Workshops

On this page:

• Workshops
• Teaching for Student Success Symposium
• Quality Matters (QM) Applying the QM Rubric (APPQMR) (7^th Edition) Workshop
• Recorded Workshops and Presentations

 

The Center for Faculty Excellence (CFE) holds events, throughout the year, that are intended to provide our teaching community with opportunities for learning and improving teaching skills, networking, sharing ideas, and viewing demonstrations of some of the new, emerging pedagogical techniques and technologies that we are exploring.
 

Workshops

Register for CFE Workshops 

 

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Teaching for Student Success Symposium 

Register for the Teaching for Student Success Symposium 

The Center for Faculty Excellence hosted a Teaching for Student Success Symposium on the afternoon of Monday, August 18. The on-campus event provided information, motivation, and new ways to think about teaching your students as you prepare for a new semester.

Schedule

 

Keynote Address, 12–1 p.m.

Catherine Denial

“A Pedagogy of Kindness”  What does it mean to practice a Pedagogy of Kindness?  This presentation will explore three tenets of compassionate teaching: justice, believing students, and believing in students. We'll reflect together on what kindness (and its lack) has meant to us within academia, and how we can - piece by piece - assemble a kind approach to pedagogy that meets the needs of our students and ourselves in a time of great change.

 

Breakout Session 1, 1:15-2:05 p.m.

• A Pedagogy of Kindness: Reflective Workshop - Catherine Denial
  Attendees will learn the three components of a pedagogy of kindness: justice; believing students, and believing in students while reflecting upon the role kindness has and has not played in their own academic journey. Attendees will leave with concrete suggestions for remaking syllabi and assignments with kindness in mind.
   
• Roundtable Room 1
   
  • Belonging in the Classroom: Lessons learned from Equity Champions Community of Transformation - Christa Agiro, Zdravka Todorova, & Melissa Doran
    Join some of the faculty who have completed the WSU Equity Champions program as they discuss some practical, research-based strategies that you can use in your own classroom to help students feel as if they belong.
     
  • Building Community Across the Term: Informal Examinations of Student Satisfaction - Romena Holbert, Rosemary Eustace, & Adrianne Johnson
    The team will present strategies for gathering meaningful insights into student satisfaction throughout the term using lighthearted and informal approaches. Understanding student satisfaction is critical. It often reflects student motivation, indicates who may seek support or require more instructor guidance, and helps us to demonstrate the care for students that drives recruitment, retention, and relationships. This session will offer and elicit practical, engaging methods to monitor satisfaction, spark dialogue, and create responsive learning environments. Participants will be invited to consider collaborations to develop and share adaptable tools and further refine ideas to enhance student experiences and foster open communication in their courses.
     
  • Ideas to Action: Building Classroom Community with Embedded Peer Support - Alison Witte, Jennifer Lobo, & Jill Tussing
    Peer-assisted embedded learning support is becoming an increasingly popular model both at colleges across the country and locally at Wright State. The embedded support model recognizes that the classroom community is a key part of students’ learning process and acknowledges the value of having those who provide support as part of the learning context. Embedded peers serve 2 key functions in the classroom community: (1) for students they act as guides, sharing their experiences as recent learners and connecting them to relevant campus resources and (2) for faculty they act as bridges between students who may be reticent to engage faculty directly or as an extra set of eyes and ears in a large class where it would be impossible for an instructor to engage every student in every class period. This roundtable will provide some best practices implementing and sustaining an embedded peer model in a course and will give participants time to identify approaches, as shared by the facilitators and other participants, that they can apply when working with embedded peer academic support.
     
• Roundtable Room 2 - a. Responsible Employee Training with Title IX - Kate Page and b. Success through Community: results of a faculty learning community in the College of Science and Mathematics - Patrick Sonner, Chad Campbell, & Erik Potts
   
  • Responsible Employee Training with Title IX
    Faculty members at Wright State University are considered "Responsible Employees" per the University’s Sex/Gender-Based Discrimination, Harassment, and Sexual Misconduct policy (Appendix E). This presentation will include information that is beneficial for Responsible Employees to know, including their reporting responsibilities, laws and regulations that govern this compliance, and what/how to report. This presentation will collect faculty names to ensure that they have received necessary training for the 2025-2026 academic year, and that they understand their duties as a Responsible Employee. The information presented will also allow faculty members to ask questions of the Title IX Coordinator and engage with resources available.
     
  • Success through Community: results of a faculty learning community in the College of Science and Mathematics
    Faculty learning communities (FLCs) are small groups of faculty that work together toward varied but specific goals. These goals can include things like solving problems or challenges across the university, sharing knowledge, ideas, and skills in higher education, or working together to update aspects of courses in order to improve student success outcomes. Last summer, an FLC in the College of Science and Mathematics (CoSM) was formed focusing on updates to aspects of specific courses in order to enhance success outcomes. Throughout the summer, Drs. Campbell and Sonner worked with CoSM faculty members, Dr. Suzanne Lunsford, Erik Potts, Dr. Nick Rittuci, and Bridgett Severt to create a community environment to share ideas, challenges, and strategies for enhancing student success outcomes in their respective courses. They then developed a plan for what they were going to adjust in their course and how they were going to assess the effectiveness of that plan. During the fall, the CoSM FLC members implemented their plans, and assessments began in earnest during the spring term. Overall, the outcomes for the FLC saw significant reductions in DFW rates, along with additional benefits. In this roundtable, Drs. Campbell and Sonner will provide an overview of the FLC, as well as overall results and benefits of an FLC, while participating FLC faculty will share what changes they made in their courses and why.
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• Roundtable Room 3 - AI in the Classroom - a. BSoM: Naila Khalil, Lisa Journell, & Joe Macisco and b. Lake Campus : Giovanna Follo, Dave Hochstein, & Nate Tymes
  Presenters from two different colleges will discuss their plan for using AI in the classroom this fall.

 

Breakout Session 2, 2:15-3:05 p.m.

• Engaging by Design: The Role of Regular and Substantive Interaction in Learning Workshop - Sheri Stover
  Regular and Substantive Interaction (RSI) is a federal requirement for distance education courses where students receive federal financial aid. RSI ensures that students actively learn through frequent and predictable interactions with their instructor. Designing classes that include RSI benefits all learning environments (i.e., face-to-face, online, and blended learning). This presentation will review the requirements for designing classes that include RSI and give examples of how to meet the RSI requirements for all learning environments.
   
• Roundtable Room 1 - a. Ungrading, Writing Processes, and Student Success - Crystal Lake, Gabrielle Christner, Autumn Duckworth, & Caleb Fasnacht and b. Building Community through Collaborative and Partnership Learning: Multiple Pedagogies Across Disciplines - Rosemary Eustace, Romena Holbert, & Adrianne Johnson
   
  • Ungrading, Writing Processes, and Student Success
    Drawing on the concept of “ungrading” popularized by Jesse Stommel (University of Denver and co-founder of Hybrid Pedagogy), this roundtable featuring one faculty member and three graduate teaching assistants will explain how ungrading can be used to good effect, especially in first-year writing courses. Our discussion will review different types of ungrading—such as contract-based grading, self assessment, peer assessment, and student-created rubrics—before explaining how the current ENG 1100 and ENG 2100 curriculum taught by graduate teaching assistants incorporates “labor-based” (also termed “completion”) grading. We’ll discuss how labor-based grading enhances student motivation and success while simultaneously helping students both comprehend and apply core principles relative to the research and writing process. We will also share our strategies for overcoming the challenges ungrading can sometimes present.
     
  • Building Community through Collaborative and Partnership Learning: Multiple Pedagogies Across Disciplines
    In higher education, students' demonstration of effective participation on intraprofessional and interprofessional teams upon graduation is a key competency that cuts across various disciplines. Hence, faculty have an expectation and a unique role to play in helping students build knowledge, skills and experiences in interactive engagement and collaborative learning in the classroom environment and beyond. This kind of learning is vital for student success as well as building a future-ready interprofessional workforce post the Covid-19 pandemic era. However, to be able to promote collaborative and partnership competencies amongst students, it is also important for faculty to demonstrate the same competencies by working together and learning from each other across disciplines and academic units. The goal of this round table is to provide participants (faculty and students) with a collaborative space to actively participate, share, learn and gain insights that will help foster collaborative and partnership learning in their classroom.
     
• Roundtable Room 2 - a. Student Belonging and Base Groups: Lessons learned from Equity Champions Community of Transformation - Michelle Fleming, Dusty Columbia, & Joshua Gilliam and b. Teaching students how to learn: Classroom based strategies to support effective learning - Dusty Columbia
   
  • Student Belonging and Base Groups: Lessons learned from Equity Champions Community of Transformation
    Join some of the faculty who have completed the WSU Equity Champions program as they discuss some practical, research-based strategies that you can use in your own classroom to help students feel as if they belong.
     
  • Teaching students how to learn: Classroom based strategies to support effective learning
    This presentation will introduce a set of evidence-based learning strategies grounded in cognitive science, with a focus on improving student retention and engagement. Participants will explore practical resources for teaching these strategies directly to students and discover how to intentionally embed them into course design and daily instruction. The goal is to support deeper learning and help students become more effective, independent learners across disciplines.
     
• Roundtable Room 3 - AI in the Classroom - a. CoLA: Scott Geisel, Gary Schmidt, & Melissa Spirek and b. RSCoB: Kim Lukaszewski, Mingming Pan, Carol Wang, & Kevin Willardsen
  Presenters from two different colleges will discuss their plan for using AI in the classroom this fall.
   

Breakout Session 3, 3:15-4:05 p.m.

• Start with Self: Building Community through Identity, Values, and Intentional Practice Workshop - Jonathan Lu
  This session invites faculty to reflect on how their personal identity and core values shape the way they teach, lead, and build community in the classroom. Adapted from a values-based professional development model originally used to align diverse healthcare teams, the session guides participants through a structured activity that fosters intentional self-awareness, vulnerability, and self-compassion. Through paired reflection and group dialogue, participants will explore how authenticity and shared humanity lay the foundation for inclusive, student-centered learning environments. Attendees will leave with a practical and adaptable framework they can use in their own classrooms to foster trust, promote belonging, and strengthen connections with and among their students.
   
• Roundtable 1 - a. The Digital Divide: Building Real Bonds in Asynchronous Settings - Joshua Gilliam and b. Peer Instruction: Engaging Students beyond Lecture - Lisa, Journell, Chasity O’Malley & Lindsay Benedik
   
  • The Digital Divide: Building Real Bonds in Asynchronous Settings
    Online students have reported lower levels of social connectedness when compared to students who are in-person classrooms. As online learning continues to evolve, a sense of community is needed in order to foster engagement, motivation, social connectedness and learning outcomes. This presentation will explore tactics and challenges in sustaining a virtual community. Peer collaboration and instructor presence have been successful tools in promoting a supportive learning environment. Ultimately, this presentation will highlight practices that alleviate social isolation and cultivate a space for academic success and retention.
     
  • Peer Instruction: Engaging Students beyond Lecture
    Peer Instruction is an instructional modality that engages students to work collaboratively and think critically. Developed by Eric Mazur at Harvard for physics education, Peer Instruction (PI) is a learner-centered strategy. Instead of lectures, students complete preparatory assignments and then attend classes where they use audience response devices to answer faculty-generated questions, first as individuals, then again coming together after consulting with nearby peers. Faculty use responses to engage students in teaching moments to clarify students’ misconceptions illustrated through the PI process. In each class session, students are randomly assigned new seats to build community and allow for more robust learning opportunities among peers.
     
• Roundtable Room 3 - AI in the Classroom - a. CHEH: Michele Fleming, Tara Hill, Romena Holbert, Yi—Hui Lee, & Sheri Stover and b. CoSM & CECS: Hong Mei Ren, Patrick Sonner, & Raghu Srinivasan
  Presenters from two different colleges will discuss their plan for using AI in the classroom this fall.

 

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Quality Matters (QM) Applying the QM Rubric (APPQMR) (7^th Edition) Workshop

Register for Quality Matters Training

• Tuesday, August 5, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Friday, August 8, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Thursday, August 14, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Wednesday, August 20, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Thursday, September 18, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Friday, October 31, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Thursday, November 20, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Tuesday, December 9, 2025, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Friday, January 30, 2026, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Thursday, February 26, 2026, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Tuesday, March 24, 2026, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)
• Friday, April 24, 2026, 9:00 a.m. - 4:00 p.m., Virtual (WebEx link to be sent)

Learn the underlying principles behind the Quality Matters (QM) Rubric (7th Edition) and the critical elements of the QM quality assurance process. Learn about drafting helpful recommendations as you apply the Rubric to an actual course. The effective instructional design principles included in the workshop apply to all learning environments (face-to-face, online, and blended learning). This workshop would be helpful to a broad audience, including faculty (full-time and part-time), administrators, and staff helping to design and develop courses. It would also benefit anyone considering the adoption of a quality assurance process for online and hybrid learning. Completing, implementing, and receiving certification for Quality Matters course design principles is an excellent credential for accreditors looking for evidence of high-quality courses. The APPQMR is the prerequisite for the Peer Reviewer Course, which is required to become a QM Peer Reviewer.

The APPQMR workshop is an eight-hour, one-day online session taught via web conferencing. To receive credit for completion, participants must attend the entire session and participate in all workshop activities and discussions. The registered participants will receive information about the session (including the WebEx link) the week of the class. Four sessions are offered before the term starts in August. Register early to ensure availability for the session that works best with your schedule.

The cost of this all-day workshop is $360. However, our Provost has generously agreed to cover all expenses so that Wright State employees can attend at no cost. Over 65 higher education institutions in Ohio and 1,700 worldwide subscribe to Quality Matters. This makes the QM credential valuable personally and professionally. Select the date and click the registration button to enroll in the session that works best for you. If you have questions, contact Dr. Sheri Stover at sheri.stover@wright.edu.

 

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Recorded Workshops and Presentations

Recorded Workshops and Presentations

We also collaborate with different groups and departments, across campus, to develop events that are specifically tailored to your needs. If you would like to request such an event, contact CFE at cfe@wright.edu.