One of our goals as a Center is to foster innovative, evidence-based teaching and learning practices and critical reflection through workshops, reading groups, and invited speakers involved with national and international research on higher education.

Workshops & Events are free and open to all faculty and staff teaching at Elon, and are designed for instructors working in a range of teaching and learning contexts.

Descriptions for current and past CATL offerings can be found below.

Fall 2020

Register for Fall 2020 November Workshops and Events Here

visual ad for Teaching Winter Term virtual workshop, November 16, 3:50-5:10 pm.

“Short term intensive” courses meet for a long time every day yet last for a short period on the calendar. The format comes with its own challenges (and did so even before COVID-19!) yet also offers opportunities for depth, community, and active learning.

Register for Fall 2020 October Workshops and Events Here

workshop ad for teaching triage october

The primary goal of the teaching triage sessions is to foster peer-to-peer faculty dialogue and problem-solving on “just-in-time” topics during this unusual semester.

workshop ad for adapting final presentations

Register for Fall 2020 August & September Workshops and Events Here

ad for facilitating polarized discussions workshop

In this polarized climate, it’s important to consider how we are designing and sustaining learning environments that foster a free exchange of ideas, critically explore multiple viewpoints, and allow students to acquire the necessary skills to engage in civil discourse. It can also be helpful to have strategies in mind to help us can respond quickly to comments or asides that could severely hinder students’ learning and sense of well-being or negatively affect classroom dynamics. In this virtual session, we’ll discuss a range of proactive and “in the moment” strategies as we consider: Productive ways to set up and model civil discussion on topics that may be politicized, polarizing and also deeply personal Possible responses to unexpected, even incendiary, acts and comments that can help maintain a positive learning environment and help our students reflect on how their comments and actions influence classroom dynamics, and Strategies to ensure these “hot topic” moments are addressed quickly in ways that enhance rather than detract from learning.

teaching triage early semester solutions advertisement

The primary goal of the teaching triage sessions is to foster peer-to-peer faculty dialogue and problem-solving on “just-in-time” topics during this unusual semester.

teaching triage 2 discussion-based pedagogies advertisement

The primary goal of the teaching triage sessions is to foster peer-to-peer faculty dialogue and problem-solving on “just-in-time” topics during this unusual semester.

How might we deliberately cultivate a learning environment “where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning”? How can our teaching “attend to social identities and seeks to change the ways systemic inequities shape dynamics in teaching-learning spaces, affect individuals’ experiences of those spaces, and influence course and curriculum design”?   In this session, we will explore a host of effective inclusive principles and strategies–related to content selection and delivery, interactions, and assessment–synthesized from the University of Michigan’s Center for Research on Learning and Teaching. Come explore the recommendations and reflect upon which ones you might want to adopt or learn more about.

Register for Fall 2020 August & September Workshops and Events Here

Summer 2020

Course Design Institute (CDI): Resilient Teaching

This week-long virtual course design institute (CDI) will focus on designing courses that balance the structure and flexibility necessary for students and instructors to adapt and thrive under potentially uncertain and shifting conditions. During the week, we’ll ask each participating instructor to focus on designing a single fall course as we explore blending the unique affordances of virtual and in-person spaces, synchronous and asynchronous modalities, and digital and pedagogical tools to foster and nourish rich interactions among learners, instructors, and disciplinary content and skills. And we’ll focus on creative use of a set of flexible principles that can help us design engaged, inclusive, and relationship-rich courses that are the hallmark of our teaching at Elon.

Ultimately, while physical distancing challenges us to teach and learn in ways that may look quite different from our usual routines, the CDI will guide us to apply our considerable creativity and teaching expertise to the task of designing course tailored to the unique demands of the fall semester.

Logistics: The CDI will be offered online twice this summer, between 9am-3:30pm, with abundant asynchronous work time and twice-daily synchronous groupwork components (11am and 2:30pm). There will be a small stipend for completion of the course.

To register: You can register individually, or as a group, with other colleagues you plan to work with during the week:

Registration for week 1 is now closed: Monday-Friday, July 6-10 from 9:00am – 3:30pm

Registration for week 2 is now closed: Wednesday-Friday, July 29-31 and Monday-Tuesday, August 3-4 from 9:00am – 3:30pm (no programming over the weekend)

Co-sponsored by the Center for the Advancement of Teaching & Learning, Teaching & Learning Technologies and Writing Across the University, along with partners Center for Engaged Learning and Center for Design Thinking

Teaching & Learning Conference

The Teaching & Learning Conference has been cancelled this year. Visit the conference website for more information moving forward.

Course Design Working Groups

Times will vary

Whether you are planning a new course or re-thinking one you’ve taught before, you can sign up to be part of a course design working group. Groups meet 3 times during the summer—often over lunch—based on group member’s schedules. During the meetings, we’ll discuss each course, using a backwards course design framework and focusing on the questions and topics that most interest you as you design it.

Facilitated by CATL faculty, planned around your schedules, and focused on your key questions, course design groups can be a collegial and productive way to develop a course. Past working group members remark that:

  • “the greatest use for me was the discipline of thinking through exactly what I wanted the students to learn.”
  • “I typically think that course development is a very lonely process. It helped alleviate a lot of stress I was feeling.”

SoTL Community of Practice (CoP)

Times will vary         

Open to faculty of all experience levels, this CoP brings together colleagues who have an emerging interest in the scholarship of teaching and learning (SoTL) to:

  • enrich thinking about SoTL and help you develop your SoTL project
  • identify the ways the SoTL scholarly process aligns with research processes already familiar to us from disciplinary frameworks, and
  • introduce members to resources helpful to develop and publish a SoTL project

Participants in the CoP will support, sharpen, and sustain the work of their colleagues, and individuals’ goals guide our shared time together.


Past Events:

To view more of our CATL events, see below for previous years.