In this session, we will explore classroom policies and syllabi statements that convey appropriate AI use and/or limits for in varying contexts, and how students might acknowledge such use. We will also discuss how our expectations about these tools connect with UVM’s Code of Academic Integrity.  Participants will be provided with a range of sample policies, statements, and guiding prompts and given time to begin drafting language for their future assignments or syllabi during the workshop. 

In this session, we will explore classroom policies and syllabi statements that convey appropriate AI use and/or limits for in varying contexts, and how students might acknowledge such use. We will also discuss how our expectations about these tools connect with UVM’s Code of Academic Integrity.  Participants will be provided with a range of sample policies, statements, and guiding prompts and given time to begin drafting language for their future assignments or syllabi during the workshop. 

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.

Join First-Year Seminar, Liberal Arts Scholars Program, English 002, and HCOL86 colleagues to discuss your questions and experiences regarding teaching first-year students and incorporating FWIL (WIL1) outcomes in your courses. This is the second in a series of Friday discussions for the spring semester; attend one, some, or all! In this session, we will check in to see how your semester went and answer your questions. RSVPs required; lunch will be provided.

May 17 & 18, 9 am-3 pm

Jump start your fall course planning with the support of the WID Institute for Course and Assignment Design! In this redesigned 2-day format, we’ll reflect on your teaching priorities (particularly those connected to writing and information literacy) and outline meaningful assignments that support those priorities. You’ll connect with colleagues, build in support for your students and yourself, and end up with smart, sustainable course outlines, assignment plans, and syllabus revisions. We hope you’ll also leave feeling refreshed and inspired, with important work completed. While working on a WIL1 or WIL2 course isn't required for Institute participation, we will pay special attention to the new Catamount Core and will have activities that support those developing general education courses. A short series of fall meetings will offer conveniently-scheduled opportunities to work on just-in-time topics during the semester.

May 17 & 18, 9 am-3 pm

Jump start your fall course planning with the support of the WID Institute for Course and Assignment Design! In this redesigned 2-day format, we’ll reflect on your teaching priorities (particularly those connected to writing and information literacy) and outline meaningful assignments that support those priorities. You’ll connect with colleagues, build in support for your students and yourself, and end up with smart, sustainable course outlines, assignment plans, and syllabus revisions. We hope you’ll also leave feeling refreshed and inspired, with important work completed. While working on a WIL1 or WIL2 course isn’t required for Institute participation, we will pay special attention to the new Catamount Core and will have activities that support those developing general education courses. A short series of fall meetings will offer conveniently-scheduled opportunities to work on just-in-time topics during the semester.

A well-designed syllabus thoughtfully connects course goals with assignments, activities, and assessments and uses an inclusion and equity lens to frame student support. During this workshop, we’ll look at how the language and content of your own syllabus demystifies your course, welcomes students, connects them to resources, and sets you up for more effective and efficient grading. Bring a copy of your syllabus and leave with a plan for final revisions that better serve you and your students.

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.

During this workshop, we’ll explore how you can help your students navigate the new-to-them expectations of college-level writing. Incoming students have many changes to navigate; with your support, they can experience a smoother and more successful transition.

Wondering what the Catamount Core’s new WIL2 requirement is all about?  This short session will offer a brief overview of this new curricular option focused on writing and information literacy in a disciplinary context.  We’ll spend most of our time on participants’ questions and comments.

Recent BLURB: Wondering what the Catamount Core’s new WIL2 requirement is all about? This session will offer a brief overview of this new curricular option focused on writing and information literacy in a disciplinary context. We’ll spend most of our time on participants’ questions and comments.

During this workshop, we’ll explore how you can help your students navigate the new-to-them expectations of college-level writing. Incoming students have many changes to navigate; with your support, they can experience a smoother and more successful transition.

Wondering what you can expect students who've completed the Catamount Core’s WIL1 requirement to have learned?  This session will provide a brief overview of the WIL1 requirement (formerly known as FWIL) followed by a discussion of how instructors can build on WIL1 outcomes in other courses. 

Wondering what you can expect students who've completed the Catamount Core’s WIL1 requirement to have learned?  This session will provide a brief overview of the WIL1 requirement (formerly known as FWIL) followed by a discussion of how instructors can build on WIL1 outcomes in other courses. 

Responding to student writing can be both a challenging and rewarding part of teaching. In this open conversation, we’ll share perspectives, looking to understand the dynamics at work in our teaching practices. By talking with peers, we’ll identify strengths to build on and approaches that can reduce stress.

Responding to student writing can be both a challenging and rewarding part of teaching. In this open conversation, we’ll share perspectives, looking to understand the dynamics at work in our teaching practices. By talking with peers, we’ll identify strengths to build on and approaches that can reduce stress.

During this workshop, we’ll explore how to create and grade with rubrics in Brightspace while keeping fundamental design principles in mind.

During this workshop, we’ll explore how to create and grade with rubrics in Brightspace while keeping fundamental design principles in mind.

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.