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Thursday Workshop Schedule at a Glance Spring 2021

All workshops will be Thurs. 12:15-1:30 via Zoom. To get more info and obtain the password for the session please click the link in the CTL calendar on the home page. If you cannot make a session, all will be recorded and posted on our Canvas page: URL: Questions? Contact us: or


Session Title


February 4

Building Community in Your Online/Hybrid Course

Ellen Maddin

February 11

Transparent Assignment Design

Abdou Ndoye

February 18

Documenting Advising, NAVIGATE, and GPS: Graduation Planning System

Megan LaDow, Amy Racke, & Joetta Browning

February 25

Collaborative Learning

Denice Robertson

March 4

Gender & Racial Inequality in Search Engines

Tamara O’Callaghan

March 11

Transparent Assignment Design

Becky Bailey & Michelle Day

March 18

Teaching Information Literacy within the Context of Misinformation and Disinformation

Lynn Warner & Jill Liebisch

March 25

National LGBTQ Health AwAareness Week

Bonnie Meyer

April 8

Intentionally Creating an Inclusive Classroom

Danielle McDonald

April 15

Choosing OERs

Stephanie Korslund & Cristen Ross

April 22


Darryl Peal

Friday Sharing Teaching Success Schedule at a Glance Spring 2021


Title of Presentation(s)

Presenter (Length of Presentation)


Designing Online Courses with Students in Mind

Abdullah Al Bahrani (30)


Leveraging LinkedIn (Erin),


What Counts As Participation? (Tonya)

Erin Masters (10)

Tonya Krouse (20)


History Alive: Readers' Theater & Transparent Assignment Design

Becky Bailey (30)


Learning to Love Wikipedia: A Hands-on Approach to Teaching Information Literacy

Jessica Lott


Reimagining the Discussion Board (Michele)


Engaging Critical Information Literacy in the Classroom (Rhonda)

Michele Day (20)

Rhonda Davis (10)


University Closed



Graduate and Undergraduate Students’ Information Competencies and Qualitative Feedback on the Information Literacy Module

Suk-hee Kim (30)


Mid-Course Evaluations to Improve Teaching and Learning

Ashley Vaughn (30)

The Center for Teaching and Learning provides hands-on professional learning for faculty and staff in via Zoom for Spring 2021.  Check the calendar for future workshops. 

Spring 2021 Educator Learning Communities (ELCs)

An educator learning community, or ELC, is a group of educators that meets regularly to learn together around a shared topic or purpose.  Regardless of the topic, there are generally two overarching goals in an ELC: 1) to increase the skills and knowledge of participants through collaborative study and professional dialogue, and 2) to support the educational aspirations, achievement, and success of students through stronger mentoring, leadership and teaching.

Once an ELC group is formed, it is a “closed” group, thus allowing participants to form a safe community in which they can learn with and from one another.  Space is limited; apply early (deadline August 21, 2020).  All meetings will be held virtually via Zoom or Teams. Schedules vary (see applications for specifics).

NKU’s Center for Teaching and Learning will facilitate the following ELCs in Spring 2021 (ALL ELCs will meet virtually for Spring):

Early Career ELC – This ELC is designed for faculty and teaching staff who are in the early stages of their careers.  Topics include: navigating the system for promotion, promotion and tenure, establishing a direction for scholarship, and work-life balance.  

Apply to Participate in the Early Career ELC

Application Deadline: January 15th, 2021

Biased Book Study ELC – This ELC, facilitated by David Childs, will read and discuss Jennifer Eberhardt’s book Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do.  The author explores the phenomena of bias scientifically, illustrating how bias is not the fault of or limited to a handful of “bad actors,” but exists in all levels of society and most certainly impedes our work in higher education. 

Apply to Participate in the Biased Book Study ELC

Application Deadline: January 15th, 2021

Scholarship of Teaching and Learning ELC – This ELC is designed for faculty who want to learn more about SoTL research opportunities and methodologies, ideally with the goal of initiating a SoTL project this year.  Participants will receive the text Engaging in the Scholarship of Teaching and Learning (Bishop-Clark & Dietz-Uhler, 2012) and will be invited to share project ideas and IRB proposals, and manuscripts with the group.

Apply to Participate in the SoTL ELC

Application Deadline: January 15th, 2021

Collaborative Student Learning ELC- Collaborative learning has two goals: learning to work with others to solve problems and gaining understanding by listening to the insights of others (from AACU HIP Practices). This ELC will introduce faculty to various collaborative approaches including short- and long-term collaborations, team-based teaching and many more. The group will provide support and feedback regarding implementation in current courses. In addition, we will focus not only on in-person options, but online collaboration as well. If you are interested in adding collaborative elements to your courses, please join us this Spring. 

Apply to participate in the Collaborative Learning ELC


Application Deadline: January 15th, 2021

Mental Health in the College Classroom- This ELC, aimed at non-clinical members of the university, will explore common mental health concerns facing college students. Participants will discuss learner-support strategies, and explore resources aimed at enhancing student well-being.  

Apply to Participate in the Mental Health ELC

Application Deadline: January 15th, 2021

High Impact Practices ELC-High Impact Practices (HIP) are teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. High Impact ELCs are designed to accommodate faculty at all levels of implementation (from information-gathering to expert practitioner).  Consider joining a HIP ELC if you want to learn more about the 11 High Impact Educational Practices (Links to an external site.), are ready to begin planning for HIP in one of your courses, or want to benefit from shared resources and collegial support during your implementation.

Apply to Participate in the HIPs ELC

Application Deadline: January 15th, 2021

ELC Undergraduate Research- Join us for the exploration and development of course-based research this spring! In this ELC, facilitated by Shauna Reilly (Director of the Institute for Student Research and Creative Activity), we’ll share best practices, discuss readings from different perspectives and disciplines, and hear from NKU faculty who have embedded research in their courses. We’ll explore the use of X92 courses and the S designation as part of student research at NKU and work together to design syllabi that can be submitted for the designation.  This community would benefit those wanting to add research to their courses or want to share their experiences and gather new ideas for their current course-based research. We hope you will join us for this interactive community for discussion, development, and greater understanding of course-based research.  

Apply to Participate in the Research ELC

Application Deadline: January 15th, 2021

Transparent Assignment Design-This learning community is for instructors who want to apply the principles of transparent assignment design into their courses to support student learning. Research has shown that transparent assignment design is associated with durable and equitable student learning. Members of this learning community will support each other by sharing assignment design practices and providing feedback on colleagues’ assignments and questions. Participants will explore different methods and approaches to applying principles of transparent assignment design and developing ways to evaluate how transparent design is impacting student learning in their classrooms.

Apply to Participate in the Transparent Assignment Design ELC

Application Deadline: January 15th, 2021

Equitable and Inclusive Teaching Practices- "Teaching inclusively means embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion — as an asset. It means designing and teaching courses in ways that foster talent in all students, but especially those who come from groups traditionally underrepresented in higher education," (Sathy & Hogan, 2019).  This ELC will explore teaching practices that enable all students to succeed. 

Apply to Participate in the Equity and Inclusive ELC

Application Deadline: January 15th, 2021

Book Discussion: Why Generalists Triumph in a Specialized World- David Epstein's Range: Why Generalists Triumph in a Specialized World. "Provocative, rigorous, and engrossing, Range makes a compelling case for actively cultivating inefficiency. Failing a test is the best way to learn. Frequent quitters end up with the most fulfilling careers. The most impactful inventors cross domains rather than deepening their knowledge in a single area. As experts silo themselves further while computers master more of the skills once reserved for highly focused humans, people who think broadly and embrace diverse experiences and perspectives will increasingly thrive." ( With consequences for both curriculum and pedagogy, this book will be of interest to anyone thinking about higher education's challenge to balance deep specialized knowledge with broad general education. 

Apply to Participate in the Range Book Discussion

Application Deadline: January 15th, 2021