Spring 2024 Workshop Series

Advancing Equity and Access through Open Educational Resources

March 5

8:30–9:30 (NY)
14:30–15:30 (Vienna)
This workshop invites participants to explore how Open Educational Resources (OER) can be used as tools to promote access and equity in their courses. According to UNESCO, OER are teaching or learning materials that are either in the public domain or have been released under a license that allows them to be freely used, changed, or shared with others. Open Educational Resources can include textbooks, videos, articles, podcasts, images, assignments, rubrics, assessments, and more. We will discuss how the practice of using OER can result in a more meaningful, successful, and enjoyable learning experience for both you and your students. Examples and real-world techniques will be highlighted. Participants will leave the workshop with practical strategies for integrating OER into their syllabi to increase access, promote equity, and encourage deeper student engagement. No prior knowledge of OER is needed, and all are welcome to attend.

Deepening Learning through Reflective Writing

March 12

8:30–11:30 (NY)
13:30–16:30 (Vienna)
This three-hour workshop aims to demonstrate how the act of reflective writing can consolidate our and our students’ own thinking while nurturing a deeper understanding and curiosity around challenging subject matter. Creating a short time-based and low-stakes writing routine can generate resonant and thoughtful responses and this workshop aims to explore this with a focus on the benefits of process and reflective writing as a tool to explore hypothetical solutions while recognizing challenges in our lived-in world. Through working with and through texts related to climate change, participants from all disciplines will experiment with how different approaches to reflection can enrich student learning and create the space to hold difficult and vital conversations.

Certify you are Human: Writing with/and in the age of Generative AI

April 17

8:30–11:30 (NY)
14:30–17:30 (Vienna)
In this three-hour workshop, we will practice strategies to motivate and maintain students’ learning despite their access to a tool that could potentially complete their assignments for them. We will consider how to revise assignments and teaching strategies to investigate the impact of this growing technology; and we will work together to develop richer ways to motivate students to do their own thinking on the page. How can we learn to use these tools in our everyday classroom activities and enhance the in-class writing activities? This workshop will also address the main issues of plagiarism arising out of the use of AI tools and some best practices for pre-empting them in a HE environment. Limited spots are still available in this workshop due to high demand.

Designing Syllabi with an Equity Lens

April 30

8:30–11:30 (NY)
14:30–17:30 (Vienna)
The syllabus can be a place of old habits that reflect our own educational experiences and paths, and not necessarily the anti-biased journey of equity we practice or strive for. In this workshop, we will pass our syllabus through the lens of a campus equity statement to think about how the language of expectations we use towards our students shapes our authority, relationships, and community building in the classroom. If your campus does not have an equity statement (or an outdated one), this workshop could help its generation and conceptualization as well. Participants will bring a recent syllabus or full draft for an upcoming course and can expect conversations about accessibility, universal design, and anti-racist approaches.

Contextualizing and Demystifying the Law through Writing and Thinking

May 2

8:30–11:30 (NY)
14:30–17:30 (Vienna)
When students encounter legal texts for the first time, they often struggle to understand the complexity and specificity of the discipline’s language. The language of law can be perceived by the untrained eye as highly technical, filled with jargon and obscure grammar, and sentence structures that don’t translate well into everyday life. This workshop offers OSUN faculty—who are interested in different facets of law and who may teach different legal systems—an opportunity to learn and practice writing-rich techniques that can help their students to critically read and understand legal texts. Writing-rich techniques help students break down legal texts as a way for students to build their own knowledge. Participants will also gain valuable insights into writing-based activities that will help their students to gain legal literacy; to understand the wider social, economic and political implications of legal concepts; and to reflect on their own learning processes.