CLA Day of Teaching and Learning
200 SE Oak St
Minneapolis, MN 55455
For our second annual Day of Teaching and Learning, CLA’s Offices for Diversity, Equity & Inclusion and Undergraduate Education are thrilled to invite you to two highly-interactive workshops facilitated by Dr. Marsha Lovett, Vice Provost for Teaching & Learning Innovation, Carnegie Mellon University, and Dr. Asao Inoue, Professor, Arizona State University.
CLA includes a wide range of disciplines and programs and we share and serve an incredible, diverse student body. The Day of Teaching and Learning will engage us in a collective conversation around supporting our students’ success, promoting equity in our teaching and practice, using high impact practices to meaningful support accessibility and building an energized teaching community across our programs and with respect to our shared core competencies.
CLA Office of Undergraduate Education
CLA Office of Diversity, Equity and Inclusion
Keynote Speakers & Workshop Facilitators
Marsha C. Lovett is Vice Provost for Teaching & Learning Innovation at Carnegie Mellon University. In addition, she is Teaching Professor of Psychology and former director of the Eberly Center for Teaching Excellence and Educational Innovation. Lovett leads a team of teaching consultants, learning engineers, designers, data scientists, and technologists to help instructors create meaningful and demonstrably effective educational experiences – both in-person and online. In her research, Lovett has published over 50 articles on learning and instruction, conducted in a variety of classroom contexts. Her passion for combining teaching and research is exemplified in the book How Learning Works, which has been translated into multiple languages (Chinese, Hebrew, Italian, Japanese, Korean, Spanish, and Arabic) and is now in its second edition with the new subtitle 8 Research-Based Principles for Smart Teaching. Lovett has also created several innovative, educational technologies to promote student learning and metacognition, including StatTutor and the Learning Dashboard, and she has developed and/or evaluated online courses in the sciences, social sciences, and humanities. A theme running throughout Lovett’s work is leveraging research-based design and data-informed iteration to enhance teaching practices and student outcomes.
Asao B. Inoue is Professor of Rhetoric and Composition in the College of Integrative Sciences and Arts at Arizona State University. He was the 2019 Chair of the Conference on College Composition and Communication. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (2019 & 2021). All author royalties for his latest book, Above the Well: An Antiracist Argument from A Boy of Color (2021) go to the Asao and Kelly Inoue Antiracist Teaching Endowment at their alma mater, Oregon State University. The endowment supports antiracist teaching and research by funding a conference and various scholarships for secondary and post-secondary teachers.
About the Event
The goal of the CLA-wide Day of Teaching and Learning is for those of us who teach undergraduate students to come together as a community of teachers and pedagogues to develop and deepen our knowledge in conversation with each other and two internationally-recognized pedagogical leaders. Together, we will enact our shared commitment to design learning experiences (from curriculum and assignments, to interactions, environment, and assessment) that use high impact practices to support equity and inclusion in our undergraduate education.
This event is open to everyone in CLA who teaches undergraduate students and has been coordinated as part of CLA's Professional Development day. Whether you are a graduate student who teaches, a professional faculty member, or a tenure/tenure-track faculty member, we welcome you to register.
Participants will explore how to apply results from learning research to their own teaching contexts. Lovett will focus on three areas that have significant impact on student learning: individuals’ identities, their prior knowledge, and practice and feedback. Participants will inspect and interpret data from specific studies and then suggest (or select) strategies that leverage these results while meeting the particular needs of their discipline, students, and class format. Potential roadblocks to implementing the strategies will be acknowledged and collaboratively addressed. The overarching goal of the workshop is that participants will come away with research-informed ideas for instruction and assessment that they can enact in their upcoming courses..
This interactive workshop is set up as a design studio in which participants will engage in building a response or feedback process for one of their own courses. Inoue will provide a framework for participants to use in building their assessment ecology (the response activity/process) and a few possible tools. The focus will be on designing feedback processes for students and/or teachers that are meaningful and have antiracist or socially just purposes. The workshop will also offer two additional tools for participants to consider: the practice of dimension-based rubrics and a reflective heuristic that describes the habits of white language (HOWL) that most teachers and students participate in. There will be a break and a significant period for Q&A. Participants will leave with a handout of resources.
We will conclude the day with a panel discussion of how we move from innovation, design thinking in our classrooms to creating the conditions and processes in our college and units to recognize, document, and reward the risks, growth and deep impact of this kind of teaching work. In order for the day’s content to live on and be meaningful and viable beyond the day, it is critical to discuss how our college and units can enact meaningful support for the kind of courageous work it takes to continue to invest in and learn about our teaching.
We’ll conclude the day with a panel on how we move from innovation, design thinking in our classrooms to creating the conditions and processes in our college and units to recognize, document, and reward the risks, growth and deep impact of this kind of teaching work. In order for the day’s content to live on and be meaningful and viable beyond the day, we know it’s critical to discuss how our college and units can enact meaningful support for the kind of courageous work it takes to continue to invest in and learn about our teaching.
This is an in-person event. The facilitators are designing highly interactive workshop experiences.
For those whose safety precludes in-person attendance, we are offering a high-quality streaming option to watch the event remotely. Remote viewers will be able to participate in open Q/A opportunities but this will be a streaming experience not a hyflex design.
We also welcome you to share any requests that will help us ensure an accessible experience for you on the RSVP form.
Capacity is limited so register by 9/30!
To view a list of previous speakers see this page.