In addition to the virtual workshops listed below, you can watch a previously recorded workshop, one of OIT’s many informative webinars available on the Keep Working website or participate in the events that will be part of the Faculty Advancement and Success (FAS) Workshop Series 2020–2021.

Gradescope is also offering weekly “getting started” workshops.

The recordings from these sessions may be made public.

Online TA Skills: Wrapping Up the Term

Tuesday, October 20, 3-4 p.m. EDT
TAs have many tasks associated with wrapping up the term from managing student assignments and communications to using the Sakai gradebook. Our graduate student panel will share how they respond to (and solve!) end-of-semester instructional challenges.

Working with Sources

Wednesday, October 21, 10-11:30 a.m. EDT
Working with source texts is a key element of nearly all scholarly writing. Such work involves many elements including choosing sources, summary, paraphrase, quotation, and citation. Students’ knowledge of these practices is often rudimentary and their attempts to deploy these skills often lack rhetorical purpose. This session gives an overview of the challenges students face in working with sources and explores strategies for helping students approach sources effectively as writers.

Hosted by the Thompson Writing Program‘s Writing in the Disciplines as part of their Fall 2020 Graduate Pedagogy workshops series.

Your Role as Faculty in Confronting Racism and Fostering an Inclusive Climate

Thursday, October 22, 3-4:30 p.m. EDT
The United States has experienced a volatile relationship with race since its founding, and discussions around race in academia consistently mirror the ongoing challenges that we experience in our broader society. Faculty engage with race in both personal and professional relationships with colleagues and collaborators, with students through classroom discourse and as mentors, and as managers of staff in our academic units. In this workshop, faculty will consider the ways race specifically influences their work and interactions with others, and also learn about skills and strategies that will help lead to more equitable practices and define your role as a faculty in confronting racism.

Speaker: Kimberly Hewitt, Vice President for Institutional Equity and Chief Diversity Officer

Moderator: Sherilynn Black, Associate Vice Provost for Faculty Advancement and Assistant Professor of the Practice of Medical Education

School is a Game … But is it a Good Game?

Thursday, October 22, 4-6 p.m. EDT
Speaker: Barry J. Fishman, Professor, School of Education, University of Michigan

We want our students to be deeply engaged in their learning. We want them to work hard and take on intellectual challenges. We want them to take risks and try new things. And perhaps most importantly, we want students to be resilient in the face of failure. So why it is that the design of our educational system – including colleges and universities – encourages exactly the opposite behaviors? I propose that our grading and assessment systems are the heart of the problem.

This talk discusses the deep-seated problems with traditional grading systems and proposes an approach called gameful learning as a solution that supports deep engagement. This is not about learning by playing games. Rather, this talk posits that learning in school is already a kind of game, but a poorly designed one. The goal is to design a better game and a better system.

Please RSVP to Shai Ginsburg, to receive the Zoom link.

Sponsored by the Department of Asian and Middle Eastern Studies (AMES)

Anti-Racist Education: Principles, Pedagogies, and Community Engagement

Friday, October 23, 11:30 a.m. to 1 p.m. EDT
Join us for an interactive session with Ronda Taylor Bullock, Lead Curator of we-are (Working to Extend Anti-Racist Education), to learn about how the Durham-based organization is responding to anti-Black violence, as well as how service-learning and community-engaged faculty can infuse anti-racist principles and pedagogies into their community-engaged courses and partnerships.

Hosted by Duke-Service Learning as part of their Fall 2020 The Opportunity of Now Event Series.

The Fierce Urgency of Now – A conversation about the moment, the movement, and student development with Dean Blackshear, Dean Smith and Professor Malone

Wednesday, October 28, 4-5:30 p.m. EDT
Is this a moment or a movement? Is “normal” something we want to return to – or even desirable now? This student-centered conversation will explore these questions through MLK’s framing of “the fierce urgency of now.” Students will critically examine how they see themselves, their dreams, their fears, and their passions in this moment. We will problematize what’s working at Duke in terms of the undergraduate experience, what is still in need of transformation, and the “vigorous and positive action” we can take to create an inclusive, equitable, and transformative learning experience for all Duke undergraduates.

Hosted by Duke-Service Learning as part of their Fall 2020 The Opportunity of Now Event Series.

Understanding and Preventing Plagiarism

Wednesday, October 28, 3-4:30 p.m. EDT
Plagiarism is a complicated issue. Students plagiarize for a range of reasons—from straightforward cheating to poor planning and note-taking to honest ignorance of citation conventions in a particular field or genre. In this session, we will consider the different occurrences that might fall under the label of plagiarism and discuss ways instructors can reduce plagiarism.

Hosted by the Thompson Writing Program‘s Writing in the Disciplines as part of their Fall 2020 Graduate Pedagogy workshops series.

Grading Student Writing

Tuesday, November 3, 10-11:30 a.m. EDT
Grading student writing can be a frustrating and time-consuming affair. This session offers advice on approaches to grading and designing context-appropriate guidelines and rubrics.

Hosted by the Thompson Writing Program‘s Writing in the Disciplines as part of their Fall 2020 Graduate Pedagogy workshops series.

Open Discussion: Teaching practices to support student well-being

Monday, November 9, 12-1 p.m. EDT
In 2020, the Duke community finds itself in a challenging environment, unprecedented in the university’s history. We are dealing with an ongoing worldwide pandemic, social and political unrest and turmoil, and a worsening economic situation, all in the context of continuing our courses, research, and ongoing work at the university. Students learning at Duke this year (online or in-person) are exhausted, lonely, scared, frustrated, angry, and potentially grieving because of the pandemic, the recent protests, and the state of the world. There are no easy answers or simple fixes for the circumstances, and faculty are feeling some of the same emotions and struggling with similar stressors.

While faculty generally aren’t trained as or expected to be counselors, there are adjustments you can make in your teaching plans to demonstrate increased flexibility, empathy, inclusivity and care for student well-being, and to try to best support student learning. Join us for an informal roundtable for sharing and brainstorming how we can reflect care for student well-being in teaching approaches. Our intent is to provide a venue for sharing and learning from each other.

Optional related pre-reading for those who are interested: 

Introducing more authentic assessment in the classroom

Wednesday, November 11, 8:30-10 a.m. EDT
Based on Spring and Summer undergraduate student survey results, students seek more authentic assessment opportunities to make sense of their learning. What does this mean? What do these opportunities look like in a remote/online learning environment and/or in-person course delivery?

Co-facilitated with Dr. Kim Manturuk, Duke Learning Innovation, this event is hosted by Duke’s Office of Assessment.