Cheating Lessons chapter “Fostering Intrinsic Motivation” explores the ways instructor choices shape and encourage students’ inner motivation. These topics seem particularly relevant for instructors wondering whether lack of motivation might factor in students’ desires to use generative AI. Whether AI is on your mind or not, thinking about how we can design and present assignments that trigger motivation is important.

Turnitin, a “similarity-detection” program, is integrated with Brightspace and can be utilized by instructors.  WID has tested Turnitin’s capacities in order to inform decisions about the tool’s use. Join us to discuss WID’s observations regarding its function and limitations, and also to explore student motivation and writing integrity. 

This workshop explores ways you can tweak your approaches to grading and responding to written student work. With an eye to reducing your stress and workload while increasing clarity and effectiveness, we'll explore a variety of practical grading tips.

This workshop explores ways you can tweak your approaches to grading and responding to written student work. With an eye to reducing your stress and workload while increasing clarity and effectiveness, we'll explore a variety of practical grading tips.

With generative AI use on the rise, some instructors may be wondering whether, why, and how students might be cutting corners (at best) or cheating (at worst).  Others may be wondering how they might talk with students about writing processes in a way that will motivate them to thoughtfully approach each assignment.  In this workshop, we’ll explore what might drive some students to take shortcuts, how instructors can encourage students’ intrinsic motivation, and how we can create meaningful writing assignments.

With generative AI use on the rise, some instructors may be wondering whether, why, and how students might be cutting corners (at best) or cheating (at worst).  Others may be wondering how they might talk with students about writing processes in a way that will motivate them to thoughtfully approach each assignment.  In this workshop, we’ll explore what might drive some students to take shortcuts, how instructors can encourage students’ intrinsic motivation, and how we can create meaningful writing assignments.

Grant-writing can be a daunting task. But the GWC is here to help! This workshop will cover the ins and outs of writing grant proposals. We’ll discuss guidelines for grant-writing and effective ways to present your research to funding institutions.

Multiple tools claim to be able to detect AI-generated material, but are they reliable? How can we know? And what ethical questions and dilemmas might such tools pose? In this forum, we’ll talk about the tools we’ve tested at WID and what we learned about their effectiveness.  Come share your experiences with and questions about AI detectors and we’ll explore the impacts such tools can have in the classroom. 

This workshop introduces accessible document design for the classroom context. When you create accessible documents with a wide range of users in mind, everyone in your course benefits. Join us to learn simple steps for creating accessible course materials and ways you can teach students to make their own assignments accessible—all with little added labor for you.    

Multiple tools claim to be able to detect AI-generated material, but are they reliable? How can we know? And what ethical questions and dilemmas might such tools pose? In this forum, we’ll talk about the tools we’ve tested at WID and what we learned about their effectiveness.  Come share your experiences with and questions about AI detectors and we’ll explore the impacts such tools can have in the classroom. 

This workshop introduces accessible document design for the classroom context. When you create accessible documents with a wide range of users in mind, everyone in your course benefits. Join us to learn simple steps for creating accessible course materials and ways you can teach students to make their own assignments accessible—all with little added labor for you.    

When students no longer have a next assignment to complete, and when their work will no longer be revised, how can you use your responding time effectively to the benefit of both you and your students? Join colleagues to talk about adjusting your response strategies for the particular context of the semester’s end.

When students no longer have a next assignment to complete, and when their work will no longer be revised, how can you use your responding time effectively to the benefit of both you and your students? Join colleagues to talk about adjusting your response strategies for the particular context of the semester’s end.