Room 428 Armory Building
In this hands-on workshop participants will practice building and organizing content within the Illinois Compass 2g environment, including teaching tools and the Grade Center. The workshop facilitator will also provide examples of best practices drawn from research on teaching and learning in both online and face-to-face settings.
Center for Innovation in Teaching and Learning
Armory Room 172
Adobe Spark is a suite of free, cloud-based applications that allow you to easily incorporate multimodal assignments within your course. Whether you want students to work with text and imagery, build their own webpages or create a simple video, Adobe Sparkremoves the learning curve and technical support typically required for these types of multimodal assignments.
Center for Innovation in Teaching & Learning
Room 172 Armory Building
Anita Greenfield, John Kotnarowski
Room 428 Armory Buildling (Southwest corner of the building)
Workshop Series: Preparing to Take the EPI
These four workshops are designed for Graduate Students who plan to take the EPI. The workshops are free, but registration is required. Space is limited, so register early at http://go.illinois.edu/EPI_Workshop_Registration. First-time test-takers and students re-taking the EPI are eligible to attend. Each workshop will focus on a different part of the EPI, including the EPI's structure, how it's scored, preparation tips, definition of terms, responding to open-ended questions, strategies for effective interviewing, and activities and resources you can use on your own to prepare for the EPI. During each session, you'll also have time to practice what you've learned and receive brief feedback. Detailed information about the EPI can be found at http://citl.illinois.edu/citl-101/measurement-evaluation/english-proficiency-interview.
Questions? Email us at firstname.lastname@example.org.
Location: Workshops on Jan 31, Feb 7, and Feb 21 take place in Room 428, Armory Building (Southwest corner of the Armory Building). On Feb 13, go to Room 430.
Workshop session descriptions:
Session 1: Wednesday, January 31, 5:30 to 6:45pm. Topics include how the EPI is structured; strategies for defining terms; practice with workshop participants.
Session 2: Wednesday, February 7, 5:30 to 6:45pm. Learn how to use clarification and negotiation strategies to improve your listening and communication skills in English.
Session 3: Tuesday, February 13, 5:30 to 6:45pm. Learn strategies for answering open-ended questions.
Session 4: Wednesday, February 21, 5:30 to 6:45pm. With other workhops participants, practice completing sample EPIs; set goals for oral English improvement; learn about resources you can use to improve your English skills. Note: This session will be most beneficial if you also attend one or more of the earlier sessions. The content in session 4 pulls together everything learned in sessions 1, 2, and 3.
Center for Innovation in Teaching & Learning (CITL) and ESL/ITA Program
Tyler Pack, CITL Grad Affiliate
Armory building, room 428
Typical courses measure student learning only through homework, papers, and/or exams. These formal methods of evaluation are helpful, but teachers and students can work together in a variety of informal ways to ensure that course learning objectives are clear and achievable throughout each week of the semester. Come learn about a variety of Classroom Assessment Techniques which can improve the learning environment for you and your students.
This is a TA-to-TA workshops, offered by one of CITL's Graduate Affiliates
The Innovation Studio is a new CITL collaborative learning space aimed at transforming the undergraduate educational experience. With a large video wall and interactive touchable, the room will function as a student-centered, high-tech ideation and visualization space as well as a 25-person classroom for three select courses per term.
The Innovation Studio has been designed to collect and analyze data about student learning in collaborative, project-based environments. We look forward to partnering with interested faculty to design and develop research initiatives aimed at understanding how students learn through peer interaction, self-directed exploration, and purposeful metacognitive reflection.