National Change Events

Upcoming Events

Teaching Online in Fall 2020 Mini-Course

How to design and run an effective and equitable online course.

This short course will walk instructors through the process of designing an online course that is effective, equitable and inclusive. It will focus on designing content and choosing pedagogy for both synchronous and asynchronous formats, and will engage participants through both types of sessions. The course will address the basics of online and inclusive pedagogy. Over the three weeks, participants will design their own online course materials.

REGISTER to ATTEND

Synchronous sessions will be held from: 1:00-2:30 pm PT / 2:00-3:30 pm MT / 3:00-4:30 pm CT / 4:00-5:30 pm ET (United States time zones) on the following dates:

    • Session #1 - Tuesday, July 21st
    • Session #2 - Thursday, July 23rd
    • Sessions #3 & #4 - ASYNCHRONOUS - week of July 27th
    • Session #5 - Tuesday, August 4th
    • Session #6 - Thursday, August 6th

As a result of participating in this mini-course, participants will be able to:

    • Describe key principles of effective online pedagogy;
    • Apply the process of backward design to both synchronous and asynchronous online teaching and learning environments
    • Experience strategies and approaches to promoting inclusion and equity in the online setting
    • Navigate online tools such as asynchronous course management systems (e.g. Moodle) as well as synchronous meeting tools (e.g. Blackboard Collaborate Ultra); and
    • Create their own materials for an upcoming online course.

Past Events

June 15-19, 2020, Online

The virtual Aspire Summer Institute will provide STEM faculty and faculty developers with the knowledge, practice and resources to create a more diverse and inclusive STEM community at their institution. Using a research-based framework, participants will engage with diversity scholars and thought leaders to expand their expertise in inclusive teaching, advising, research mentoring, collegiality and leadership in ways that support greater diversity throughout their career. These skills contribute to increased success of URG students and inclusive climates within the institution.

Teaching Online in Summer & Fall 2020 Mini-Course - *Registration now closed*

How to design and run an effective and equitable online course.

Join the NSF INCLUDES Aspire Alliance's National Change Team for our new mini-course designed to walk instructors through the process of designing an online course that is effective, equitable and inclusive. It will focus on developing both synchronous and asynchronous formats and will include both types of sessions. The course will address the basics of online and inclusive pedagogy and over the three weeks, participants will design their own online course materials.

REGISTER to ATTEND

Synchronous sessions will be held from: 1:00-2:30 pm PT / 2:00-3:30 pm MT / 3:00-4:30 pm CT / 4:00-5:30 pm ET (United States time zones) on the following dates:

    • Workshop #1 - Tuesday, May 12th
    • Workshop #2 - Thursday, May 14th
    • Workshop #3 - ASYNCHRONOUS - week of May 18th
    • Workshop #4 - Tuesday, May 26th
    • Workshop #5 - Thursday, May 28th

As a result of participating in this mini-course, participants will be able to:

    • Describe key principles of effective online pedagogy;
    • Apply the process of backward design to an online teaching and learning environment;
    • Experience strategies and approaches to promoting inclusion and equity in the online setting
    • Navigate online tools such as asynchronous course management systems (e.g., Canvas, Moodle) as well as synchronous meeting tools (e.g., Blackboard Collaborate Ultra); and
    • Create their own materials for an upcoming online course.

ASEE Teaching Inclusively & Equitably Online Workshop

Effectively transition to online learning environments, while maintaining a focus on inclusive and equitable practices.

The COVID-19 pandemic has disrupted undergraduate instruction, forcing institutions to take their content online. In response, the American Society for Engineering Education (ASEE) in collaboration with the Aspire National Change team is offering a new workshop that is designed to help faculty, instructional staff, Teaching Assistants (TAs)/Graduate Student Instructors (GSIs), and support staff effectively transition to online learning environments, while maintaining a focus on inclusive and equitable practices.

The workshops will be hosted on the Blackboard Collaborate Ultra platform; the topics that will be presented can be applied to any synchronous or asynchronous online platform.

ASEE Teaching Inclusively & Equitably Online

Thursday, May 21st: 2:30-4:00 PM ET / 1:30-3:00 PM CT / 12:30-2:00 PM MT / 11:30 AM-1:00 PM PT

REGISTER to ATTEND

Description: Rather than focus on technical instruction for a particular online platform, this workshop will provide instructors with an inclusive, evidence-based, pedagogical framework that they can apply as they shift their face-to-face courses to the online environment. The workshop is designed to equip instructors with concrete strategies to promote equity, inclusion, and active engagement in the online environment.

As a result of participating in this hands-on session, participants will:

  • Understand the value and need for creating inclusive learning environments in the online setting; and
  • Use a lens of equity and inclusion to explore inclusive teaching strategies that relate to developing and applying:
      • Content learning goals
      • Learning objectives
      • Teaching methods / activities
      • Teaching materials
      • Assessment
      • Evaluation

Please direct questions about the series to Shannon Patton (shannon.patton@wisc.edu).

Teaching Inclusively & Equitably Online Workshop Series

Effectively transition to online learning environments, while maintaining a focus on inclusive and equitable practices.

The COVID-19 pandemic has disrupted undergraduate instruction, forcing institutions to take their content online. In response, the Aspire National Change team will be offering two new workshops that are designed to help faculty, instructional staff, Teaching Assistants (TAs)/Graduate Student Instructors (GSIs), and support staff effectively transition to online learning environments, while maintaining a focus on inclusive and equitable practices. The workshops may be taken together as a series, or individually. Please determine what best matches your needs and interests.

The workshops will be hosted on the Blackboard Collaborate Ultra platform; the topics that will be presented can be applied to any synchronous or asynchronous online platform.


Workshop #1: Teaching Inclusively & Equitably Online: Course Outcomes and Storyboarding

Wednesday, April 1st: 1:30-3:00 PM ET / 12:30-2:00 PM CT / 11:30 AM-1:00 PM MT / 10:30 AM-12:00 PM PT

REGISTER to ATTEND

Description: Your course learning outcomes will help you best decide what technology and remote instruction approaches to use for your course. This webinar will focus on articulating (and possibly revising) course learning outcomes for the remainder of the semester. We’ll present storyboarding as a technique for mapping face-to-face content into alternative delivery modes. We’ll also help you brainstorm how a specific class session can be organized and delivered, in order to make this a positive teaching experience for you, and a positive learning experience for all of your students.

As a result of participating in this hands-on session, you will:

  • Examine your course learning outcomes, and consider whether a synchronous online environment (e.g.,Blackboard Collaborate Ultra) or an asynchronous online space (e.g., Canvas) is right for your course;
  • Experience elements of the online classroom in Blackboard Collaborate Ultra;
  • Use a lens of equity and inclusion to brainstorm what you need in order to recreate and/or adapt face-to-face activities for both synchronous and asynchronous online learning environments;
  • Storyboard the remaining sessions in your course (high level view); and
  • Develop a template class plan for an upcoming class session.

Workshop #2: Teaching Inclusively & Equitably Online: Using an Inclusive Pedagogical Framework

Thursday, April 2nd: 1:30-3:00 PM ET / 12:30-2:00 PM CT / 11:30 AM-1:00 PM MT / 10:30 AM-12:00 PM PT

REGISTER to ATTEND

**Special Second Session** with American Chemical Society

Thursday, April 9th: 11:30-1:00 PM ET / 10:30-12:00 PM CT / 9:30 AM-11:00 AM MT / 8:30-10:00 AM PT

REGISTER to ATTEND

Description: Rather than focus on technical instruction for a particular online platform, this workshop will provide instructors with an inclusive, evidence-based, pedagogical framework that they can apply as they shift their face-to-face courses to the online environment. Using a lens of equity and inclusion, participants will explore inclusive teaching strategies around: (a) building Social presence in the online environment; (b) inclusive and equitable Course design; (c) Facilitation and classroom climate, keeping all students in mind; and (d) alternatives to traditional Assessment methods. The workshop is designed to equip instructors with concrete strategies to promote inclusion, engagement, and student assessment in the online environment.

As a result of participating in this hands-on session, you will:

  • Understand the value and needs for creating inclusive learning environments in the online setting; and
  • Use a lens of equity and inclusion to explore inclusive teaching strategies that relate to developing and applying:
      • Content objectives
      • Learning objectives
      • Teaching methods / activities
      • Teaching materials
      • Assessment
      • Evaluation

Please direct questions about the series to Shannon Patton (shannon.patton@wisc.edu).

Overcoming Challenges to Implement Research Mentor Training

Monday, March 23rd at 1:00pm PT / 12:00pm CT / 11:00am MT / 10:00am PT

Join Christine Pfund and Emily Utzerath from the Center for the Improvement of Mentored Experiences in Research (CIMER) in an interactive webinar where they will share strategies, successes, challenges, and resources for implementation of research mentor training on your campus.

This session is intended for past participants of Aspire and CIMER Facilitating Entering Mentoring events, or their implementation teams.

During this session, participants will:

  • Share their experiences with planned or actual implementation of research mentor training;
  • Address challenges with implementation (both realized and perceived);
  • Exchange strategies for overcoming challenges associated with implementation; and
  • Learn about resources to support implementation.

Contact Shannon Patton <shannon.patton@wisc.edu> to receive more information.

UW Facilitator Training - Recruiting Aspire 012920.pdf

**CANCELLED** Facilitating Entering Mentoring at University of Wisconsin-Madison

Monday, April 20, 2020 - Tuesday, April 21, 2020

During this two-day “train-the-trainer” workshop, participants are introduced to Entering Mentoring, a mentor training curriculum that addresses the following key topics: aligning expectations, addressing equity and inclusion, articulating your mentoring philosophy and plan, assessing understanding, cultivating ethical behavior, enhancing work-life integration, fostering independence, maintaining effective communication, promoting mentee research/scholarship self-efficacy, and promoting professional development. Participants will learn evidence-based approaches to implementing research mentor training and gain the knowledge, confidence, and facilitation skills needed to design and implement trainings at their institution or organization.

Participants will focus on learning how to facilitate the Entering Mentoring curriculum, which is designed for the mentors of undergraduate and graduate students in STEM. For more information, view the recruitment letter (left). If interested in attending, please fill out an application by Monday, March 16, 2020. Please note that applicants from Aspire IChange institutions and Aspire Regional Collaborative institutions will be given priority for spots.

Sunday, October 20, 2019 9:00am-12:00pm EDT - Engaging Faculty in Advising & Mentoring: What You Need to Know to Do It Well

Advising students is a key role that many faculty members play in addition to engaging students in the classroom or mentoring them in research settings. This hands-on, pre-conference workshop is designed to help future/current faculty learn how to advise inclusively and effectively, and can also serve as a model for advising leaders who train faculty advisors. Participants will: (a) develop a greater appreciation for why good advising skills matter; (b) be able to describe key aspects of how advising works within different institutional contexts and the different advising roles faculty play, (c) be able to explain key elements of effective advising for all students, (d) practice skills for building relationships and engaging advisees, (e) develop a draft of a personal advising statement, (f) and consider ways of sharing this learning on their home campus.

Tuesday, October 22, 2019 8:45am-9:45am EDT - Changing the National Conversation about Faculty Advising: NACADA & the NSF Aspire Alliance

It is time to shift the national conversation about the skills that support faculty success in their careers and in turn, student success. The NSF Aspire Alliance aims to promote underrepresented minority student academic achievement, and effect change by aligning and reinforcing both professional development and hiring practices of diverse and inclusive STEM faculty. NACADA is a key Alliance partner; together they aim to enhance opportunities for faculty development about three key areas: advising, research mentoring, and inclusive teaching. In this session participants will: (a) learn about the collaboration, (b) provide input to help build this national initiative, and (c) discuss ways that their institutions will be able to leverage this new collaboration to benefit their faculty.

UCLA Facilitator Training - Recruiting Aspire 091319.pdf

Facilitating Entering Mentoring at University of California, Los Angeles

Friday, September 13, 2019 - Saturday, September 14, 2019

During this two-day “train-the-trainer” workshop, participants are introduced to Entering Mentoring, a mentor training curriculum that addresses the following key topics: aligning expectations, addressing equity and inclusion, articulating your mentoring philosophy and plan, assessing understanding, cultivating ethical behavior, enhancing work-life integration, fostering independence, maintaining effective communication, promoting mentee research/scholarship self-efficacy, and promoting professional development. Participants will learn evidence-based approaches to implementing research mentor training and gain the knowledge, confidence, and facilitation skills needed to design and implement trainings at their institution or organization.

Participants will focus on learning how to facilitate the Entering Mentoring curriculum, which is designed for the mentors of undergraduate and graduate students in STEM. For more information, view the recruitment letter (left). If interested in attending, please fill out an application by noon CT on Thursday, August 1, 2019. Please note that applicants from Aspire IChange institutions and Aspire Regional Collaborative institutions will be given priority for spots.

Friday, May 31, 2019 8:00am-1:00pm CDT (opening workshop for the conference)

Aspire will be leading a workshop focused on Teaching Inclusively at the Network of STEM Education Centers (NSEC) 2019 National Conference. NSEC is an organization of campus-based centers and offices that serve as catalysts for educational transformation in STEM. The network allows center leadership, university and college administrators, and state and national policymakers to have a central hub for their communal efforts.

This workshop is designed to build educator confidence in using inclusive teaching strategies. This session will place an emphasis on practice as a transferable tool -- "saying the words", deconstructing conversations and receiving feedback. Participants will then consider how workshop elements could be translated to their own campus programming. (For more details, visit the conference website at https://serc.carleton.edu/StemEdCenters/NSEC2019/index.html).

Monday, April 22, 2019 2:00pm EDT / 1:00pm CDT / 12:00pm MDT / 11:00am PDT

Given that learning is a social process, relationships—especially those with faculty—are powerful tools that aid in students’ personal and professional development. Advising students is a key role that many faculty play in addition to engaging students in classroom or research settings. This workshop is designed to help all future and current faculty learn how to advise effectively. (This two-hour workshop takes place online, for more details visit https://www.cirtl.net/events/611.)

Aspire_UGA_Facilitator Training_2.28.2019Update.pdf

Facilitating Entering Mentoring at University of Georgia

Thursday, February 28, 2019 - Friday, March 1, 2019

During this two-day “train-the-trainer” workshop, participants are introduced to Entering Mentoring, a mentor training curriculum that addresses the following key topics: aligning expectations, addressing equity and inclusion, articulating your mentoring philosophy and plan, assessing understanding, cultivating ethical behavior, enhancing work-life integration, fostering independence, maintaining effective communication, promoting mentee research/scholarship self-efficacy, and promoting professional development. Participants will learn evidence-based approaches to implementing research mentor training and gain the knowledge, confidence, and facilitation skills needed to design and implement trainings at their institution or organization.

Participants will focus on learning how to facilitate the Entering Mentoring curriculum, which is designed for the mentors of undergraduate and graduate students in STEM. For more information, view the recruitment letter (left). If interested in attending, please fill out an application by noon CT on Wednesday, February 6, 2019.