CATE Workshops

Are you updating a syllabus for an upcoming course? The syllabus is often the first point of contact with new students and offers an opportunity to set an inclusive tone for your course. Join us for this interactive online workshop, where you will identify key components of an inclusive syllabus that supports student success and examine language and design elements that can help promote equity, belonging, and growth mindset in students. You will also leave this workshop with strategies to help motivate students to read your syllabus.

Workshop attendees are encouraged to bring along a syllabus to revise and annotate during the session.

After participating in this workshop you will be able to:

• Identify key components of an inclusive, engaging, and informative syllabus that supports student success
• Incorporate language and design elements into your syllabus to promote equity, belonging, and growth mindset
• Utilize strategies to motivate students to read your syllabus

Instructors want their students to understand the expectations for learning in their courses. However, ensuring this is happening without careful course planning can be challenging. In this interactive online workshop, we will discuss backward design (Wiggins and McTighe, 2005) for learning, an approach to instructional planning that starts with identifying desired results– what students are expected to learn or be able to do–and then proceeds “backward” to determine acceptable evidence of learning (assessments) and to develop instructional materials and learning activities that promote the desired results.

After participating in this online workshop you will be able to:

• Explain the advantages of integrating backward design into course design, including its impact on student learning outcomes
• Describe the three steps of the backward design framework
• Identify tools and methods needed to apply backward design to your courses effectively

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Instructors want their students to understand the expectations for learning in their course. But it can be challenging to ensure this is happening without careful course planning. In this interactive online workshop, we will discuss backward design (Wiggins and McTighe, 2005) for learning, an approach to instructional planning that starts with identifying desired results– what students are expected to learn or be able to do–and then proceeds “backward” to determine acceptable evidence of learning (assessments) and to develop instruction and learning activities that promote the desired results.

After participating in this online workshop you will be able to:

• Differentiate between content-centered and learner-centered courses.
• Explain the benefits of incorporating backward design into course design.
• Describe the three steps of the backward design framework.
• Identify tools and methods needed to effectively apply backward design to your courses.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

As an instructor, you generally have a clear idea of what you want to teach in your class and how you plan to accomplish it. But are you confident that your students understand your expectations for what you want them to learn or be able to do? Crafting clear learning objectives for your course is helpful in setting course expectations for your students and in developing effective means for assessing your students’ learning. During this online workshop, we will explore different frameworks, or educational taxonomies, that can be used to inform learning objectives. We will then draft, or revise, course learning objectives to be SMART: Specific, Measurable, Achievable, Relevant, and Time-Bound.

After participating in this online workshop you will be able to:

• Describe the importance of learning objectives for both instructors and students.
• Draft or revise course learning objectives using the SMART framework.
• Identify how you might assess students’ mastery of or progress towards achievement of your learning objective.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Have you ever experienced a “hot” or emotionally-fraught moment in the classroom? You might ask yourself, “How did this happen?” or “Is there anything I could have done to prevent it?” Alternatively, if you haven’t had one of these moments, you might wonder how to prepare yourself in case it does. It might seem like these moments can occur out of nowhere, but we can take steps to reduce the chances of them happening and develop strategies to address them and move forward when they do. In this interactive workshop, we will discuss the relationship between microaggressions, course climate, and scaffolding course material when it comes to creating inclusive classrooms and preventing and managing challenging moments.

Have you ever wondered whether your students truly grasp the material you are teaching? Do your students seem disengaged and zoned out while you go over content? Or, do your students ask for more feedback than you can provide? If any of these scenarios sound familiar, you should consider incorporating Classroom Assessment Techniques or CATs into your teaching toolkit. CATs are activities that are often non-graded and used to gauge student learning and provide timely feedback to both students and instructors. Workshop participants will explore a variety of CATs and examine ways to integrate them into their courses as a way to engage students and gather feedback on the teaching-learning process.

Peer instruction is a form of collaborative learning where students engage with core course concepts and then explain those concepts to one another. In order to be effective, peer instruction must be thoughtfully planned and executed by the instructor. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of peer instruction. Effective use of student response systems will be discussed as a means to achieve student engagement and deep learning.

Have you considered adding group work activities to your in-class sessions with students but don’t know where to start? Do you want to know more about how group work activities can help to engage students? Are you interested in learning about the most effective strategies for forming groups and supporting equitable group work in your class?  If so, then please join us for this interactive online workshop in which we offer practical, evidence-based suggestions for helping instructors implement group work. Specifically, we will discuss ways to structure groups accounting for diverse group dynamics, design group activities that foster individual accountability, and select assignments that work well with different types of groups.

• Identify research studies supporting the benefits of group work activities
• Develop a plan to incorporate a variety of inclusive activities that increase engagement, feedback, and learning
• Identify strategies to structure groups effectively and equitably.
• Discuss teaching techniques that foster collaboration and address classroom inequities through group activities.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into your UIC Google account to access these materials.

Active learning benefits all students. Research studies have shown that students in lecture-dominated courses are 1.5 times more likely to fail than students in classes using active learning. Furthermore, active learning can drive the performance gains of historically underserved students, particularly in large-enrollment courses characterized by large equity gaps in student outcomes. In this online workshop, we will work through some examples of evidence-based teaching techniques you and your TAs may readily implement in your classroom to create a more inclusive and engaged learning environment.

After participating in this online workshop, you will be able to:

• Implement teaching strategies that increase student engagement, feedback, and learning.
• Plan how to incorporate at least one active learning practice into your teaching.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Student engagement has increasingly been positioned as a defining characteristic of high quality teaching and learning in higher education. Generative theory of learning states that students learn better when they are engaged during the learning experience, and answering questions and receiving feedback increases students’ attention so they are more likely to understand the presented course material. How can instructors accomplish this when teaching in a blended synchronous classroom? In this online workshop, we will discuss easily implemented activities you can add to your classes in order to engage all students, and also learn about the types of educational technologies you can use to support these activities.

After participating in this online workshop you will be able to:

• Describe types of student engagement interactions
• Identify activities that increase student engagement
• Compare technology tools and techniques that help in implementing interaction

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into your UIC Google account to access these materials.

Creating an inclusive classroom environment is essential for fostering student engagement, promoting equity, and enhancing the learning experience for all students. Incorporating inclusive teaching practices into your teaching can be done at any point in the semester and doesn’t need to take a lot of time. In this interactive workshop, you will discover easy-to-implement inclusive teaching practices designed to promote transparency, add structure, form relationships, and foster student belonging. Not only will these 5-minute activities get students engaged and build community, but they will also facilitate students’ metacognition.

After participating in this online workshop you will be able to:

• Identify strategic points in a class session to incorporate inclusive teaching practices
• Develop a toolbox of inclusive teaching practices

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

What are some factors that hold back or push students forward in learning and performing the best they can? How do students react to successes and failures? In this interactive online workshop, participants will review evidence from social and educational psychology of how students’ mindsets about where their knowledge, skills, and abilities come from, and how students respond to challenges and setbacks, can impact the learning experience. Participants will identify the differences between a fixed and growth mindset, and how students’ and instructors’ mindsets can impact student motivation and achievement and sense of belonging. Participants will also identify strategies that can be implemented in their teaching to foster a growth mindset and increased sense of belonging in their students.

After participating in this online workshop you will be able to:

• Explain the differences between a fixed and growth mindset
• Consider how students’ and instructors’ mindsets can impact student achievement and motivation
• Identify teaching strategies to promote a growth mindset and sense of belonging in students

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Universal Design for Learning (UDL) is a research-based framework that guides the development of flexible learning environments to accommodate individual learning differences. The lived experiences of our students are highly diverse, and, for many, English is not their first language. In addition, more and more students with both visible and non-visible disabilities are pursuing postsecondary education. When implemented effectively, UDL can help us develop and deliver courses that best reach and teach all students. In this interactive workshop, we will explore the guiding principles of UDL and brainstorm ways to apply UDL best practices to our instructional materials, course activities, and assessments.

After participating in this online workshop, you will be able to:

• Describe the principles of the UDL framework.
• Implement new UDL techniques in your teaching.
• Identify and evaluate UDL usage in your current classroom.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into your UIC Google account to access these materials.

Students benefit when they see themselves and their identities reflected in course content. Yet instructors often face a common challenge:  “how do I make room for more?” Whether it’s in your learning objectives, your units, your assigned readings and materials, there’s only so much time and space, right? In this workshop, participants will consider strategies for diversifying content and curriculum that go beyond what’s known as the additive approach. Drawing from research and best practices in curriculum and course design, participants will practice transformative strategies that rethink course content from the ground up. By embedding marginalized perspectives vs just including them, providing a critical framing for course content, and asking questions with your students about representation in your field, instructors can help students connect to the material, and engage in more meaningful ways with course content.

After participating in this online workshop, you will be able to:

• Identify and embed (vs. just include) underrepresented voices in course materials in authentic, meaningful ways
• Frame subjects in ways that encourage critical reflection and connection to students’ lived experiences
• Ask critical questions with your students about existing content and whose voices are represented and whose are not, in the traditional works of your particular field
• Deploy diversity and critical reflection in service of existing learning objectives of your course and possible additional learning objectives and competencies

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into your UIC Google account to access these materials.

In this interactive online workshop, we will discuss what makes an assessment “authentic” and how to design authentic assessments, where students apply knowledge to real-world scenarios or products, to support student success. We will discuss the design considerations and tools for authentic assessments. Participants will have the opportunity to develop an authentic assessment for their course and discuss their design with colleagues.

After participating in this workshop, you will be able to:

• Examine the benefits, challenges, and design considerations of authentic assessments.
• Identify tools to use for authentic assessments.
• Identify the varying facilitation, ownership, and independence levels that can occur during authentic assessments.
• Develop an authentic assessment.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

What are some ways you can communicate assessment expectations more effectively? How can you provide qualitative feedback to students? How do you ensure the validity and reliability of your assessments and grading practices?

In this interactive online workshop, we will discuss how you can communicate expectations and provide qualitative feedback to students by implementing rubrics and checklists. We will also discuss how the rubrics and checklists development process can improve the validity and reliability of your assessments and grading practices. You will leave this workshop with strategies to develop and implement rubrics and checklists to improve student outcomes.

Interested in developing rubrics or checklists for a course? Want feedback and support in drafting rubrics and/or checklists?

In this interactive in-person workshop, we will discuss the types of rubrics or checklists to communicate expectations to students. Each participant will work on identifying and describing grading criteria for an assignment or course. Participants will also spend time providing feedback on rubrics developed in small groups. You will leave this workshop with developed rubrics and/or checklists to improve equitable grading and student outcomes.

After participating in this workshop, you will be able to:

• Discuss the elements in a rubric.
• Differentiate between the types of rubrics.
• Identify the grading criteria in an assessment.
• Describe grading criteria at different performance levels.
• Utilize the steps in designing a rubric.
• Draft rubrics for a course.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

What are some ways you can communicate assessment expectations more effectively? How can you provide qualitative feedback to students? How do you ensure the validity and reliability of your assessments and grading practices? In this interactive online workshop, we will discuss how you can communicate expectations and provide qualitative feedback to students by implementing rubrics and checklists. We will also discuss how the rubrics and checklists development process can improve the validity and reliability of your assessments and grading practices. You will leave this workshop with strategies to develop and implement rubrics and checklists to improve student outcomes.

What are some ways to collect evidence of student learning to inform teaching and instruction? How can you measure student performance to ensure learning objectives are achieved? What are some strategies to develop assessments as learning opportunities? In this interactive online workshop, we will discuss assessment planning through the lens of collecting data, making decisions, and developing learning opportunities. We will also discuss how to ensure alignment of assessments to learning goals and objectives. You will leave the workshop with strategies for designing effective and equitable formative and summative assessments.

After participating in this online workshop, you will be able to:

• Examine the purposes of assessments, including how assessments provide opportunities for interaction, practice, and feedback.
• Differentiate between formative and summative assessments.
• Describe how to create assessments using backward design.
•  Identify strategies and tools for designing formative and summative assessments.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Instructor peer observations can be an effective way to provide both formative and evaluative feedback to colleagues. Sometimes the peer observation process can be fraught with concerns. This workshop will provide observers with evidence-based resources and strategies for each phase of the peer observation process, including the pre-observation meeting, the observation, and the post-observation debrief. Workshop participants will learn about different methods for observing colleagues, as well as ways to mitigate for bias.

After participating in this workshop you will be able to:

• Identify best practices for each phase of the observation
• analyze observation models for opportunities and constraints
• create an observation plan to implement

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

When was the last time you updated your teaching statement? Is it something that you dread doing, or are you unsure where to start? In this workshop, participants will discover how teaching statements can be used as a reflective tool that convey their effectiveness as an instructor in a holistic way. Participants will also evaluate their teaching through multiple lenses and brainstorm different sources of data about their teaching effectiveness that go beyond student evaluations. By the end of the session, participants will work together to distill their teaching philosophy into a thesis statement and leave prepared to write a teaching statement that demonstrates their efficacy and continued growth in teaching.

After participating in this workshop you will be able to:

• Describe what a teaching statement is and how it can be used as a critical reflection tool
• Identify different sources of feedback and evidence about your teaching effectiveness
• Reflect on your progression and growth as an instructor
• Distill your teaching philosophy into a thesis statement

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Whether you love them or hate them, it can be difficult to make sense of student evaluations of teaching. Students often leave conflicting or discouraging feedback, or worse yet, feedback that is unrelated to teaching practices. Considering that student evaluations remain one of the primary ways to get feedback on teaching, how can we help students provide useful and constructive feedback on evaluations? And once we get the feedback, how do we process it in a systematic and reflective way? During this workshop participants will learn about the bias and limitations of student evaluations, explore strategies to prepare students to give meaningful feedback, and engage with multiple approaches to analyze student evaluations of teaching.

After participating in this workshop, you will be able to:

• Discuss the bias and limitations of student evaluations of teaching
• Identify strategies to prepare students to give constructive and meaningful feedback
• Develop strategies to respond to student evaluations in a systematic and reflective manner

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

As an instructor, how do you know if what you’re doing in the classroom is “working”? In other words, how do you know if your teaching methods are effective in engaging students and supporting them in achieving your course learning objectives? In this interactive workshop, we will discuss another strategy by which to evaluate and enhance your teaching beyond using course evaluations: collecting and using student feedback throughout the course. We’ll consider how to set up a classroom climate that is conducive to gathering student feedback. We will also review practical strategies and online tools to collect and respond to student feedback such as mid-semester feedback surveys and classroom assessment techniques (CATs) such as minute papers and polling.

After participating in this online workshop you will be able to:

• Use student feedback to enhance your teaching and the learning experience for your students
• Apply strategies to set up a classroom climate conducive to student feedback
• Identify teaching methods for collecting and responding to feedback from students throughout the course

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

As an instructor, how do you know if what you’re doing in the classroom is “working”? To answer this question, you are engaging in reflective teaching – collecting and reflecting upon data to assess if your teaching methods are effective in supporting student learning. In this online workshop, we will discuss one source of data by which to evaluate and enhance your teaching: feedback from your peers on your course materials and classroom instruction. We will review principles of giving and receiving effective feedback, different tools and ways to structure and peer observations, and consider factors for a peer review process that works for your course and/or departmental context. You will also have the opportunity to practice giving feedback on teaching.

After participating in this online workshop you will be able to:

• Identify principles of giving and receiving effective feedback
• Explore different tools for implementing peer review of teaching
• Create a plan for incorporating peer feedback and reflection into your teaching

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Collaborative learning is a powerful approach for fostering student engagement and deepening learning across all instructional modalities. With the rapid emergence of generative AI, instructors are working to balance the challenges and ethical considerations these tools pose with the opportunities they offer to enhance teaching and learning in higher education. This interactive workshop will explore ways to augment collaborative learning activities that build on the affordances of generative AI tools while maintaining the strengths you and your students bring to the learning environment. Participants will spend time engaging with the free generative AI platforms introduced during this workshop.

After participating in this workshop, you will be able to:

• Recognize the value of collaborative learning in multiple learning modalities.
• Discuss the implications of integrating generative AI tools into collaborative learning.
• Identify ways to augment collaborative learning activities by meaningfully integrating generative AI tools.

Workshop materials include slides and links provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

In this interactive workshop, we will explore the use of ChatGPT and other generative AI tools in teaching and learning. First, we will evaluate the benefits and drawbacks of incorporating generative AI tools into the teaching process. Next, we will discuss issues related to responsible use, academic integrity, access and equity, and data privacy. Given that generative AI is relatively new to the classroom, we recognize that instructors are in different stages of implementing AI in their curriculum. Therefore, a significant portion of this workshop will offer participants space to share ideas with their colleagues about incorporating generative AI in the classroom. Finally, we will provide instructors with tools and resources to respond to AI’s current possibilities and to prepare for future shifts in teaching with generative AI.

After participating in this workshop, you will be able to:

• Evaluate the potential benefits and drawbacks of incorporating generative AI tools into the teaching and learning process.
• Explore ethical considerations associated with the use of generative AI in education.
• Build an actionable plan for implementing generative AI in your curriculum

Workshop materials include slides and links provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

When it comes to engaging with generative AI in the classroom, are you a) avoiding the topic for as long as possible, b) fully embracing it, or c) somewhere in between? What about talking with students about their use of generative AI in your course? Whether embracing AI or hiding from it, it is important for instructors to talk with their students about the possibilities and limitations of using AI in their course. This session will prepare instructors for those conversations by providing an overview of generative AI concepts, terms, and commonly used tools, along with outlining some of the ethical concerns surrounding AI. Participants will then have a chance to consider how they plan to approach AI usage in their teaching via course policies and expectations, as well as identify strategies for talking with students about it.

After participating in this workshop, you will be able to:

• Describe the general concepts and differences between AI tools and models (i.e., LLMs and generative AI)
• Outline the potential ethical concerns and bias around using generative AI in teaching contexts
• Identify strategies for talking with students about the role of generative AI in teaching and learning
• Start to articulate your approach to and expectations for using generative AI in the classroom

Workshop materials include slides and links provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Interested in creating materials for your courses that promote inclusivity? Do you want to know more about steps you can take to ensure your courses are on the right track to meet accessibility guidelines? In this interactive online workshop, participants will explore best practices for creating accessible documents. Participants will engage with documents in Microsoft Word and Google Docs. This workshop will focus on simple steps that instructors can take to incrementally improve the accessibility of their course materials. With some careful planning, you can optimize your course materials to be more inclusive.

After participating in this workshop, you will be able to:

• Discuss the benefits of incorporating inclusive documents that meet accessibility guidelines within their courses.
• Identify at least one way to improve the accessibility of the documents they use in their courses.
• Create documents that promote inclusivity using common technology tools, including Microsoft Word and Google Docs.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Interested in creating materials for your courses that promote inclusivity? Do you want to know more about steps you can take to ensure your courses are on the right track to meet accessibility guidelines? In this interactive online workshop, participants will explore best practices for creating accessible slide decks. Participants will engage with slide decks both in Microsoft PowerPoint and Google Slides. This workshop will focus on simple steps that instructors can take to incrementally improve the accessibility of their course materials. With some careful planning, you can optimize your course materials to be more inclusive.

After participating in this workshop, you will be able to:

• Discuss the benefits of incorporating inclusive slide decks that meet accessibility guidelines within their courses.
• Identify at least one way to improve the accessibility of the slide decks they use in their courses.
• Create slide decks that promote inclusivity using common technology tools, including Microsoft PowerPoint and Google Slides.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Interested in creating materials for your courses that promote inclusivity? Do you want to know more about steps you can take to ensure your courses are on the right track to meet accessibility guidelines? In this interactive online workshop, participants will explore best practices for creating accessible PDFs and improving the accessibility of existing PDFs. Participants will engage with PDF documents both in Adobe Acrobat Pro and Microsoft Word. This workshop will focus on simple steps that instructors can take to incrementally improve the accessibility of their course materials. With some careful planning, you can optimize your course materials to be more inclusive.

After participating in this workshop, you will be able to:

• Discuss the benefits of incorporating inclusive PDFs that meet accessibility guidelines within their courses.
• Identify at least one way to improve the accessibility of the PDFs they use in their courses.
• Create PDFs that promote inclusivity using common technology tools, including Adobe Acrobat Pro and Microsoft Word.

Workshop materials include slides and handouts provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Social annotation tools allow users to add comments that are directly anchored to assigned readings and course texts within Blackboard. These tools, which include platforms such as Hypothesis and Perusall, can make learning active, visible, and social. While we have all likely annotated books and pdfs with our own notes, social annotation tools make this process collaborative, giving learners and instructors ways to build community and co-create knowledge. In this interactive workshop, we will examine the ways social annotation can benefit students and instructors as well as explore strategies for meaningfully incorporating this technology into several types of courses. With options to participate remotely or in person, this hybrid workshop will explore applications for asynchronous, synchronous, hybrid, and in person instructional modalities. We will also consider assessment, accessibility, and generative AI as they relate to this collaborative technology.

After participating in this workshop, you will be able to:

• Discuss the benefits of using social annotation tools for assigned readings.
• Create social annotation assignments and activities in Blackboard for online and in-person courses.
• Assess course goals and learning objectives using social annotation tools.

Workshop materials include slides and links provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

Asynchronous discussions can effectively foster student collaboration and engagement, but sometimes these conversations fall flat, with students merely agreeing with one another or making superficial conversation. In this workshop, we will discuss how to craft a successful discussion question prompt that encourages critical thinking, idea exchange, and meaningful conversation. We will review research and strategies for structuring successful online discussion that supports robust student engagement and active learning. Participants will have the opportunity to revise their discussion questions with their peers and will walk away with a plan to augment or improve their existing online discussion practices on Blackboard. Finally, we will review how VoiceThread, a UIC-supported EdTech tool, may help support student engagement through discussions that include videos, audio, and images.

After participating in this online workshop, you will be able to:

• Identify the features of discussion board prompts that support critical thinking, student engagement, and meaningful conversation
• Examine how Blackboard and VoiceThread support student learning through online discussions
• Design or revise a discussion board prompt that supports deep learning, student engagement, and ongoing discussion for your course

Workshop materials include slides and links provided during the workshop. Please note that you must be logged into Box using your UIC NetID to access these materials.

ChatGPT is a conversational AI system that uses natural language processing techniques to generate human-like text. Since its release to the public, ChatGPT has brought unprecedented attention to the capabilities of generative AI. However, the ethical implications of ChatGPT in education immediately came to the fore. As the use of ChatGPT becomes more ubiquitous, there is a need for awareness and dialogue across the UIC teaching community. How can ChatGPT be used effectively for teaching and learning? At the same time, how can instructors discourage or prevent unauthorized use of ChatGPT in their classrooms?

This discussion is CATE’s first step in building a community of practice among campus stakeholders and supporting an ongoing conversation across UIC’s teaching and learning community. We invite you to come listen and share your experiences and perspectives on ChatGPT in the classroom.

From a student’s perspective, many teaching presentations suffer because the slides are overwhelming. Much of the problem arises from instructors following PowerPoint’s defaults and building their talks on phrase headlines supported by bulleted lists. This seminar presents the assertion-evidence approach to designing slides for classroom teaching. In this approach, the speaker, Michael Alley, builds the talk on key messages supported by visual evidence. Their research has found that assertion-evidence talks are more focused and much better understood by students. In addition, by delaying the assertions, opportunities arise to make the class more interactive by having students discover the main takeaways of the presented evidence.

Holding a master of science in electrical engineering and a master of fine arts in writing, Michael Alley is a teaching professor of engineering communication at Penn State. He is the author of The Craft of Scientific Presentations (Springer, 2013), which has been translated to Japanese and Chinese, and The Craft of Scientific Writing (Springer, 2018). Over the past decade, Alley has taught presentations and writing to engineers and scientists on four continents. Sites include Army Corps of Engineers, Google, Harvard Medical School, MIT, Texas Instruments, the University of Oslo, and the University of Illinois. Alley’s website on presentations is a top Google listing for assertion-evidence presentations and his website on writing is a top Google listing for writing as an engineer or scientist.

From an audience’s perspective, many presentations of scientific research suffer because the talks are unfocused. This lack of focus leads to much noise, which reduces the understanding by the audience. Much of the problem arises from speakers following PowerPoint’s defaults and building their talks on phrase headlines supported by bulleted lists. This seminar presents the assertion-evidence approach to designing research presentations. In this approach, the speaker, Michael Alley, builds the talk on key messages supported by visual evidence. Their research has found that assertion-evidence talks are more focused and much better understood by audiences. In addition, our speakers (even those initially nervous about making presentations) report that using the assertion-evidence approach has given them more confidence.

Holding a master of science in electrical engineering and a master of fine arts in writing, Michael Alley is a teaching professor of engineering communication at Penn State. He is the author of The Craft of Scientific Presentations (Springer, 2013), which has been translated to Japanese and Chinese, and The Craft of Scientific Writing (Springer, 2018). Over the past decade, Alley has taught presentations and writing to engineers and scientists on four continents. Sites include Army Corps of Engineers, Google, Harvard Medical School, MIT, Texas Instruments, the University of Oslo, and the University of Illinois. Alley’s website on presentations is a top Google listing for assertion-evidence presentations and his website on writing is a top Google listing for writing as an engineer or scientist.