Fall 2019 Webinars

Fall 2019


Labor-Based Grading Contracts as Antiracist Classroom Assessment (12/13/19)


This live workshop featured Dr. Asao Inoue leading a Faculty Workshop on Labor-Based Grading Contracts. This interactive workshop gave participants a hands-on experience with labor-based grading contracts, which can be used in a wide range of courses across all disciplines. The grading practice takes all grades out of the classroom on a day to day basis, yet still produces a final course grade. Among many benefits to students, labor-based grading contracts encourage a critical space for students to interrogate judgement itself, take lots of risks in their learning, experience “failure” without being overly-punished by it, and cultivate critical, reflective stances toward the politics of language in the world. Participants of the workshop gained a number of resources: a sample labor-based grading contract, sample labor log for students, and a handout with other electronic resources for teachers who wish to explore this practice in their own classrooms. 

Labor-Based Grading Contracts as Antiracist Classroom Assessment (Live Recording*)

In order to view the video, you will:
  1. Self-enroll in the Canvas Media Library at: https://canvas.humboldt.edu/enroll/J3N6X8
  2. Once in the Media Library, scroll to the C's and locate "CTL"
  3. Click on "CTL"
  4. Click on the: "Labor-Based Contract Grading December 2019, Asao Inoue" to view the recording


CSU: Students' Pronouns and Preferred* Names: Class Rosters That Promote Belonging and Inclusion (11/21/19)


In this webcast, Luoluo Hong, Associate Vice Chancellor for Student Affairs and Enrollment Management, and Darlene Daclan, Director of Academic and Student Affairs Business Systems, discussed the importance of promoting gender inclusion as a policy imperative and, more importantly, as an educational responsibility. They explained the process by which students can indicate pronouns and preferred names in the student information system and see how faculty views of student information will change. They also discussed how using names and gender pronouns creates an inclusive learning environment and instills a sense of belonging in students.
*Note: the phrase "preferred", while still in use within CSU's systems to help students change their names within their class records, has fallen out of favor by many within gender discourse, as it can problematically imply that a person's lived names or pronouns are not their "real" names/pronouns, or that they are simply easily ignorable pesonal presferences. For more information see the UMass handout provided below.



CSU: Equity in Introductory Statistics: Co-Requisite Design and Complex Instruction (11/20/19)

In this webcast, Alana Unfried, Assistant Professor of Mathematics and Statistics, explained how she and her colleagues organized the corequisite structure and applied complex instruction to effectively support student learning in introductory statistics. She shared practical tips on implementation discovered along the way. While examples of learning activities are drawn from statistics, this presentation is of interest to all those who have adopted corequisite support for student success in mathematics/quantitative reasoning.​

AAC&U: Fostering Civic Consciousness through Creativity-Based Pedagogy (11/14/19)

Can pedagogies developed to foster critical and creative thinking in arts, design, and visual communications majors be integrated into other disciplinary areas in order to foster a civic consciousness for the public good? This webinar highlighted exemplary pedagogies and present strategies for applying them across disciplinary boundaries. 

Fostering Civic Consciousness through Creativity-Based Pedagogy (Webinar Recording & Slide)

Watermark: Making Learning-Centered Teaching Work (11/12/19)

In this presentation, the examples focused on how to foster success for all students, including historically marginalized students. This webinar launched the author’s new service of offering Making Learning-Centered Teaching Work Course Design Institutes and customizable workshops on implementing this approach. The book and her programs demonstrate how all faculty members can integrate learning-centered teaching into their practice without sacrificing content and rigor.

Making Learning-Centered Teaching Work (Webinar Recording)

AAC&U: Strategies for Supporting Faculty Planning to Advance Curricular Coherence: Four Case Studies (10/22/19)

When intentionally designed by faculty, curricular pathways can guide students to higher levels of learning, intellectual skill development, and practical knowledge. This webinar featured the ambitious curricular change efforts currently underway to increase intentionality and reduce time to degree at the four institutions participating in AAC&U’s Purposeful Pathways: Faculty Planning for Curricular Coherence project (Community College of Philadelphia; University of Houston–Downtown; University of Nevada, Las Vegas; and Winston-Salem State University). This effort is funded by the Teagle Foundation. 

Strategies for Supporting Faculty Planning to Advance Curricular Coherence: Four Case Studies (Webinar Recording & Slides)

CSU: Fall 19 Graduation Initiative 2025 Symposium (10/17 & 18/19)

The California State University Graduation Initiative 2025 Symposium features nationally recognized thought leaders in keynote presentations, workshops and Grad Talks to engage CSU participants from across the state in conversations about degree completion and student success.

AAC&U: Adding VALUE: How AAC&U's Signature Approach to Assessment Can Improve Teaching, Learning, and Student Success (9/25/19)

Valid Assessment of Learning in Undergraduate Education (VALUE) empowers faculty and other higher education professionals to engage in the authentic assessment of student learning by providing the tools needed to use students’ work to gauge and demonstrate their success. This webinar presented an overview of the VALUE approach and showcase the various options for employing it, from local assessments using the VALUE rubrics to the external validation available through the multinational, multi-institutional scoring initiative.

Adding VALUE: How AAC&U's Signature Approach to Assessment Can Improve Teaching, Learning, and Student Success (Webinar Recording & Slides)
AAC&U: The Confounding Promise of Community: Why it Matters More Than Ever for Student Success (9/17/19)

What is the role of community—as a concept, an outcome, and an entity—in a liberal education, and how can community contribute to student success? How do students experience community, on and off campus? This webinar examined emerging definitions of community, ongoing efforts to create inclusive pathways for engagement, and ways community-based practices can advance inclusive excellence. From multiple institutional perspectives, presenters explored how a collective understanding of community can shape the a commitment to equity and student success.

The Confounding Promise of Community (Webinar Recording & Slides)

Watermark: Accreditation: Learning to Tell Your Story (9/10/19)

Facing an accreditation visit? No need for fear or panic! Regional and programmatic accreditors often provide guidance on how to best meet their standards. With proper planning and preparation, you can use the accreditation process to establish strong quality assurance systems and a culture of continuous improvement.

Accreditation: Learning to Tell Your Story (Webinar Recording)

Educase: How to Use Data to Put Learners First (9/3/19)

Facilitated by Kevin Kowal and Christopher Sessums
This 60-minute webinar explored different ways higher education institutions are using their learning management system data to optimize student success and institutional effectiveness before it's too late to make a difference. They explored what data is important to supporting institutional success initiatives and how LMS data can be used to bolster and reinforce continuous improvement efforts.

How to Use Data to Put Learners First (Webinar Recording & Slides)

HSU is an AA/EO institution. This event is wheelchair accessible. Persons who wish to request disability-related accommodations, including sign language interpreters, should contact SDRC at 707.826.4678 or sdrc@humboldt.edu