Skip to main content
Sign In

Center for Faculty Development

 

 

Center for Faculty Development

Center for Faculty Development at the University of Colorado Denver supports faculty in their roles as teachers and in their professional lives as academics.  We provide opportunities for ongoing, intentional renewal of teaching practice and support faculty as they work to build successful academic careers.

Please explore our website, check our program descriptions, schedules, and join us for one of the events or activities we have planned for this academic year.  We would love to see you there! 

New Resources and Programs for Teaching in Tumultuous Times

Students and faculty are confronting significant turmoil around the world and across the nation. Difficult and distressing events far from home and close to it are likely to be on the minds of students and faculty as we begin the new semester. To help you prepare for the challenges you may face in your classroom, the CFD has developed opportunities to help you teach in tumultuous times. 

We will kick off the semester with a special webinar on "Managing Hot Moments and Difficult Discussions in the Classroom." After the webinar there will be ample time for discussion and problem solving.  You can register to attend the webinar on the pull-down menu below.  

The CFD will also host a series of monthly discussions around the topic of teaching in tumultuous times. We call these discussions Cafe Pedagogique. They are structured as lively, informal, meaningful discussions that take place in a relaxed environment with ample access to caffeinated beverages and snacks.  

We also have compiled a fantastic list of resources that are designed to help you anticipate and respond to difficult discussions in your classroom. Please visit our Teaching in Tumultuous Times resource page. 

We hope that you can join us!

​​​​​​​​​​
 

 Upcoming Events

 

 Webinar: Managing Hot Moments and Difficult Discussions, Jan 19

This webinar will help you to develop proven strategies for managing difficult dialogue and responding to hot moments in the classroom. You will learn how to prepare for a challenging discusson and make it more productive as well as how to assess the outcomes of the experience and the impact it had on your students.

Thursday, January 19
3:30 - 4:30 pm
Student Commons Building, 2018

  ​​

29

 Thursday Threads: Strategies for Student Feedback, Feb 2

Feedback is one of the most important contributions faculty make to student learning. Providing students with quality feedback can serve to engage and motivate them, clarify their understanding, and extend their learning and self-efficacy. Let’s share our strategies for providing students with feedback that promotes learning.

Thursday, February 2, 2017

3:​00-4:00 pm

Lawrence Street Center, CFD Conference Room 320


Zoom Meeting:  

https://ucdenver.zoom.us/my/ucdcfd​​​​


​​​

17

 Lunch & Learn: Involving Students in Course Based Research Experiences, Feb 7

Tuesday, February 7, 2017

12:00-1:30 pm

Lawrence Street Center, Conference Room 1300D

Join Leo Bruederle, Director of Undergraduate Research and Creative Activities for a panel discussion about Course-based Undergraduate Research Experiences (CUREs). Panelists will reflect on their experiences leading undergraduate research projects and discuss the benefits of embeding undergraduate research into courses.  Panelists include:

Dr. Chris Miller (CLAS, Integrative Biology)

Dr. Sarah Horton (CLAS, Anthropology)​

Dr. Amy Boele (SEHD, Special Education)

Dr. Tod Duncan (CLAS, Integrative Biology)

Sheila Huss (SPA, Criminal Justice)



​​
​​
​​​16

 Books @ Work: "Teaching to Transgress: Education as the Practice of Freedom" Feb 7, 14, 21 & 28

In Teaching to Transgress, bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal. You only need to register once.


Tuesdays, February 7, 14, 21 and 28

3:30-4:30 pm

Lawrence Street Center, CFD Conference Room 320


If you would like to participate in this book group and would like to zoom into the meeting here is the link:

https://ucdenver.zoom.us/my/ucdcfd

26

 Books @ Works: "The Peak Performing Professor: A Practical Guide to Productivity and Happiness" Feb 8, 15 & 22

Drawing on research from the fields of neuroscience, faculty development, work productivity, positive psychology, and resilience, The Peak Performing Professor is filled with techniques, strategies, and practical tools for managing the complexities of academic life while maximizing professional potential.

 
Wednesdays, February 8, 15 & 22

12:30- 1:30pm

Lawrence Street Center, CFD Conference Room 320


If you would like to participate in this book group and would like to zoom into the meeting here is the link:

https://ucdenver.zoom.us/my/ucdcfd


27

 Thursday Threads: Appy Hour: Interactive Tools for Student Engagement, Feb 16

A conversation about enhancing student engagement in Canvas by utilizing interactive tools. We will discuss the tools you are currently using (if you are using anything), what you wish you could do in Canvas, and then discuss some tools you may not have seen before that can lead to more interactivity in multiple areas of your Canvas courses.


Thursday, February 16, 2017

3:00-4:00pm

Lawrence Street Center, CFD Conference Room 320


Zoom Meeting:

https://ucdenver.zoom.us/my/ucdcfd


28

 Learning Community: Course-based Undergraduate Research

Facilitator: Leo Bruederle

Meeting Dates/Times: TBD by group

Course-based undergraduate research experiences (CUREs) involve whole classes of students in addressing a research question or problem.Participants in this FLC will explore the central features of CUREs, discuss examples of successful CUREs, and critically assess the effectiveness of CUREs.  Faculty who participate in this FLC will also make progress on an individual project to develop, implement, or improve a CURE of their own. The group will brainstorm and provide one another with feedback on their projects.  This FLC will be facilitated by Leo Bruederle, Associate Professor of Integrative Biology and CURE enthusiast.

​​22

 Learning Community: Using Writing to Promote Learning

Facilitator: Rodney Herring

Meeting Dates/Time:  TBD by group

Description: Writing-Intensive (WI) courses require students to write regularly as a means of learning course content. Writing has been shown to improve students' mastery of practical knowledge in fields of study across the university. So writing in such courses is not primarily a tool for assessing learning; it is a tool students use to develop their learning. WI courses are not limited to particular disciplines or class sizes. A large lecture in biology or history can use writing as successfully as an engineering or psychology seminar can. In this Faculty Learning Community, we will examine the writing-to-learn approach to writing pedagogy, consider examples of writing assignments and sequences in WI courses, and discuss strategies for responding to and evaluating student work. Participants will work toward creating one new project--e.g., a writing assignment, a revised assignment sequence, a syllabus that newly incorporates WI approaches to learning--and we will use some FLC meeting time to workshop these projects. This FLC will be facilitated by Rodney Herring, Assistant Professor of English and Director of Composition.


​​​23

 Lab Course Design and Student Outcomes: Lisa Corwin, March 10

Recent work has highlighted many student outcomes resulting from research-based courses (e.g., Course-based Undergraduate Research Experiences, Inquiry-based Laboratory Learning), including outcomes that influence persistence in science, such as increased project ownership (Hanauer et al., 2012). Yet, no studies have investigated how specific design elements and implementation of these courses affects these outcomes. The Laboratory Course Assessment Survey measures three elements of research-based course design (Corwin et al., 2014). These include (1) Discovery and Relevance, or the opportunity for students to make or find something new that is of interest to the scientific community, (2) Iteration, or the opportunity to revise or repeat aspects of scientific work to move research forward, and (3) Collaboration, or the opportunity to work with and assist other students and reflect on one’s learning. We used this instrument in conjunction with the Project Ownership Survey (Hanauer et al., 2012) and a question asking students to rate their likelihood to pursue a scientific career in order to examine relationships between course design, ownership, and persistence. We collected and analyzed data from a total of 836 students in 71 laboratory courses, including CUREs, traditional labs, and inquiry labs, across the United States. Using a structural equation modeling approach, we examined hypothesized relationships among course design, ownership, and intentions to persist. We found that a) prior intentions to persist in science have a strong relationship with students’ intentions to persist after completing a laboratory course, b) each course design element has a direct effect on project ownership with iteration having the strongest relative effect, and c) the effects of course design on intentions to persist are mediated by ownership.
 

Friday, March 10, 2017

12:00-1:30pm

Science Building, 2001

 

 

 
​​30



 
 

 

Contact Us

         CFD

Lawrence Street Center
Suite 320
1380 Lawrence Street
Denver, CO 80204
303-315-3030

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

 

© The Regents of the University of Colorado, a body corporate. All rights reserved.

Accredited by the Higher Learning Commission. All trademarks are registered property of the University. Used by permission only.