Summary

Trauma-Informed Approaches (TIA) offer essential strategies for higher education professionals dedicated to supporting student well-being and academic achievement. Adapted from Trauma Informed Oregon training materials, this session introduces a core framework for engagement: Regulate, Relate, and Reason. This approach highlights that students must feel emotionally regulated and personally connected before they can process complex ideas, reason effectively, or engage in academic problem-solving.

The presentation broadens the conventional view of trauma to include accumulated stress, historical trauma, systemic oppression, and community-wide events. By examining the neurobiology of stress, presenters demonstrate how survival responses鈥攕uch as fight, flight, freeze, or fawn鈥攃an alter executive functioning, short-term memory, focus, and sensory processing in the classroom. To address these challenges, educators explore the Six Principles of Trauma-Informed Approaches: Safety, Trustworthiness & Transparency, Peer Support, Collaboration & Mutuality, Empowerment/Voice & Choice, and Cultural Responsiveness. Practical frameworks like the Window of Tolerance and the RAIN self-compassion model provide actionable methods to foster regulation and healing across campus.

Presentation Outcomes

• Apply Core Engagement Steps: Integrate the sequential steps of Regulate, Relate, and Reason into classroom routines and student interactions.
• Expand the Lens of Trauma: Recognize how chronic stress, historical trauma, systemic barriers, and community events influence student engagement.
• Identify Neurobiological Impacts: Understand how trauma and chronic stress affect executive brain functions, memory retention, attention, and sensory sensitivity.
• Implement TIA Principles: Incorporate safety, transparency, peer support, mutuality, student choice, and cultural responsiveness into instructional policies and practices.
• Utilize Self-Regulation Frameworks: Apply practical tools, including the Window of Tolerance and RAIN model, to support emotional regulation for students and staff.

Post generated by CTLE Web Designer Gem on 08/13/2026

Summary

As artificial intelligence becomes increasingly integrated into higher education, faculty members need practical skills to navigate and utilize these tools effectively. This interactive workshop introduces educators to prompt engineering鈥攖he art of crafting clear, structured instructions to get reliable and relevant outputs from generative AI. Approaching AI as a personal assistant rather than a replacement for instructional expertise, the session emphasizes how educators can save time, improve teaching productivity, and better prepare students for an AI-driven world.

The presentation covers foundational and advanced prompting strategies. Essential practices include specifying distinct personas, defining exact output formats, and engaging in iterative refinement. Participants explore advanced concepts such as Chain-of-Thought reasoning (asking AI to solve problems step-by-step), Prompt Chaining (deconstructing complex workflows), zero-shot versus few-shot prompting, and self-criticism techniques. Additionally, the session highlights key parameters like Temperature and Top-P, demonstrating how adjusting these settings controls whether an AI response is predictable and focused or highly creative.

Participants also gain hands-on experience with campus-supported tools, including Google Gemini (comparing the Flash and Pro models for coding and mathematics) and custom Google Gems to automate repetitive teaching tasks. Finally, the workshop demonstrates NotebookLM, showing how faculty can curate slide decks, documents, and web links into a single notebook to instantly generate study guides, FAQs, and multimedia overviews for students.

Presentation Outcomes

• Master Foundational Prompting: Craft effective prompts using defined roles, target audience specifications, explicit formatting, and step-by-step evaluation methods.
• Apply Advanced Prompt Frameworks: Utilize chain-of-thought reasoning, prompt decomposition, zero-shot/few-shot examples, and self-critique techniques to handle complex academic tasks.
• Control AI Output Parameters: Adjust temperature and Top-P values to balance analytical precision with creative generation in AI responses.
• Build Custom AI Workflows: Navigate Google Gemini Flash and Pro models and design reusable Google Gems to streamline lesson planning and feedback.
• Synthesize Content with NotebookLM: Combine course documents, websites, and media files into centralized notebooks to produce interactive study guides, quizzes, and summaries.

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Summary

In this presentation, Peter Banwarth Carrillo shares how a quick instructional pivot transformed student engagement and belonging in a Statistics 244 course. Initially planning for students to complete an original ten-week research project, Peter realized during the first week that students lacked the foundational statistical background to choose appropriate topics and datasets. To prevent student frustration and keep statistics approachable, he shifted away from the original project and created a biweekly virtual guest speaker series.

The speaker series introduced students to professionals who apply data in diverse fields, including a county epidemiologist, a political polling consultant, insurance actuarial analysts, and a healthcare data analyst. Each guest spent an hour over Zoom discussing their daily responsibilities, how they communicate data to non-experts, their personal career journeys, and ethical challenges in their work. Students prepared personalized questions before each session and submitted reflection papers afterward to synthesize what they learned. This initiative successfully fostered a sense of community, demystified career pathways, and deepened student appreciation for statistical thinking, all while maintaining full coverage of required course content.

Presentation Outcomes

• Identify Instructional Pivots: Recognize when course assignments exceed student readiness and adapt plans to maintain engagement and learning outcomes.
• Implement Virtual Guest Speaker Series: Connect course concepts with real-world applications by inviting professionals to share their experiences via Zoom.
• Structure Student Reflections: Use pre-thought questions and post-presentation reflection papers to encourage active participation and deeper thinking.
• Foster Belonging and Curiosity: Help students build confidence and see themselves in data-driven fields by exploring non-traditional career paths and practical statistics.
• Balance Course Content: Integrate interactive guest sessions into class time without sacrificing core curriculum requirements.

Post generated by CTLE Web Designer Gem on 08/13/2026

Summary

In content-heavy science courses like Anatomy & Physiology, rapid pacing and complex terminology can create high stress for students. In this interactive presentation, 抖阴福利导航 biology instructor Ksenia Everton demonstrates how implementing two-stage collaborative quizzes transforms standard testing into an active, high-impact learning tool that lowers test anxiety while strengthening student engagement and classroom belonging.

The collaborative quizzing process begins with a timed individual 15-question multiple-choice quiz. After turning in their individual answer sheets, students keep their question sheets and immediately join randomly assigned groups of three. Working together under a timer, each group discusses the questions, negotiates answers, and submits a shared consensus answer sheet. Individual performance accounts for 70% of the overall quiz grade, while the group consensus score accounts for 30%. Immediately following the group portion, Ksenia reviews the correct answers with the class to resolve misconceptions while the concepts are fresh in their minds.

The benefits of this strategy extend far beyond higher assessment scores. Classroom data shows that roughly 72% of students improve their scores during the group portion, and nearly half of group scores surpass the highest individual score in that triad鈥攈ighlighting a powerful group synergy effect. Beyond academic gains, students practice vital professional soft skills such as communication, active listening, negotiation, and peer teaching, preparing them for team-based careers in healthcare while building lasting peer connections.

Presentation Outcomes

• Structure Two-Stage Quizzes: Design and facilitate a two-part assessment model consisting of individual completion followed by group consensus testing.
• Promote Group Synergy and Active Recall: Leverage collaborative peer discussions to reinforce complex concepts, clear up misunderstandings, and improve retention.
• Develop Essential Soft Skills: Cultivate teamwork abilities, including time management, persuasive communication, active listening, and consensus-building.
• Enhance Student Belonging: Build structured peer interactions that reduce isolation, build community, and foster confidence in rigorous STEM coursework.
• Optimize Implementation Parameters: Determine ideal settings for group sizing, grading weighting, timing, and accommodations to suit specific course needs.

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Summary

In this CTLE Teaching Week presentation, 抖阴福利导航 faculty member Maria Sefchick explores practical ways educators can combat burnout, loneliness, and widespread cynicism. Rather than treating hope as passive optimism, Sefchick frames hope as a discipline and a practical tool for shaping a better future in higher education.

To help faculty navigate overstimulation and compassion fatigue, Sefchick introduces the “HOPE” framework:

• Heal: Protect your energy by setting clear boundaries, practicing mindfulness, limiting media exposure, and prioritizing rest.
• Open: Practice “hopeful skepticism” instead of cynicism, keeping an open mind to positive change, joy, and new evidence.
• Purpose: Reconnect with your core reasons for entering education and recognize the long-term ripple effects of supporting students.
• Engage: Build community through shared resources (OER), collaborative learning, and creative problem-solving in the classroom.

Through real-life stories of students overcoming severe adversity, Sefchick reminds instructors that focusing on the part of the world within their reach can transform both their teaching practice and their students’ lives.

Presentation Slides:

Learning Outcomes

After reviewing this post and presentation, faculty will be able to:

• Distinguish between passive optimism, cynicism, and active “hopeful skepticism.”
• Apply the HOPE framework (Heal, Open, Purpose, Engage) to prevent educator burnout and compassion fatigue.
• Set healthy boundaries between personal life and work to maintain long-term sustainability as an instructor.
• Implement community-centered teaching strategies that foster belonging, trust, and collaboration among students.

Post generated by CTLE Web Designer Gem on 08/16/2026

Summary

In this presentation from CTLE Teaching Week, 抖阴福利导航 biology instructor Ksenia Everton demonstrates how collaborative quizzing transforms traditional testing into a powerful learning tool. Designed for fast-paced, content-dense courses, this strategy helps students master complex material while building a supportive classroom community.

The activity follows a structured three-step process during a single class period:

• Individual Quiz: Students complete a short, 15-question closed-book quiz on their own. They turn in their answer sheets but keep their printed question sheets.
• Group Collaboration: Students are randomly placed into small groups of three. Working with their question sheets, they talk through each question, explain their reasoning to peers, and submit one shared consensus answer sheet.
• Immediate Feedback: The instructor reviews the answers with the entire class right after submission, allowing students to clarify misunderstandings on the spot.

Classroom data shows that 72% of students improve their scores during the group portion. Remarkably, about half of the time, the group score is higher than any single individual score within that group. This demonstrates how peer discussion creates a synergistic effect where students teach and learn from one another. In addition to improving test results, collaborative quizzes help lower student anxiety, strengthen critical thinking, and build a stronger sense of belonging.

Presentation Slides:

Learning Outcomes

After reviewing this post and presentation, faculty will be able to:

• Explain the benefits of using collaborative quizzes as both an assessment and active learning tool.
• Structure individual and group testing procedures within a single class session.
• Establish effective grading rules, point allocations, and group sizes to encourage equal participation.
• Use peer discussion to foster student confidence, critical thinking, and classroom community.

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Summary

In this Center for Teaching and Learning Excellence (CTLE) showcase, faculty leaders present eleven distinct Faculty Learning Communities (FLCs) designed for the academic year. These peer-led groups allow 抖阴福利导航 instructors to draw on shared expertise, reflect on classroom practices, and explore innovative teaching methods across disciplines.

The session highlights a diverse range of FLC topics aimed at improving student engagement and instructor growth:

• Generative AI in the Classroom: Building critical AI literacy and navigating ethical tech integration.
• Reading Pedagogy: Unpacking reading strategies and cognitive processes across subject areas.
• Experiential Learning: Creating hands-on, career-focused student projects to deepen learning.
• Reflective Practice: Developing structured habits for ongoing teaching self-assessment.
• Lived Experiences & Adult Learning: Applying adult learning theory (andragogy) and centering student identity.
• Deaf Lens & Accessibility: Bridging communication gaps between deaf and hearing communities using medical, social, and cultural frameworks.
• Second Language Environments: Supporting multilingual learners and instructors across various departments.
• Community-Based Learning: Partnering with local organizations to engage students in mutual aid and social action.
• Information Ecosystems: Exploring how algorithms, privacy, and media consumption influence student learning.
• Technology & Belonging: Using digital tools to foster classroom connection and inclusive environments.
• Critical Grading Practices: Re-examining assessment techniques and exploring equitable grading models.

Learning Outcomes

After reviewing this session and post, faculty will be able to:

• Identify available CTLE Faculty Learning Communities (FLCs) and their core objectives for the academic year.
• Describe how peer-led collaboration fosters reflective teaching practices and instructional innovation.
• Connect with FLC facilitators to explore specialized topics such as AI literacy, adult learning theory, and community-based learning.
• Implement discipline-specific strategies that support student engagement, accessibility, and equitable course design.

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Summary

In this CTLE session, Kaela Parks, Dean of Inclusive and Accessible Education, provides key updates on student accommodation processes and accessible education teams at 抖阴福利导航. The presentation outlines the core areas supporting students and instructors, including Student Accommodation, Accessible Technology, Communication Access, Digital Inclusion, and Disability Culture.

The session walks through the three-step accommodation framework: self-disclosure, faculty notification, and collaborative implementation. Parks addresses common barriers students face during self-disclosure鈥攕uch as documentation costs and social stigma鈥攁nd highlights 抖阴福利导航 initiatives like the Learning Evaluation Access Project (LEAP) designed to reduce these obstacles.

Faculty will also learn about essential campus tools and policy updates. Key features include Digital Navigators available to support all students with technology, campus-wide accessibility software like Read&Write, guidelines for working with ASL interpreters and captions, and important changes to Flex Plans, which are now instructor-defined to help balance course structure with flexible accommodations.

Presentation Slides:

Learning Outcomes

After reviewing this post and presentation, faculty will be able to:

• Identify the roles and services provided by 抖阴福利导航’s Accessible Education teams.
• Navigate the three-step student accommodation process and support students through self-disclosure barriers.
• Connect students with support resources, including Digital Navigators and Read&Write software.
• Set up and customize instructor-defined Flex Plans to accommodate unpredictable student needs while preserving course integrity.
• Apply practical strategies for effective communication access, including live captioning and working with interpreters.

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Summary

In this CTLE session, Erin McChurch and Jared Kasten from 抖阴福利导航’s Office of Student Support and Intervention explore how the college balances student freedom of expression with classroom behavioral expectations. The presenters clarify the scope of First Amendment rights on campus, highlighting the differences between public areas and non-public educational forums like classrooms and libraries, where structured, non-disruptive instruction is maintained.

The presentation outlines 抖阴福利导航’s four-step Behavioral Clarification Process鈥攁 practical framework designed for early, direct intervention when student conduct strays from expectations. Instructors learn how to state specific observations, set positive behavioral goals, offer campus support resources, and clarify next steps, while reinforcing these conversations with written documentation that aligns with the Student Code of Conduct.

Faculty will also gain insight into the wider network of services managed by Student Support and Intervention, including CARE referrals, urgent student funding, Title IX, Title VI, and formal complaint processes. The session offers actionable advice for managing off-topic or charged discussions, guiding civil dialogue, and knowing when to escalate safety concerns to campus public safety or conduct coordinators.

Presentation Slides:

Learning Outcomes

After reviewing this post and presentation, faculty will be able to:

• Differentiate between protected freedom of expression and disruptive classroom behavior under 抖阴福利导航 policy.
• Apply the four-step Behavioral Clarification framework to address conduct concerns directly and constructively.
• Document behavioral expectations in writing to create clear student records and support potential conduct escalations.
• Implement proactive strategies, such as syllabus guidelines and redirection techniques, to manage charged discussions.
• Identify campus support resources offered by Student Support and Intervention, including CARE referrals and Title IX support.

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Summary

Approximately 30% of 抖阴福利导航 students speak a language other than English at home. In this CTLE session, ESOL instructors Tim Krause and Elizebett Eslinger share low-barrier, high-impact teaching strategies designed to help faculty across all academic disciplines support multilingual learners.

Through interactive simulation exercises, the presenters show how complex jargon, unexplained acronyms, and rapid verbal-only instructions can create barriers for students. They outline practical teaching adjustments鈥攕uch as pairing written text with spoken directions, scaffolding complex tasks, offering extra processing time, and using visual graphics鈥攖hat significantly improve comprehension for non-native English speakers while benefiting all students.

The session also highlights findings from a survey of former 抖阴福利导航 ESOL students, offering direct student perspectives on what helps them succeed in general college courses. Key takeaways emphasize avoiding idioms, fostering peer collaboration, and helping students navigate the culture and unspoken expectations of higher education in the United States.

Presentation Slides:

Learning Outcomes

After reviewing this post and presentation, faculty will be able to:

• Identify common learning and communication challenges faced by multilingual students in college classrooms.
• Implement universal design strategies, including multi-modal instructions (written and spoken) and visual supports.
• Scaffold classroom assignments and activities to build confidence and deeper comprehension.
• Recognize and minimize academic jargon, cultural idioms, and assumed background knowledge that create learning barriers.
• Foster an inclusive classroom environment that encourages peer collaboration and active question-asking.

Post generated by CTLE Web Designer Gem on 08/16/2026