Participants may access session related resources beginning September 14.

Resources will be added on a rolling basis and we anticipate that recordings will be available about a week after the last day of the Fall Teaching Forum.

Please join the Center for the Advancement of Teaching (CAT), the Center for Education Innovation & Learning in the Sciences (CEILS), and Excellence in Pedagogy and Innovative Classrooms (EPIC) for the 2020 Fall Teaching Forum: Leaning Into Remote Teaching.

This event reimagines several events held annually each fall – including CAT’s New Faculty Teaching Engagement event, CEILS’s Annual Faculty Workshops, and EPIC’s Ready, Set, Teach event. Our new joint effort aims to showcase lessons learned from spring quarter and provide an opportunity for instructors to collaborate within and across disciplines as we all prepare for the fall term.

The forum will launch with a session titled “Setting the Stage for Remote Learning” featuring live remarks from Executive Vice Chancellor and Provost Emily Carter and messages from campus leadership. Attendees can then choose from a variety of workshops over the three weeks on topics such as being an anti-racist educator, fostering student engagement remotely, creative approaches to remote assessment, and more.

When

September 14, 2020 – October 2, 2020

Sessions will run throughout the day, from 10am to 4:30pm. Please see schedule in sections below.

Audience

Fall Teaching Forum events are geared toward instructors, lecturers, and faculty of all ranks. The registration link on this page is intended for this audience.

Graduate student instructors are invited to participate in CAT’s 47th annual TA Conference, to be held Sept 21 – Oct 2. We ask that TAs wishing to attend workshops that are open to all sign up through the TA registration site.

Drop-in Support via Zoom

CCLE Support and local computing centers of Humanities Technology (HumTech) and Social Sciences (SSCERT) will offer daily instructional technology support. Once a week, OTL will provide instuctional design and video support, and the Library will offer course prep (syllabus & assignment design) support. Please see schedule for hours. RSVPs are not required for these drop-in sessions and are open to all faculty from all disciplines.

Schedule

See detailed session descriptions below, organized by week.

If you would prefer to view condensed calendars organized by sponsoring unit, visit the following program websites.

Week 1 Detailed Schedule

MOn 9/14

10:00AM – 11:30Am

Setting the stage for remote learning, introduced by EVC/P Carter

Join CAT, CEILS, and EPIC for a session showcasing success stories and lessons learned from Spring 2020, featuring remarks from EVC/P Emily Carter and campus leadership. Connect with faculty across the disciplines while gaining practical experience with strategies you can use to help build community remotely in your classes this fall.

Moderators: CAT/CEILS/EPIC

12:30PM – 2:30PM Becoming an Anti-Racist Educator, Part 1 (Exploring Privilege and Ant-Racism)

The premise for this workshop is to first examine one’s own racial identity development as a way to authentically prepare for teaching equitably and inclusively.

In this first session, we will self-reflect and discuss the concepts of privilege and explore the definitions of racism and anti-racism. Our discussion will be centered around two articles: White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh and 6 ways to be antiracist, because being ‘not racist’ isn’t enough, a summary of the defining book, How To Be An Antiracist by Ibram X. Kendi. While we will focus our conversation on white privilege in the context of anti-black racism in Academia, there are many types of privileges to consider and we will provide examples, if you do not identify as white. We recommend reading these articles before the session.

NOTE: This session will not be recorded.

Session by CEILS

3:00PM – 4:30pM NFTE – Introduction to Campus Teaching Community

This session goal is to introduce newly hired faculty to the teaching landscape at UCLA. Key stakeholders from UCLA’s teaching support community will introduce their centers/units, how they can help faculty and ultimately student learning, and take some questions from the audience.

This session is part of CAT’s New Faculty Teaching Engagement program and is intended for faculty hired within the last two years.

Session by CAT

Tue 9/15 10:00AM – 11:30Am NFTE – Launch into Teaching at UCLA: Q&A Panel with Recent Hires

This is a panel discussion session with faculty who were hired within the last few years. The focus of the discussion and Q&A is to introduce newly hired faculty to the teaching landscape at UCLA and share their recent experience of being a newly hired instructor at UCLA.

This session is part of CAT’s New Faculty Teaching Engagement program and is intended for faculty hired within the last two years.

Session by CAT

12:30PM – 2:30PM Becoming an Anti-Racist Educator, Part 2 (Teaching Strategies)

The premise for this workshop is to first examine one’s own racial identity development as a way to authentically prepare for teaching equitably and inclusively.

During this second session, we discuss the barriers to student learning, including implicit bias and social identity threat. We will differentiate between intent vs. impact and practice inclusive teaching and anti-racist pedagogy. In this session, we build on knowledge from the first session and introduce additional strategies for reaching and teaching all students.

NOTE: Attendance at Session I is a pre-requisite. This session will not be recorded.

Session by CEILS

3:00PM – 4:00PM Getting Started with Zoom

Session by OTL

Wed 9/16 10:00AM – 12:00Pm Equitable Syllabus Design

Using an equitable approach to teaching benefits all students. In this series, you will work with colleagues, guided by CEILS experts, to discuss and redesign your syllabus, assessments, and approaches for effective student engagement. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education. The principles we are using are applicable to when we go back to in-person teaching, so the time you spend on these best practices will not be wasted!

In this workshop, you will use structured syllabus review tools to help you assess and adjust your syllabus to be more inclusive and equitable. Don’t forget to have your syllabus ready to work on!

Session by CEILS

12:30PM – 2:30PM Interrupting Bias to Cultivate Inclusivity

This workshop explores how various forms of bias impact course design and class dynamics, and helps instructors develop knowledge and skills for interrupting bias and managing hot moments in the classroom. Participants will practice recognizing intent versus impact, as well as a variety of concrete tools for troubleshooting friction in the classroom–and will walk away with a deeper understanding of how bias impacts them from both the students’ and instructor’s perspectives. NOTE: We strongly recommend attending the Fall Teaching Forum session Becoming an Anti-Racist Educator – Part 1 before participating in this workshop. Instructors who are new to anti-bias work may also find it helpful to explore UCLA BruinX’s Implicit Bias website and Harvard University’s free Project Implicit – Social Attitudes portal prior to attending this session.

NOTE: Attending Becoming an Anti-Racist Educator Part 1 is strongly recommended. See content warning under Meeting Protocol in accordion below Week 3.

Content warning: This session involves a case study workshop designed to help prepare instructors for “hot moments” in the classroom. One of the cases we will examine involves teaching course material that depicts sexual assault and another case involves racially oppressive language. If you would like to ensure that you will not be asked to discuss these cases in a small group, email CAT Associate Director Beth Goodhue to make arrangements. There will be a five minute break before the case study workshop in case participants would like to leave early. We would also be happy to work with participants to provide an asynchronous version of the case study activity with alternative content.

Session by CAT & EPIC

3:00PM – 4:00PM Concerned About Cheating? Join a Discussion

This informal discussion will provide a space to consider different points of view on how to address academic dishonesty. Open to all disciplines.

Session by CEILS & CAT

Thur 9/17 10:00AM – 12:00Pm Equity-minded Assessment

Using an equitable approach to teaching benefits all students. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education. The principles we are using are applicable to when we go back to in-person teaching, so the time you spend on these best practices will not be wasted!

Active learning and student engagement may look different online, but the remote teaching environment makes these techniques even more critical to having an equitable course. Learn about how faculty engage students online and determine which approaches are most appropriate in your course.

Session by CEILS

1:00PM – 2:00PM Engaging Students Remotely + Equitably, Part 1 (Overview)

Using an equitable approach to teaching benefits all students. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education. The principles we are using are applicable to when we go back to in-person teaching, so the time you spend on these best practices will not be wasted!

Active learning and student engagement may look different online, but the remote teaching environment makes these techniques even more critical to having an equitable course. Learn about how faculty engage students online and determine which approaches are most appropriate in your course.

Session by CEILS

Fri 9/18 Student Groupwork in Remote Classes

Groupwork is a key element of Active Learning. In this workshop Kim DeBacco and Kerry Schutt Nason will review a range of strategies for engaging students in live Zoom sessions and with communication tools such as Slack, and the Google suite. To be effective and engaging, group work needs to be purposeful and organized, and we are here support you with methods and tips for running effective group-based activities. By working together cohesively, and by teaching and supporting each other, students who learn how to “team” may develop deeper personal insights and interpersonal and communication skills

Session by OTL

Drop-in Support via Zoom
CCLE Support and local computing centers of Humanities Technology (HumTech) and Social Sciences (SSCERT) will offer daily instructional technology support. Once a week, OTL will provide instuctional design and video support, and the Library will offer course prep (syllabus & assignment design) support. Please see schedule for hours. RSVPs are not required for these drop-in sessions and are open to all faculty from all disciplines.

Week 2 Detailed Schedule

Mon 9/21 10:00AM – 11:00Am Getting Started with Zoom

Session by OTL

Mon 9/21 10:00AM – 11:30Am UDL & Accessible Instruction

During this active learning session, you will learn how to develop content and teaching strategies to accommodate students with disabilities. According to a recent survey 16% of UCLA’s undergraduates identified as students with disability. It’s important that you provide accessible learning experiences for students with disabilities. In this workshop, you will learn about the culture of disability, how to make your documents accessible to assistive technology, and the best practices for html and CCLE accessibility. You will also learn about Universal Design for Learning (UDL), a teaching and learning framework designed for maximum inclusion. Please join us to help educate and empower this growing student population through inclusive design. Note: Please bring a laptop that has Microsoft Word and Adobe Acrobat (a trial version is fine) to this workshop.

Session by Disabilities Computing Program

1:00 PM – 2:30 PM Effective Faculty TA Teams

The Center for the Advancement of Teaching (CAT) and the Center for Education Innovation and Learning in the Sciences (CEILS) have collaborated to create a workshop for faculty and TAs centered around what TAs wish faculty knew about their experience teaching during this extraordinary time. The session will be centered around questions of disruptions and difficulties that TAs are experiencing, how faculty and TAs can best communicate with each other, how to manage work expectations in this time of disruption, and how to function as a team in order to meet students’ needs.

Session by CAT & CEILS featuring a graduate student panel

1:00 PM – 2:30 PM Supporting Remote Writing and Research Instruction

Join the Center for the Advancement of Teaching and members of the UCLA Library’s Writing Instruction & Research Education team (WI+RE) to explore digital strategies for supporting remote research and writing instruction. Reflect on common and hidden challenges that student researchers and writers face–and learn how to use WI+RE tutorials to help your students brainstorm and narrow paper topics, identify and cite sources, and craft compelling arguments. To make the most of this hands-on session, we encourage participants to explore the Tutorials page of the WI+RE website in advance to learn more about how WI+RE helps demystify the research and writing process for students.

Co-Facilitators: Beth Goodhue (CAT) and Salma Abumeeiz, Christopher Lopez, Kian Ravaei, and Renee Romero (Library)

Session by CAT & Library WI+RE

3:00 PM – 4:30 PM Assisting Distressed & Distressing Students: Remote Learning

Faculty, TAs and staff play a critical role in a student’s university experience and are in a position to become aware of a student in distress even during remote learning. Many of our students are under an even greater level of stress due to the pandemic, but many of them are not aware that most (if not all) UCLA support services are still available to them. This workshop will help participants understand how to create a culture of health in their sphere of influence, what resources are available to students in distress, and how they can assist students in getting connected with them. Participants will also hear about emergency procedures and how to reach professional staff for consultation regarding distressed or distressing students.

Session by Case Management Services

Tue 9/22 10:00AM – 11:30Am Creating Community Remotely

Through hands-on activities and small group discussion, uncover best practices for creating community remotely. Learn more about available tools, investigate a variety of strategies, and think through how you might implement strategies in your classroom and life.

Session by CAT & CEILS

1:oo PM – 2:30 PM Assisting Distressed & Distressing Students: Remote Learning

Faculty, TAs and staff play a critical role in a student’s university experience and are in a position to become aware of a student in distress even during remote learning. Many of our students are under an even greater level of stress due to the pandemic, but many of them are not aware that most (if not all) UCLA support services are still available to them. This workshop will help participants understand how to create a culture of health in their sphere of influence, what resources are available to students in distress, and how they can assist students in getting connected with them. Participants will also hear about emergency procedures and how to reach professional staff for consultation regarding distressed or distressing students.

Session by Case Management Services

3:00 PM – 4:00 pM Engaging Students Remotely + Equitably, Part 2 (Collaborative Learning and Group Work)

Using an equitable approach to teaching benefits all students. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education. The principles we are using are applicable to when we go back to in-person teaching, so the time you spend on these best practices will not be wasted!

This session will continue our discussion from Part I to include a deeper investigation of the specific tools and strategies to incorporate effective and inclusive group work remotely. Learn about how faculty engage students in group work and collaborative learning online and determine which approaches are most appropriate in your course. Part I is a pre-requisite for this workshop.

Session by CEILS

WEd 9/23 10:00AM – 11:30Am UDL & Accessible Instruction
During this active learning session, you will learn how to develop content and teaching strategies to accommodate students with disabilities. According to a recent survey 16% of UCLA’s undergraduates identified as students with disability. It’s important that you provide accessible learning experiences for students with disabilities. In this workshop, you will learn about the culture of disability, how to make your documents accessible to assistive technology, and the best practices for html and CCLE accessibility. You will also learn about Universal Design for Learning (UDL), a teaching and learning framework designed for maximum inclusion. Please join us to help educate and empower this growing student population through inclusive design. Note: Please bring a laptop that has Microsoft Word and Adobe Acrobat (a trial version is fine) to this workshop.

Session by Disabilities Computing Program

1:00 PM – 2:30 PM Fostering Student Engagement Remotely

Join the Center for the Advancement of Teaching for a hands-on workshop exploring strategies for using technology to foster active learning and student engagement in remote courses. Participants will learn how to maximize the use of Zoom breakout rooms and gain practical experience with online polling and a variety of digital collaboration tools. Attendees will leave the workshop having identified concrete action steps for transitioning activities and assignments they typically use face-to-face for remote environments.

Session by CAT

3:00 PM – 4:30 pM Introduction to Gradescope

CEILS will guide you through an introduction to Gradescope, a tool used to help grade efficiently and equitably online. Learn more about how you can use Gradescope in your future classes!

Session by CEILS

Thur 9/24 10:00AM – 11:30Am Creating Community Remotely

Through hands-on activities and small group discussion, uncover best practices for creating community remotely. Learn more about available tools, investigate a variety of strategies, and think through how you might implement strategies in your classroom and life.

Session by CAT & CEILS

1:00 PM – 2:30 PM Designing Effective Multimedia & Multimodal Assignments

During this panel discussion, faculty and graduate student instructors from a variety of disciplines will share best practices for designing, scaffolding, and assessing multimedia assignments and multimodal composition projects. Following short lightning talks, breakout room conversations will offer an opportunity for participants to dive more deeply into tips and tricks for engaging students through podcasting, video production, video games–and more! Attendees are encouraged to bring their own assignments and questions to share with the group.

Panelists: Gigi Johnson, Music Industry; Maja Manojlovic, Lecturer, Writing Programs;  Bethany Schiffman, PhD Student, European Languages and Transcultural Studies; Kylie Thomsen, PhD Student, Near Eastern Languages & Cultures; Laurel Westrup, Lecturer, Writing Programs, Coordinator, Graduate Certificate in Writing Pedagogy

Session by CAT

Fri 9/25 11:00 am – 12:00 PM Engaging Students in Asynchronous Classes

How do I know they are there? –How do they know I’m here?  In this interactive workshop, instructional designer Kim DeBacco will review and recommend strategies for maintaining contact and presence with students in online classes when everyone can’t be together synchronously – either physically, or in live Zoom sessions. The benefits of implementing presence strategies include student persistence, enhanced student achievement and satisfaction, and the creation of a lively, online intellectual community, leaving no student excluded or isolated.

Session by OTL

1:00 PM – 2:30 PM Effective Faculty TA Teams

The Center for the Advancement of Teaching (CAT) and the Center for Education Innovation and Learning in the Sciences (CEILS) have collaborated to create a workshop for faculty and TAs centered around what TAs wish faculty knew about their experience teaching during this extraordinary time. The session will be centered around questions of disruptions and difficulties that TAs are experiencing, how faculty and TAs can best communicate with each other, how to manage work expectations in this time of disruption, and how to function as a team in order to meet students’ needs.

Session by CAT & CEILS featuring a graduate student panel

Drop-in Support via Zoom
CCLE Support and local computing centers of Humanities Technology (HumTech) and Social Sciences (SSCERT) will offer daily instructional technology support. Once a week, OTL will provide instuctional design and video support, and the Library will offer course prep (syllabus & assignment design) support. Please see schedule for hours. RSVPs are not required for these drop-in sessions and are open to all faculty from all disciplines.

Week 3 Detailed Schedule

Tue 9/29 11:00AM – 12:30Pm Ready Set Teach!, “Roundtables” on Equitable Remote Teaching

The EPIC Program’s annual Ready, Set, Teach! (RST) event provides a space for faculty and graduate students to exchange ideas on best teaching practices most relevant to the Humanities classroom. The RST “Roundtable” on Equitable Remote Teaching will give faculty and graduate students the opportunity to participate in breakout room sessions to explore inclusive and equitable teaching practices for remote teaching. Breakout sessions, facilitated by TAs, faculty members or instructional support staff, will focus on the following topics: 1) language instruction; 2) teaching technologies ; 3) enhancing student engagement; and 4) teaching remote TA sections. Participants will have the opportunity to move from one breakout room to another and join all four breakout sessions.

NOTE: This session will not be recorded.

Session by EPIC

WEd 9/30 12:30pM – 1:30Pm Ready Set Teach!, Remote Teaching Panel

Ready, Set, Teach! (RST) is an annual gathering for faculty, graduate student instructors, and undergraduate students that aims to foster a community around teaching and learning in the humanities, to energize instructors for the new school year, and to highlight undergraduate student learning experiences. A prelude to the Humanities Welcome, the RST Remote Teaching Panel will feature a panel of faculty, TAs, and undergrads who will be sharing insights and lessons learned from last spring quarter’s remote learning and teaching experience. Audience members will be given the opportunity to engage with the panelists during a Q&A session. While this event features instructors and students from Humanities courses, all are welcome to join.

Session by EPIC

Drop-in Support via Zoom
CCLE Support and local computing centers of Humanities Technology (HumTech) and Social Sciences (SSCERT) will offer daily instructional technology support. Once a week, OTL will provide instuctional design and video support, and the Library will offer course prep (syllabus & assignment design) support. Please see schedule for hours. RSVPs are not required for these drop-in sessions and are open to all faculty from all disciplines.

Meeting Protocol

  • Recording: Fall Teaching Forum sessions are being conducted over Zoom. A host/moderator will be recording the sessions–with the exception of Becoming an Anti-Racist Educator Part 1 and Part 2 and Interrupting Bias to Cultivate Inclusivity. The recording feature for others is disabled so that no one else will be able to record this session through Zoom. No recording by other means is permitted. The sessions will be posted at the Fall Teaching Forum website. If you have privacy concerns and do not wish to appear in the recording, do not turn on your video, mute yourself, and consider changing your display name to a pseudonym. If you would like to ask a question privately, you may do so by addressing your chat question to the moderator only (and not to “everyone”). UCLA will not use the data for any other purpose than posting it at our website. Recordings will be deleted when no longer needed. However, the recording may become part of an administrative disciplinary record if misconduct occurs during a videoconference. Additionally, chat will be used and moderated for live questions from the community, and saving of chats is enabled.
  • Chat: Zoom chat will be used and moderated for live questions from the community. Saving of chats is enabled. A transcript of chats will be posted with session recordings.
  • Mute upon entry: in order to best manage the meeting, all attendees will be muted upon entry and we ask that participants keep their mics muted unless speaking.
  • Content warning: The Interrupting Bias session on Wed 9/16 from 12:30-2:30pm involves a case study workshop designed to help prepare instructors for “hot moments” in the classroom. One of the cases we will examine involves teaching course material that depicts sexual assault and another case involves racially oppressive language. If you would like to ensure that you will not be asked to discuss these cases in a small group, email CAT Associate Director Beth Goodhue to make arrangements. There will be a five minute break before the case study workshop in case participants would like to leave early. We would also be happy to work with participants to provide an asynchronous version of the case study activity with alternative content.

Inclusion of Particpation in Dossier

As an incentive faculty and instructors may record their participation in this event in their dossier as evidence of their efforts to improve teaching and as an activity that helps promote equal opportunity and diversity in education. Such efforts in both categories, on behalf of all faculty, are now a recognized component of the promotion and tenure process at UCLA (see APM 210-1, and Appendix 41).