2023 - 2024 Faculty Fellows
2023 - 2024 Faculty Fellows
Professional Learning Workshops
Professional Learning Workshops
Workshops are listed alphabetically by title.
Recordings and additional resources are shared after the session.
Workshops are listed alphabetically by title.
Recordings and additional resources are shared after the session.
Session Date: 10/6/23
Session Facilitator: Rachel Zimmerman, Asst. Professor of Art
Session Goals
Apply solutions to plagiarism to AI-generated content
Pivot from policing to collaborating with students
Raise awareness of accessibility pitfalls
Session Description
Are you seeing student work that seems to be AI-generated? Are you concerned that students who are using AI aren’t learning? Join me in brainstorming assignments and grading methods that ensure that students are learning even if they are using AI. We will work to find solutions that make your role as educator less stressful so that you can focus on the enjoyable parts of teaching.
Session Resource: Self-Paced Nearpod
Session Recording: https://youtu.be/5sbCZorLLa4
Resources for Further Learning
Cara Jordan, “The Plagiarism Chronicles,” Art History Teaching Resources, March 23 2014, https://arthistoryteachingresources.org/2014/03/the-plagiarism-chronicles/
Emily Pitts Donahoe, Trey Johnson, and M. Abigail Turner, “The Rise of Generative AI Calls for New Approaches to Grading,” Unmaking the Grade, September 29 2023, https://emilypittsdonahoe.substack.com/p/the-rise-of-generative-ai-calls-for
Cara Zimmerman and Rachel Zimmerman, “Alternative Grading Practices,” CTLL, October 6 2022, https://sites.google.com/view/csup-ctl/events-opportunities/faculty-fellows-session-archive/22-23-faculty-academy-archives?authuser=0#h.krplq4n0nrdd
Chris Creighton, “Viewing Grading Through an Equity Lens,” CTLL,
Jody Greene, “The L Word: Any serious effort to engage faculty in the student success movement will require grappling with the realities of faculty labor and limits on their time,” Inside Higher Ed, December 15 2022 https://www.insidehighered.com/views/2022/12/16/consider-faculty-labor-student-success-efforts-opinion
Session Date: 09/08/23
Session Facilitator: Rachel Zimmerman, Asst. Professor of Art
Session Goals
Understand AI’s functionalities and limitations
Understand ethical and legal considerations
Develop plan for student use of AI for coursework
Session Description
This short, interactive workshop will prepare you to make informed decisions about student use of AI in your courses, whether you want to discourage, permit, or encourage such use. We will delve into AI facts and fictions, how AI works, and what students and educators need to know about AI in the classroom and the workplace.
Session Resource: Self-Paced Nearpod
Session Recording: View on YouTube
Resources for Further Learning
Separating fact and fiction:
Catherine Thorbecke, “Don’t tell anything to a chatbot you want to keep private,” CNN, April 6, 2023
Matt O’Brien, Hannah Fingerhut, and the Associated Press, “A.I. tools fueled a 34% spike in Microsoft’s water consumption, and one city with its data centers is concerned about the effect on residential supply,” September 9, 2023.
Tara García Mathewson, “AI Detection Tools Falsely Accuse International Students of Cheating
Stanford study found AI detectors are biased against non-native English speakers,” The Markup, August 14, 2023
Session Date: 10/30/23
Session Facilitator: Dr. Yvonne J. Montoya Associate Professor of Communication & Information Design
Session Goals
Understand the difference between emotional labor and emotional work.
Identify types of emotional labor that impact you day to day.
Explore ways to deal with emotional labor that support a sustainable self.
Session Description
Emotional labor requires that individuals manage their emotions in an effort to adequately perform their paid work. Being a faculty or staff member at an academic institution is one industry that demands emotional labor. While managing emotions is an important aspect of the job, it can lead to increased stress, burnout, absenteeism, and turnover. It is important for institutions and individuals to recognize the impacts of emotional labor and develop ways to deal with this labor in beneficial ways.
Session Date: 11/14/23
Session Facilitator: Michael Briscoe, Asst. Professor Sociology,. Criminology & Anthropology
Session Goals
Become familiar with different venues for pedagogical publishing.
Brainstorm with peers to identify work that you’ve already done that might be publishable.
Find discipline specific resources that you can incorporate into your own class.
Session Description
You create activities, assignments, syllabi, and much more for every class. This is hard work! Did you know that you can publish these things in peer-reviewed journals and repositories? You get credit for this work, and you can also find other people’s contributions in these areas to incorporate in your own classes!
Session Recording: View on YouTube
Session Date: 1/29/24
Session Facilitator: Emily Mulvihill, Assistant Professor, Education
Session Goals
Define and delve into the concepts around unconditional positive regard.
Discuss best practices and learn how to implement student-centered strategies.
Session Description
Unconditional positive regard is a social-emotional approach to teaching which allows educators to accept students for what they bring uniquely to each course. Unconditional positive regard means a person knows they are accepted and valued no matter what. Even if they are flawed, unconditional positive regard allows the person to feel respected and cared for.
Session Recording: View on YouTube
Resources for Further Learning
Linking Unconditional Positive Regard and Teacher Well-Being, Berry Street
The Power of Positive Regard, The Chronicle of Higher Education
10 Ways to Practice Unconditional Positive Regard, Carl Rogers
How Unconditional Positive Regard Can Help Students Feel Cared For, KQED
Using Unconditional Positive Regard in the Classroom, Positive Psychology
Gonzalez, J. (2023). Nothing's going to change my mind. How unconditional positive regard transforms classrooms. Cult of Pedagogy. https://www.cultofpedagogy.com/unconditional-positive-regard/
Venet. A. (2023). Equity-centered trauma informed education. WW Norton and Co. Inc.
Session Date: 11/10/23
Session Facilitator: Rachel Zimmerman, Asst. Professor of Art
Session Goals
Develop a scope of practice
Learn when and how to involve outside support
Gain insight into trauma awareness basics
Session Description
At this point in the semester, faculty often need support more than they need new strategies for teaching. This online session focuses on practices that help educators and, in turn, create a trauma-aware and supportive atmosphere for students. I will assist you in developing your Scope of Practice, a list of tasks that are part of your job and those that are outside of your responsibility. We will discuss when and how to refer students to support services, so that you are not carrying the weight of student support alone.
Session Recording: View on YouTube
Resources for Further Learning
Trauma-Aware Teaching Checklist by Karen Costa
Trauma Fundamental for Higher Educators course by Karen Costa
Cavanagh, S. R. (2023). “‘They Need Us to Be Well’: The surprising recipe for building students’ emotional well-being in the classroom? Rest and joy — for professors,” Chronicle of Higher Education, May 2.
Costa, K. (2022). “An Educator’s Scope of Practice: How Do I Know What’s Mine?” In Thompson, P., Carello, J. (eds), Trauma-Informed Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-92705-9_15
Walker, T. (2019). “‘I Didn't Know It Had a Name’: Secondary Traumatic Stress and Educators,” NEA News, October 18.
Session Date: Feb 7th, 2024 3pm - 4pm
Session Facilitator: Callico Jones, CSU Pueblo MSW faculty, Visiting Assistant Professor and MSW Field Coordinator
Session Goals
Develop language to describe and define white dominant culture character traits.
Identify ways these traits appear in daily life and in the systems in which you live, work, and play.
Discover helpful and possibly harmful traits.
Discover ways to dismantle the white dominant character traits.
Session Description
What can you say about white culture? How can it be identified? What words would you use to describe white dominant culture characteristics? How do you personally interact with the characteristics of this culture? How have these dominant cultural characteristics impacted you?
When you ask white people about their culture, many times, they have no idea how to identify it. I am part of this culture and had that struggle for years. In the fall of 2022, I participated in an Anti-Racism for White Clinicians course. I was given materials that have helped me identify, define, notice, and evaluate these cultural characteristics that have influenced me most of my life. I have become passionate about having conversations about how the white-dominant culture influences self-care because I am passionate about helping people develop self-care coping skills and build their resilience capacity.
The characteristics shown to me in that learning group came from Kenneth Jones and Tema Okum’s work “Dismantling Racism: A Workbook for Social Change Groups.” I would love to share what I have learned as I evaluate these characteristics when I notice them showing up in my personal and professional life and see what you think and feel about them in your own life, personally and professionally.
Learn More - Resources and References