BEGIN:VCALENDAR VERSION:2.0 PRODID:icalendar-ruby CALSCALE:GREGORIAN BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A DTSTART;VALUE=DATE:20200713 DTEND;VALUE=DATE:20200718 CLASS:PUBLIC CREATED:20200629T223007 DESCRIPTION: The virtual Summer Pedagogy Symposium is an opportunity for Ba rnard faculty and staff to participate in pedagogical exploration\, collab oration\, and innovation\, with a focus on adapting to different possible teaching scenarios for the upcoming fall semester. The Symposium will cove r topics such as maintaining student engagement in online courses\, addres sing racism in the classroom\, creating inclusive and accessible learning experiences\, utilizing digital tools and more. \n\n The symposium will ta ke place from Monday July 13 to Friday July 17 and will consist of multipl e sessions that engage with specific topics and challenges related to teac hing and learning. Please sign up for your sessions by Friday July 10 at n oon EDT to receive Zoom links. You can sign up for sessions below by selec ting a "free ticket." \n\n Note that some of the sessions are scheduled si multaneously. To see the schedule in "table form" click here. If you have any questions please email pedagogy@barnard.edu \n LAST-MODIFIED:20200710T171322 LOCATION:Remotely via Zoom ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:Barnard Summer Pedagogy Symposium URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032698 DTSTART:20200713T100000 DTEND:20200713T110000 CLASS:PUBLIC CREATED:20200629T223332 DESCRIPTION:The purpose of this session will be to help faculty with the ba sics of Zoom. We’ll cover scheduling and conducting a meeting from start to finish. We’ll go over basic functionality such as breakout rooms\, p olls\, using the chat and reactions effectively\, screen sharing\, and A/V settings. We will also provide a space where faculty can ask the “obvio us” Zoom questions that so many of their peers are wondering about. By t he end of this workshop\, faculty will feel more comfortable conducting co urse content through Zoom\, and able to reach beyond the basics. LAST-MODIFIED:20200701T202128 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Zoom: The Basics URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The purpose of this session will be to help fa culty with the basics of Zoom. We’ll cover scheduling and conducting a m eeting from start to finish. We’ll go over basic functionality such as b reakout rooms\, polls\, using the chat and reactions effectively\, screen sharing\, and A/V settings. We will also provide a space where faculty can ask the “obvious” Zoom questions that so many of their peers are wond ering about. By the end of this workshop\, faculty will feel more comforta ble conducting course content through Zoom\, and able to reach beyond the basics. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032755 DTSTART:20200713T111000 DTEND:20200713T121000 CLASS:PUBLIC CREATED:20200701T195219 DESCRIPTION:Padlet is software that allows the sharing of material on a virtual bulletin boar d and in a wide variety of forms: text\, image\, audio\, video\, and more. It is creative and effective means of getting your students to participat e during in-class activities and homework assignments as well. Join us for a demonstration of how this easy-to-use and interactive tool can facilita te discussion and collaboration in both the virtual and the hyflex classro om.  LAST-MODIFIED:20200701T195219 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Intro to Padlet URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Padlet is software that allows the sharing of material on a virt ual bulletin board and in a wide variety of forms: text\, image\, audio\, video\, and more. It is creative and effective means of getting your stude nts to participate during in-class activities and homework assignments as well. Join us for a demonstration of how this easy-to-use and interactive tool can facilitate discussion and collaboration in both the virtual and t he hyflex classroom.  URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032699 DTSTART:20200713T111000 DTEND:20200713T121000 CLASS:PUBLIC CREATED:20200629T223440 DESCRIPTION:How do feelings come up in our classes? A short blurb about the counseling center on our syllabus? A shove of the tissue box during offic e hours? A 20-minute segment in a 75-minute lesson plan? This class will e xplore what are our options as educators\, and not trained health professi onals\, to hold space for the feelings of our students. How can we call fe elings into the class while attending to all many other course concerns? T hrough writing exercises\, we’ll explore what it means to take a feeling s-centered approach in the classroom. We will think about how caring for f eelings can in turn impart greater care for the subject at hand. We will s pend considerable time thinking about what it means to lead students “in and out of the fire” of opening up\, all while attending to our own com fort level with doing such work. While the workshop activities are writing -focused\, this class is open to teachers across disciplines\, to anyone w ho hopes to make a classroom\, in particular the online space\, feel more human. LAST-MODIFIED:20200630T210854 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] It's Just a Feeling URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:How do feelings come up in our classes? A shor t blurb about the counseling center on our syllabus? A shove of the tissue box during office hours? A 20-minute segment in a 75-minute lesson plan? This class will explore what are our options as educators\, and not traine d health professionals\, to hold space for the feelings of our students. H ow can we call feelings into the class while attending to all many other c ourse concerns? Through writing exercises\, we’ll explore what it means to take a feelings-centered approach in the classroom. We will think about how caring for feelings can in turn impart greater care for the subject a t hand. We will spend considerable time thinking about what it means to le ad students “in and out of the fire” of opening up\, all while attendi ng to our own comfort level with doing such work. While the workshop activ ities are writing-focused\, this class is open to teachers across discipli nes\, to anyone who hopes to make a classroom\, in particular the online s pace\, feel more human. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032701 DTSTART:20200713T122000 DTEND:20200713T132000 CLASS:PUBLIC CREATED:20200629T223643 DESCRIPTION:This workshop introduces participants to basic improv exercises and how they can be of use to one’s teaching\, either by bringing them into the classroom or by applying improv philosophies towards a wide varie ty of disciplines. The session focuses in particular on how improv can sup port an online learning space. Doing a series of focus exercises\, we’ll reflect on what it means to attune to a new way of focusing in a screen-s ized classroom space. Shifting to some low-stakes scene work\, we’ll exp lore how we can build a sense of trust amongst everyone in a virtual class room\, trust in this new shared space\, so to do our best work together. W e will specifically think about moments where we feel unsure in online tea ching. Through our improv games\, we will explore how we can “yes and” a variety of disruptions\, so to move through them most efficiently and w ithout getting “stuck.” This workshop is for performers and non-perfor mers alike. We all improvised our way through this new transition. How can we now re-frame our relationship with the online space? How can we use im prov to get playful within the Zoom frame\, to make it bend and stretch an d ultimately fall away? LAST-MODIFIED:20200630T212202 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Getting Playful in the Online S pace URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This workshop introduces participants to basic improv exercises and how they can be of use to one’s teaching\, either by bringing them into the classroom or by applying improv philosophies tow ards a wide variety of disciplines. The session focuses in particular on h ow improv can support an online learning space. Doing a series of focus ex ercises\, we’ll reflect on what it means to attune to a new way of focus ing in a screen-sized classroom space. Shifting to some low-stakes scene w ork\, we’ll explore how we can build a sense of trust amongst everyone i n a virtual classroom\, trust in this new shared space\, so to do our best work together. We will specifically think about moments where we feel uns ure in online teaching. Through our improv games\, we will explore how we can “yes and” a variety of disruptions\, so to move through them most efficiently and without getting “stuck.” This workshop is for performe rs and non-performers alike. We all improvised our way through this new tr ansition. How can we now re-frame our relationship with the online space? How can we use improv to get playful within the Zoom frame\, to make it be nd and stretch and ultimately fall away? URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032707 DTSTART:20200713T122000 DTEND:20200713T132000 CLASS:PUBLIC CREATED:20200630T172752 DESCRIPTION:Adapting a rts\, movement\, design and making pedagogies online requires creativity a nd flexibility\, especially if instruction was originally grounded in the physical.  For example: using a professional camera in a production studi o\; prototyping with the use of a 3D printer\; or combining code with chor eography in site-specific performance---these are all projects from the Me dia Center\, Design Center\, and Movement Lab that have to be reimagined a nd adapted to the virtual environment.  It can be done\, however\, and in this session we will outline case studies and workshops about how these C enters can support innovative curriculum and projects. LAST-MODIFIED:20200701T193351 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Media\, Movement and Design Onl ine URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Adapting arts\, movement\, design and making pedagogies online requ ires creativity and flexibility\, especially if instruction was originally grounded in the physical.  For example: using a professional camera in a production studio\; prototyping with the use of a 3D printer\; or combini ng code with choreography in site-specific performance---these are all pro jects from the Media Center\, Design Center\, and Movement Lab that have t o be reimagined and adapted to the virtual environment.  It can be done\, however\, and in this session we will outline case studies and workshops about how these Centers can support innovative curriculum and projects. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032708 DTSTART:20200713T133000 DTEND:20200713T143000 CLASS:PUBLIC CREATED:20200630T172825 DESCRIPTION:This session is for you if you are curious about Canvas but do not feel you have a solid foundation. In this intensive we will cover the fundamentals of Canvas by exploring three core course tasks/themes: managi ng content\, establishing community/communication\, and providing student assessment.\n\nCovered by task\, participants will learn to configure and utilize a number of tools in Canvas. At the end of the session participant s will have heuristic knowledge of Canvas\, scaffolded by tasks\, and whic h tools will accomplish them. Please note\, we cannot cover a large number of tools in great detail so anticipate applying knowledge from one Canvas tool to another.\n\nTopics covered: Canvas: files\, pages\, assignments\, quizzes\, discussions\, modules\, mail-tool\, NameCoach\, plagiarism prev ention\, and settings. LAST-MODIFIED:20200630T212334 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Fundamentals of Canvas URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This session is for you if you are curious abo ut Canvas but do not feel you have a solid foundation. In this intensive w e will cover the fundamentals of Canvas by exploring three core course tas ks/themes: managing content\, establishing community/communication\, and p roviding student assessment.\n\nCovered by task\, participants will learn to configure and utilize a number of tools in Canvas. At the end of the se ssion participants will have heuristic knowledge of Canvas\, scaffolded by tasks\, and which tools will accomplish them. Please note\, we cannot cov er a large number of tools in great detail so anticipate applying knowledg e from one Canvas tool to another.\n\nTopics covered: Canvas: files\, page s\, assignments\, quizzes\, discussions\, modules\, mail-tool\, NameCoach\ , plagiarism prevention\, and settings. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032709 DTSTART:20200713T144000 DTEND:20200713T154000 CLASS:PUBLIC CREATED:20200630T174944 DESCRIPTION:Our commun ity’s shifting and dynamic classroom setting pose unique challenges\, in viting us to think critically about classroom communication and its myriad functions. How can we make students feel heard in our classrooms? How can we best amplify the ideas of students participating in person and remotel y? What expectations and accountability systems can classroom communities establish to set a precedent for equitable communication? \nTwo senior Teaching Fellows \, both equipped with crisis-oriented active listening training and years of Speaking Fellow experience\, are here to start a dialogue about dialogu e by presenting inclusive practices\, introducing skill building strategie s\, and elucidating classroom communication dynamics from the student pers pective. We’ll be focusing on the importance of active listening\, speci fic tools for implementing a listening culture in hybrid-flex and online c lassrooms\, and strategies to empower the students in your space. Together \, we can create space for professors and students to foster mutual growth ! LAST-MODIFIED:20200701T051447 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Fostering Active Listening in a Hy-Flex Classroom URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Our community’s shifting and dynamic classroom setting pose uniqu e challenges\, inviting us to think critically about classroom communicati on and its myriad functions. How can we make students feel heard in our cl assrooms? How can we best amplify the ideas of students participating in p erson and remotely? What expectations and accountability systems can class room communities establish to set a precedent for equitable communication?  \nTwo senior Teaching Fellows\, both equipped with crisis-oriented active listening tr aining and years of Speaking Fellow experience\, are here to start a dialo gue about dialogue by presenting inclusive practices\, introducing skill b uilding strategies\, and elucidating classroom communication dynamics from the student perspective. We’ll be focusing on the importance of active listening\, specific tools for implementing a listening culture in hybrid- flex and online classrooms\, and strategies to empower the students in you r space. Together\, we can create space for professors and students to fos ter mutual growth! URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032710 DTSTART:20200713T155000 DTEND:20200713T165000 CLASS:PUBLIC CREATED:20200630T175322 DESCRIPTION:There is a need to share ideas between science\, humanities\, a rt\, architecture and other related fields on how students can make observ ations and measurements in their local environments as a substitute for fi eldwork near or on campus. Many of us tried this already in Spring 2020 an d had success.  A session on this would allow us to highlight the best st rategies and techniques used and to brainstorm more. Goals would be to dis cuss ways to convert lab and studio hands-on work  to an online format\,   select methods for demonstration of  hands-on work\, decide whether or not it is necessary to send lab/field supplies to students and share best ways to provide efficient feedback remotely. LAST-MODIFIED:20200630T212435 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Lab\, Field and Studio Hands-On Work During Remote Instruction URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:There is a need to share ideas between science \, humanities\, art\, architecture and other related fields on how student s can make observations and measurements in their local environments as a substitute for fieldwork near or on campus. Many of us tried this already in Spring 2020 and had success.  A session on this would allow us to high light the best strategies and techniques used and to brainstorm more. Goal s would be to discuss ways to convert lab and studio hands-on work  to an online format\,  select methods for demonstration of  hands-on work\, d ecide whether or not it is necessary to send lab/field supplies to student s and share best ways to provide efficient feedback remotely. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032711 DTSTART:20200714T090000 DTEND:20200714T100000 CLASS:PUBLIC CREATED:20200630T182236 DESCRIPTION:What is an LTI?  What is Panopto\, Piazza\, or NameCoach?  I ’ve heard of a colleague at a peer institution using an innovative tool that integrates with Canvas--is there a process or a way to also get this enabled at Barnard?  Please join an informal\, conversational discussion about different applications and tools that are in Canvas\, and bring any questions you may have (as well as coffee\, tea\, or beverage of choice). LAST-MODIFIED:20200630T212525 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Canvas Tools Coffee Hour URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:What is an LTI?  What is Panopto\, Piazza\, o r NameCoach?  I’ve heard of a colleague at a peer institution using an innovative tool that integrates with Canvas--is there a process or a way t o also get this enabled at Barnard?  Please join an informal\, conversati onal discussion about different applications and tools that are in Canvas\ , and bring any questions you may have (as well as coffee\, tea\, or bever age of choice). URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032713 DTSTART:20200714T100000 DTEND:20200714T110000 CLASS:PUBLIC CREATED:20200630T203447 DESCRIPTION:The purpose of this session is to elevate faculty beyond basic Zoom users. We’ll talk about some of the more advanced features of the t ool that will be useful for faculty who understand everything covered in t he basics session\, and who are looking to go beyond those functionalities . We’ll go over features such as closed-captioning\, pre-assigning break out rooms\, advanced screen sharing and viewing options\, sharing videos\, attendance\, and keyboard shortcuts. By the end of this workshop\, facult y will feel comfortable exploring the more advanced features of Zoom to en hance their Fall courses. LAST-MODIFIED:20200630T212622 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Intermediate Zoom URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The purpose of this session is to elevate facu lty beyond basic Zoom users. We’ll talk about some of the more advanced features of the tool that will be useful for faculty who understand everyt hing covered in the basics session\, and who are looking to go beyond thos e functionalities. We’ll go over features such as closed-captioning\, pr e-assigning breakout rooms\, advanced screen sharing and viewing options\, sharing videos\, attendance\, and keyboard shortcuts. By the end of this workshop\, faculty will feel comfortable exploring the more advanced featu res of Zoom to enhance their Fall courses. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032714 DTSTART:20200714T111000 DTEND:20200714T121000 CLASS:PUBLIC CREATED:20200630T203527 DESCRIPTION:As we move into the hybrid-flex learning reality\, student asse ssment and presentation remain a question for our community. In this works hop with Barnard College Speaking Fellows\, foray into a variety of presen tation formats\, structures and styles as we explore and build flexible fo rmats for accessible assessment. This workshop will provide an open space for faculty to ask questions about student perspectives on the possibiliti es of presentation and assessment throughout this upcoming hybrid-flex sem ester. Our goal is to support faculty in creating inclusive\, flexible\, a nd accessible class experiences by offering the widest variety of assessme nt formats for students to choose from. LAST-MODIFIED:20200630T212701 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Best Practices for Online Oral Presentations URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:As we move into the hybrid-flex learning reali ty\, student assessment and presentation remain a question for our communi ty. In this workshop with Barnard College Speaking Fellows\, foray into a variety of presentation formats\, structures and styles as we explore and build flexible formats for accessible assessment. This workshop will provi de an open space for faculty to ask questions about student perspectives o n the possibilities of presentation and assessment throughout this upcomin g hybrid-flex semester. Our goal is to support faculty in creating inclusi ve\, flexible\, and accessible class experiences by offering the widest va riety of assessment formats for students to choose from. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032715 DTSTART:20200714T122000 DTEND:20200714T132000 CLASS:PUBLIC CREATED:20200630T203610 DESCRIPTION:In the fal l semester\, students will be readjusting to receiving letter grades\, and many of them may still be attending their courses remotely. These circums tances may pose challenges to grading. This session offers research and pr actices that demonstrate how frequent low stakes assessment can be benefic ial for student learning. Rachel Austen\, Professor of Chemistry\, will sh are her course design for the fall with examples of low stakes assessment. Ben Rosner\, Instructional Application Developer and Support Specialist a t IMATS\, will share how to use the Quiz function and Speedgrader in Canva s to support this type of assessment. LAST-MODIFIED:20200701T192754 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Grading and Assessment When Rem ote URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:In the fall semester\, students will be readjusting to receiving le tter grades\, and many of them may still be attending their courses remote ly. These circumstances may pose challenges to grading. This session offer s research and practices that demonstrate how frequent low stakes assessme nt can be beneficial for student learning. Rachel Austen\, Professor of Ch emistry\, will share her course design for the fall with examples of low s takes assessment. Ben Rosner\, Instructional Application Developer and Sup port Specialist at IMATS\, will share how to use the Quiz function and Spe edgrader in Canvas to support this type of assessment. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032722 DTSTART:20200714T122000 DTEND:20200714T132000 CLASS:PUBLIC CREATED:20200701T012032 DESCRIPTION:The pur pose of this presentation is to share the use is Storymaps in the language classroom. This free tool allows instructors to create dynamic and intera ctive online stories that will host students’ projects. According to th eir website “StoryMapJS is a tool to help you tell stories on the web th at highlight the locations of a series of events. With StoryMap you pin ev ents on a map or any image you want and create a slide for each place in y our story”.\nIn our language classes we ask students to complete a final research project\, which has been usually turned electronically to the in structor who is the sole recipient or audience. By using Storymaps we coul d:\n1. Create a collaborative learning environment where students can help each other along the way\, give and receive peer feedback. As noted by Ko llar &\; Fischer (2010) peer assessment is an important part of a shift towards more participatory forms of learning in our schools and universit ies.\n2. Expand students’ audience to reach other classmates as well as people outside of the classroom\, adding an extra incentive to students to participate in such projects.\nDuring this presentation I will show how t o I use the tool. I will also show some examples of a class project from m y previous classes. Finally\, I will open up for discuss possible uses of this tool that can be applied to different subject areas. LAST-MODIFIED:20200701T012032 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Let's Share our Student's Voice s: The Use of Storymaps in a Language Class URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The purpose of this presentation is to share the use is Storymap s in the language classroom. This free tool allows instructors to create d ynamic and interactive online stories that will host students’ projects. According to their website “StoryMapJS is a tool to help you tell stor ies on the web that highlight the locations of a series of events. With St oryMap you pin events on a map or any image you want and create a slide fo r each place in your story”.\nIn our language classes we ask students to complete a final research project\, which has been usually turned electro nically to the instructor who is the sole recipient or audience. By using Storymaps we could:\n1. Create a collaborative learning environment where students can help each other along the way\, give and receive peer feedbac k. As noted by Kollar &\; Fischer (2010) peer assessment is an importan t part of a shift towards more participatory forms of learning in our scho ols and universities.\n2. Expand students’ audience to reach other class mates as well as people outside of the classroom\, adding an extra incenti ve to students to participate in such projects.\nDuring this presentation I will show how to I use the tool. I will also show some examples of a cla ss project from my previous classes. Finally\, I will open up for discuss possible uses of this tool that can be applied to different subject areas. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032717 DTSTART:20200714T133000 DTEND:20200714T143000 CLASS:PUBLIC CREATED:20200630T203814 DESCRIPTION:Navigating race in the classroom as a BIPOC identifying educator has distinct dimens ions to teaching. This session will provide a space for BIPOC identifying faculty to discuss with one another challenges\, benefits and strategies. We will also talk through several scenarios where race tracks unexpectedly and identify strategies for supporting ourselves and our colleagues parti cularly in this historical moment.   LAST-MODIFIED:20200630T203814 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] A Space to Discuss Race in the Classroom as a BIPOC Identifying Educator URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Navigating race in the classroom as a BIPOC identifying educator ha s distinct dimensions to teaching. This session will provide a space for B IPOC identifying faculty to discuss with one another challenges\, benefits and strategies. We will also talk through several scenarios where race tr acks unexpectedly and identify strategies for supporting ourselves and our colleagues particularly in this historical moment.   URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175844Z UID:VqqY3A1032716 DTSTART:20200714T133000 DTEND:20200714T143000 CLASS:PUBLIC CREATED:20200630T203733 DESCRIPTION:What are t he responsibilities of white identifying educators while teaching about ra ce and racism? This is not a new question\, but it is one that has become newly urgent at a time when anti-black state violence has converged with a pandemic that has intensified the U.S’.s racialized divisions of labor and geography. This session will explore questions and challenges that eme rge for anti-racist educators when they are also the beneficiaries of the very inequalities they are attempting to help students deconstruct. It is open to anyone who would like to participate—from the person who has mad e the critical analysis of racism an ongoing part of their pedagogical pra ctice to the person who hopes to change their syllabus in response to this historical moment. These conversations will contribute to the development of a more formal workshop on related topics during the Fall/Spring. LAST-MODIFIED:20200630T203733 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Discussing Race in the Classroo m as a White Identifying Educator URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:What are the responsibilities of white identifying educators while teaching about race and racism? This is not a new question\, but it is one that has become newly urgent at a time when anti-black state violence has converged with a pandemic that has intensified the U.S’.s racialized di visions of labor and geography. This session will explore questions and ch allenges that emerge for anti-racist educators when they are also the bene ficiaries of the very inequalities they are attempting to help students de construct. It is open to anyone who would like to participate—from the p erson who has made the critical analysis of racism an ongoing part of thei r pedagogical practice to the person who hopes to change their syllabus in response to this historical moment. These conversations will contribute t o the development of a more formal workshop on related topics during the F all/Spring. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032719 DTSTART:20200714T144000 DTEND:20200714T154000 CLASS:PUBLIC CREATED:20200630T204408 DESCRIPTION:How do fee lings come up in our classes? A short blurb about the counseling center on our syllabus? A shove of the tissue box during office hours? A 20-minute segment in a 75-minute lesson plan? This class will explore what are our o ptions as educators\, and not trained health professionals\, to hold space for the feelings of our students. How can we call feelings into the class while attending to all many other course concerns? Through writing exerci ses\, we’ll explore what it means to take a feelings-centered approach i n the classroom. We will think about how caring for feelings can in turn i mpart greater care for the subject at hand. We will spend considerable tim e thinking about what it means to lead students “in and out of the fire ” of opening up\, all while attending to our own comfort level with doin g such work. While the workshop activities are writing-focused\, this clas s is open to teachers across disciplines\, to anyone who hopes to make a c lassroom\, in particular the online space\, feel more human LAST-MODIFIED:20200630T205703 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] It's Just A Feeling URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:How do feelings come up in our classes? A short blurb about the cou nseling center on our syllabus? A shove of the tissue box during office ho urs? A 20-minute segment in a 75-minute lesson plan? This class will explo re what are our options as educators\, and not trained health professional s\, to hold space for the feelings of our students. How can we call feelin gs into the class while attending to all many other course concerns? Throu gh writing exercises\, we’ll explore what it means to take a feelings-ce ntered approach in the classroom. We will think about how caring for feeli ngs can in turn impart greater care for the subject at hand. We will spend considerable time thinking about what it means to lead students “in and out of the fire” of opening up\, all while attending to our own comfort level with doing such work. While the workshop activities are writing-foc used\, this class is open to teachers across disciplines\, to anyone who h opes to make a classroom\, in particular the online space\, feel more huma n URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032718 DTSTART:20200714T144000 DTEND:20200714T154000 CLASS:PUBLIC CREATED:20200630T203859 DESCRIPTION:During this session\, we will present various methods for teaching software or pr ogramming (e.g. Excel\, ArcGIS\, R\, etc) and the benefits and limitations of each method. We will discuss what we’ve learned in piloting those me thods and what contexts we believe each would be most suited for. Students and faculty we’ve worked with will discuss their feedback as participan ts in our pilot workshops. After our presentation\, we would like to colle ctively brainstorm with attendees other strategies for effectively teachin g software/programming virtually and what challenges they anticipate for t he upcoming semester.  LAST-MODIFIED:20200630T203859 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Methods For Teaching Software/P rogramming Virtually URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:During this session\, we will present various methods for teachi ng software or programming (e.g. Excel\, ArcGIS\, R\, etc) and the benefit s and limitations of each method. We will discuss what we’ve learned in piloting those methods and what contexts we believe each would be most sui ted for. Students and faculty we’ve worked with will discuss their feedb ack as participants in our pilot workshops. After our presentation\, we wo uld like to collectively brainstorm with attendees other strategies for ef fectively teaching software/programming virtually and what challenges they anticipate for the upcoming semester.  URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032720 DTSTART:20200714T155000 DTEND:20200714T165000 CLASS:PUBLIC CREATED:20200630T205508 DESCRIPTION:This works hop introduces participants to basic improv exercises and how they can be of use to one’s teaching\, either by bringing them into the classroom or by applying improv philosophies towards a wide variety of disciplines. Th e session focuses in particular on how improv can support an online learni ng space. Doing a series of focus exercises\, we’ll reflect on what it m eans to attune to a new way of focusing in a screen-sized classroom space. Shifting to some low-stakes scene work\, we’ll explore how we can build a sense of trust amongst everyone in a virtual classroom\, trust in this new shared space\, so to do our best work together. We will specifically t hink about moments where we feel unsure in online teaching. Through our im prov games\, we will explore how we can “yes and” a variety of disrupt ions\, so to move through them most efficiently and without getting “stu ck.” This workshop is for performers and non-performers alike. We all im provised our way through this new transition. How can we now re-frame our relationship with the online space? How can we use improv to get playful w ithin the Zoom frame\, to make it bend and stretch and ultimately fall awa y? LAST-MODIFIED:20200630T205649 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Getting Playful in The Online S pace URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This workshop introduces participants to basic improv exercises and how they can be of use to one’s teaching\, either by bringing them into the classroom or by applying improv philosophies towards a wide variety o f disciplines. The session focuses in particular on how improv can support an online learning space. Doing a series of focus exercises\, we’ll ref lect on what it means to attune to a new way of focusing in a screen-sized classroom space. Shifting to some low-stakes scene work\, we’ll explore how we can build a sense of trust amongst everyone in a virtual classroom \, trust in this new shared space\, so to do our best work together. We wi ll specifically think about moments where we feel unsure in online teachin g. Through our improv games\, we will explore how we can “yes and” a v ariety of disruptions\, so to move through them most efficiently and witho ut getting “stuck.” This workshop is for performers and non-performers alike. We all improvised our way through this new transition. How can we now re-frame our relationship with the online space? How can we use improv to get playful within the Zoom frame\, to make it bend and stretch and ul timately fall away? URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032721 DTSTART:20200714T155000 DTEND:20200714T165000 CLASS:PUBLIC CREATED:20200701T011221 DESCRIPTION:Professor and peer feedback has been established as vital for creating and sustainin g student motivation\, creativity and interest and for diminishing fears o f failure.  Cultivating a respectful\, generative and constructively crit ical culture of feedback can help to form the classroom - whether it is re mote\, HyFlex or in person - into a place of conversation\, experimentatio n\, mutual negotiation amongst students and professors.  What challenges and possibilities come with HyFlex courses? What insights and lessons can students and professors share about their experiences during and prior to the spring 2020 semester that are helpful as we plan for the fall? This wo rkshop will focus on these questions to share experiences from the student \, graduate student\, teaching assistant and professor perspectives\,  pr esent recent research on the effects of different types of qualitative fee dback (and the effects of no feedback) and discuss concrete\, process-focu sed and diverse approaches to professor and peer feedback in HyFlex course s. LAST-MODIFIED:20200701T035453 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] I am Still Learning: Cultivati ng a Process-Oriented Classroom Community with Professor and Peer Feedback URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Professor and peer feedback has been established as vital for creat ing and sustaining student motivation\, creativity and interest and for di minishing fears of failure.  Cultivating a respectful\, generative and co nstructively critical culture of feedback can help to form the classroom - whether it is remote\, HyFlex or in person - into a place of conversation \, experimentation\, mutual negotiation amongst students and professors.  What challenges and possibilities come with HyFlex courses? What insights and lessons can students and professors share about their experiences dur ing and prior to the spring 2020 semester that are helpful as we plan for the fall? This workshop will focus on these questions to share experiences from the student\, graduate student\, teaching assistant and professor pe rspectives\,  present recent research on the effects of different types o f qualitative feedback (and the effects of no feedback) and discuss concre te\, process-focused and diverse approaches to professor and peer feedback in HyFlex courses. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032723 DTSTART:20200715T100000 DTEND:20200715T110000 CLASS:PUBLIC CREATED:20200701T014454 DESCRIPTION:This wo rkshop will introduce existing and prospective library instruction opportu nities around citation practices and intellectual property (IP) in the con text of creating scholarly and creative works. We will facilitate discussi on about the ways that librarians and faculty members engage students in t he ethics and values of citation practices and citation justice. We will a lso go over library support for citation management software\, specificall y the open-source tool Zotero. LAST-MODIFIED:20200701T014454 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Library Instruction Partnership s around Citation and Copyright URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This workshop will introduce existing and prospective library in struction opportunities around citation practices and intellectual propert y (IP) in the context of creating scholarly and creative works. We will fa cilitate discussion about the ways that librarians and faculty members eng age students in the ethics and values of citation practices and citation j ustice. We will also go over library support for citation management softw are\, specifically the open-source tool Zotero. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032754 DTSTART:20200715T100000 DTEND:20200715T110000 CLASS:PUBLIC CREATED:20200701T193243 DESCRIPTION:This session will cover building community around rituals\, soc ial norms\, and group learning\, particularly as a vehicle for engagement and having hard conversations. LAST-MODIFIED:20200701T193243 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Translating in-person community building to an online platform URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This session will cover building community aro und rituals\, social norms\, and group learning\, particularly as a vehicl e for engagement and having hard conversations. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032725 DTSTART:20200715T111000 DTEND:20200715T001000 CLASS:PUBLIC CREATED:20200701T020550 DESCRIPTION:In this se ssion\, AV/IMATS will present the classroom upgrades happening Summer 2020 in \\*all\\* instructional spaces (including labs\, studios\, and worksho p spaces)\, enabling instructors to offer both remote and in-person instru ction.  We will show examples\, give instructions on how to use the equip ment\, and offer use cases.  In addition to the hy-flex classroom\, the f lipped classroom will also be explored--how to pre-record lectures and oth er instructional content outside of class time\; best practices for creati ng online instructional videos\; and case studies of impactful instruction al online videos.   LAST-MODIFIED:20200701T020550 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Hy-Flex and Flipped Classrooms URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:In this session\, AV/IMATS will present the classroom upgrades happ ening Summer 2020 in \\*all\\* instructional spaces (including labs\, stud ios\, and workshop spaces)\, enabling instructors to offer both remote and in-person instruction.  We will show examples\, give instructions on how to use the equipment\, and offer use cases.  In addition to the hy-flex classroom\, the flipped classroom will also be explored--how to pre-record lectures and other instructional content outside of class time\; best pra ctices for creating online instructional videos\; and case studies of impa ctful instructional online videos.   URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032724 DTSTART:20200715T111000 DTEND:20200715T121000 CLASS:PUBLIC CREATED:20200701T014649 DESCRIPTION:The pur pose of this session will be to help faculty with the basics of Zoom. We ’ll cover scheduling and conducting a meeting from start to finish. We ’ll go over basic functionality such as breakout rooms\, polls\, using t he chat and reactions effectively\, screen sharing\, and A/V settings. We will also provide a space where faculty can ask the “obvious” Zoom que stions that so many of their peers are wondering about. By the end of this workshop\, faculty will feel more comfortable conducting course content t hrough Zoom\, and able to reach beyond the basics. LAST-MODIFIED:20200701T202144 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Zoom: The Basics URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The purpose of this session will be to help faculty with the bas ics of Zoom. We’ll cover scheduling and conducting a meeting from start to finish. We’ll go over basic functionality such as breakout rooms\, po lls\, using the chat and reactions effectively\, screen sharing\, and A/V settings. We will also provide a space where faculty can ask the “obviou s” Zoom questions that so many of their peers are wondering about. By th e end of this workshop\, faculty will feel more comfortable conducting cou rse content through Zoom\, and able to reach beyond the basics. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032728 DTSTART:20200715T133000 DTEND:20200715T143000 CLASS:PUBLIC CREATED:20200701T020843 DESCRIPTION:One com ponent of a hyflex course is the ability to include students who have to m iss synchronistic classes in meaningful and interactive asynchronistic way s.  Flipgrid and VoiceThread are intuitive educational platforms that can make your discussion forum more dynamic.  This workshop will walk you th rough how to use these platforms and help you design ways to use them in t he courses you plan to teach in the coming academic year.  LAST-MODIFIED:20200701T020843 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] FlipGrid and Voicethread for Hy -Flex Student Participation URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:One component of a hyflex course is the ability to include stude nts who have to miss synchronistic classes in meaningful and interactive a synchronistic ways.  Flipgrid and VoiceThread are intuitive educational p latforms that can make your discussion forum more dynamic.  This workshop will walk you through how to use these platforms and help you design ways to use them in the courses you plan to teach in the coming academic year.   URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032731 DTSTART:20200715T162000 DTEND:20200715T172000 CLASS:PUBLIC CREATED:20200701T021116 DESCRIPTION:The transi tion to emergency online teaching during the spring semester presented ver y real challenges\, some triumphs and many creative and imaginative pedago gical approaches taken by Barnard faculty\, students and staff to adjust a nd even to thrive.  Fall semester 2020 presents new contexts and new pote ntialities.  In this workshop\, we will identify generative lessons from the spring that will be helpful for both remote and HyFlex courses in the fall and will present some concrete and helpful approaches to addressing a nd troubleshooting issues including but not limited to: teaching across mu ltiple time zones\, Wifi connectivity\, accessing and using technologies\, and cultivating classroom community. This session is part shared learning \, part presentation and is discussion-focused.  LAST-MODIFIED:20200701T021116 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] So Much Trouble on My Mind: WiF i\, Time Zones\, Technology and More URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The transition to emergency online teaching during the spring semes ter presented very real challenges\, some triumphs and many creative and i maginative pedagogical approaches taken by Barnard faculty\, students and staff to adjust and even to thrive.  Fall semester 2020 presents new cont exts and new potentialities.  In this workshop\, we will identify generat ive lessons from the spring that will be helpful for both remote and HyFle x courses in the fall and will present some concrete and helpful approache s to addressing and troubleshooting issues including but not limited to: t eaching across multiple time zones\, Wifi connectivity\, accessing and usi ng technologies\, and cultivating classroom community. This session is par t shared learning\, part presentation and is discussion-focused.  URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032732 DTSTART:20200716T100000 DTEND:20200716T110000 CLASS:PUBLIC CREATED:20200701T022933 DESCRIPTION:This workshop will describe the effects of trauma on our stude nts and how it may impact their ability to perform in the classroom.  It will highlight signs to watch for and concrete steps to respond compassio nately and effectively. LAST-MODIFIED:20200701T022933 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Trauma Informed Response in the Classroom URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This workshop will describe the effects of tr auma on our students and how it may impact their ability to perform in the classroom.  It will highlight signs to watch for and concrete steps to respond compassionately and effectively. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032733 DTSTART:20200716T111000 DTEND:20200716T121000 CLASS:PUBLIC CREATED:20200701T023552 DESCRIPTION:Have yo u ever run into a wall finding sources for your research? Ever imagined th e thing you need might be among the 7 million items held by Columbia’s L ibraries\, but didn’t have the time or energy to find out? Perhaps you w ant to know where to get full text books and articles in your field\, or h ow to verify a citation when you don’t have all the info.You are not alo ne. Bring your obscure\, exciting\, or just plain perplexing research ques tions. Barnard’s Personal Librarian team will demonstrate tips and trick s for navigating the 1500 databases\, digital special collections\, and th e CLIO catalog\, and more.  LAST-MODIFIED:20200701T204900 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] I Know the Database For That... URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Have you ever run into a wall finding sources for your research? Ever imagined the thing you need might be among the 7 million items held by Columbia’s Libraries\, but didn’t have the time or energy to find o ut? Perhaps you want to know where to get full text books and articles in your field\, or how to verify a citation when you don’t have all the inf o.You are not alone. Bring your obscure\, exciting\, or just plain perplex ing research questions. Barnard’s Personal Librarian team will demonstra te tips and tricks for navigating the 1500 databases\, digital special col lections\, and the CLIO catalog\, and more.  URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032734 DTSTART:20200716T111000 DTEND:20200716T121000 CLASS:PUBLIC CREATED:20200701T023724 DESCRIPTION:Given the likelihood that many of our students will be learnin g online this fall\, I'm exploring ways in which the social annotation too l Perusall might help to foster community and also help to develop studen ts' close reading skills. I'll demonstrate some of Perusall's features\, e xplain some of the ways I'm hoping to use it\, and invite brainstorming a bout how it might work for other faculty. I'm also interested in broader  questions about students' reading preferences\, and about how to accommoda te students who might prefer to work with physical books. I've set Perusa ll up in a Canvas Sandbox\, so feel free to email me if you'd like to expe riment with Perusall before or after the session. LAST-MODIFIED:20200701T023724 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Perusall: Reading Closely and I n Community URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Given the likelihood that many of our student s will be learning online this fall\, I'm exploring ways in which the soci al annotation tool Perusall might help to foster community and also help t o develop students' close reading skills. I'll demonstrate some of Perusa ll's features\, explain some of the ways I'm hoping to use it\, and invit e brainstorming about how it might work for other faculty. I'm also intere sted in broader questions about students' reading preferences\, and about how to accommodate students who might prefer to work with physical books . I've set Perusall up in a Canvas Sandbox\, so feel free to email me if y ou'd like to experiment with Perusall before or after the session. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032736 DTSTART:20200716T122000 DTEND:20200716T132000 CLASS:PUBLIC CREATED:20200701T024139 DESCRIPTION:Antiracist activism has recently reached a new level of visibility\, urging us to ce nter antiracism in our teaching\, scholarship\, and institutional work\; t o interrogate how our practices might perpetuate white supremacy\; and to support those in our community who have already been doing antiracist work . We invite faculty to think of this reading group as a radical starting p oint\, beginning with a brief but deep immersion into a few foundational t exts on antiracist pedagogy. We’ll spend the hour discussing these texts \, framed and gently guided by co-facilitators. This radical starting poin t has big goals in mind: to recognize the contributions of our colleagues of color\, in particular Black women Barnard faculty and staff\; to redist ribute the labor of racial justice\, breaking with the tradition of puttin g the work of antiracist pedagogy only on faculty of color\, and particula rly on Black and indigenous women faculty\; to build a Barnard-wide resour ce for antiracist pedagogy\; and to build a “Cite Black Barnard Women'' resource. All who are craving and committed to doing meaningful antiracist work are welcome\, whatever your starting point may be.\n**NOTE: Participants must comp lete assigned readings in advance. We will send links to the readings when you sign up.** LAST-MODIFIED:20200701T192117 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Antiracist Reading Group: Radic al Starting Points URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Antiracist activism has recently reached a new level of visibility\ , urging us to center antiracism in our teaching\, scholarship\, and insti tutional work\; to interrogate how our practices might perpetuate white su premacy\; and to support those in our community who have already been doin g antiracist work. We invite faculty to think of this reading group as a r adical starting point\, beginning with a brief but deep immersion into a f ew foundational texts on antiracist pedagogy. We’ll spend the hour discu ssing these texts\, framed and gently guided by co-facilitators. This radi cal starting point has big goals in mind: to recognize the contributions o f our colleagues of color\, in particular Black women Barnard faculty and staff\; to redistribute the labor of racial justice\, breaking with the tr adition of putting the work of antiracist pedagogy only on faculty of colo r\, and particularly on Black and indigenous women faculty\; to build a Ba rnard-wide resource for antiracist pedagogy\; and to build a “Cite Black Barnard Women'' resource. All who are craving and committed to doing mean ingful antiracist work are welcome\, whatever your starting point may be.< /span>\n**NOTE: Parti cipants must complete assigned readings in advance. We will send links to the readings when you sign up.** URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032735 DTSTART:20200716T122000 DTEND:20200716T132000 CLASS:PUBLIC CREATED:20200701T023948 DESCRIPTION:The pur pose of this session is to elevate faculty beyond basic Zoom users. We’l l talk about some of the more advanced features of the tool that will be u seful for faculty who understand everything covered in the basics session\ , and who are looking to go beyond those functionalities. We’ll go over features such as closed-captioning\, pre-assigning breakout rooms\, advanc ed screen sharing and viewing options\, sharing videos\, attendance\, and keyboard shortcuts. By the end of this workshop\, faculty will feel comfor table exploring the more advanced features of Zoom to enhance their Fall c ourses. LAST-MODIFIED:20200701T023948 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Intermediate Zoom. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The purpose of this session is to elevate faculty beyond basic Z oom users. We’ll talk about some of the more advanced features of the to ol that will be useful for faculty who understand everything covered in th e basics session\, and who are looking to go beyond those functionalities. We’ll go over features such as closed-captioning\, pre-assigning breako ut rooms\, advanced screen sharing and viewing options\, sharing videos\, attendance\, and keyboard shortcuts. By the end of this workshop\, faculty will feel comfortable exploring the more advanced features of Zoom to enh ance their Fall courses. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032737 DTSTART:20200716T133000 DTEND:20200716T150000 CLASS:PUBLIC CREATED:20200701T024320 DESCRIPTION:The Bar nard Zine Library is a signature collection and program at Barnard College and in BLAIS. How and why should faculty call on the messy\, brave\, vuln erable\, radical\, intimate\, and caring materials that comprise the colle ction? This workshop will expose participants to the breadth of topics rep resented digitally in our library\, including our [COVID 19 collection ](https://zines.barnard.edu/news/who-better-document-experience-everyone)< span class="colour" style="color: rgb(32\, 33\, 36)\;">\, as well as in ex ternal zine archives. We will browse a small sample of zine pdfs and explo re how zines may be relevant to curricula as primary and secondary sources \, potential digital humanities projects\, and how zine assignments can to pple the white\, upper class patriarchy in higher education. LAST-MODIFIED:20200701T024320 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] How to Topple the White\, Upper Class Patriarchy in Higher Education with a Piece of Paper URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:The Barnard Zine Library is a signature collection and program a t Barnard College and in BLAIS. How and why should faculty call on the mes sy\, brave\, vulnerable\, radical\, intimate\, and caring materials that c omprise the collection? This workshop will expose participants to the brea dth of topics represented digitally in our library\, including our [COVID 19 coll ection](https://zines.barnard.edu/news/who-better-document-expe rience-everyone)\, as well as in external zine archives. We will browse a small sample of zi ne pdfs and explore how zines may be relevant to curricula as primary and secondary sources\, potential digital humanities projects\, and how zine a ssignments can topple the white\, upper class patriarchy in higher educati on. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032738 DTSTART:20200716T144000 DTEND:20200716T154000 CLASS:PUBLIC CREATED:20200701T024518 DESCRIPTION:This se ssion will be an opportunity for faculty to learn more about the FLI ident ity and challenges these students may undergo during their time at Barnard College.  The session will provide an overview of the following: \na) national dat a on first-generation students in higher education\, b) unpacking the FLI identity at Barnard\, c) challenges that FLI  students face\, d) the FLI identity and mental health\, e) best practices for faculty to support FLI students. LAST-MODIFIED:20200701T024518 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Supporting FGLI Students URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This session will be an opportunity for faculty to learn more ab out the FLI identity and challenges these students may undergo during thei r time at Barnard College.  The session will provide an overview of the f ollowing: \na) national data on first-generation students in higher education\, b) u npacking the FLI identity at Barnard\, c) challenges that FLI  students f ace\, d) the FLI identity and mental health\, e) best practices for facult y to support FLI students. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032739 DTSTART:20200716T151000 DTEND:20200716T164000 CLASS:PUBLIC CREATED:20200701T024627 DESCRIPTION:Many ma jors at Barnard require a research experience that culminates in a senior thesis completed in context of a Senior Seminar. With a significant fracti on (if not all) of students being off campus\, a whole range of issues nee d to be resolved to give students the opportunity for a successful complet ion of an original research project. Questions for students and faculty in clude how to: (1) identify a research project and mentor while off site\; (2) write a thesis while being off campus\; (3) set reasonable expectation s for remote research and writing\; (4) provide efficient feedback remotel y\; (5) keep level of engagement/enthusiasm high\; (6) facilitate student peer groups\; (7) support student presentations (talk & posters)\; and (8) deal with physically present and online students at the same time (fall a nd spring). We plan to run this workshop primarily as a round table discus sion\, hoping that all participants have had some experiences already and are willing to jointly develop successful strategies. The outcome of the w orkshop is a set of at least partial answers to these questions and a list of resources to be shared among senior seminar instructors.  LAST-MODIFIED:20200701T024627 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Senior Thesis Seminar Brainstor m URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:Many majors at Barnard require a research experience that culmin ates in a senior thesis completed in context of a Senior Seminar. With a s ignificant fraction (if not all) of students being off campus\, a whole ra nge of issues need to be resolved to give students the opportunity for a s uccessful completion of an original research project. Questions for studen ts and faculty include how to: (1) identify a research project and mentor while off site\; (2) write a thesis while being off campus\; (3) set reaso nable expectations for remote research and writing\; (4) provide efficient feedback remotely\; (5) keep level of engagement/enthusiasm high\; (6) fa cilitate student peer groups\; (7) support student presentations (talk & p osters)\; and (8) deal with physically present and online students at the same time (fall and spring). We plan to run this workshop primarily as a r ound table discussion\, hoping that all participants have had some experie nces already and are willing to jointly develop successful strategies. The outcome of the workshop is a set of at least partial answers to these que stions and a list of resources to be shared among senior seminar instructo rs.  URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032740 DTSTART:20200717T103000 DTEND:20200717T120000 CLASS:PUBLIC CREATED:20200701T024744 DESCRIPTION:After complet ing the asynchronous Hybrid and Online Teaching modules provided on Course works by the CTL\, their staff will host a subsequent live portion over Zo om for faculty to ask questions\, share ideas with one another and CTL sta ff\, and strategize for their courses. During this session faculty will di scuss asynchronous content and share ideas and strategies with colleagues\ ; experience assessment tools\;  engage with a mini-case study based on S pring 2020 student feedback\; and discuss applying strategies to different class formats.The asynchronous portion of the institute is available thro ugh [this link] (https://courseworks2.columbia.edu/enroll/XLD6YJ) and should be completed by this session. LAST-MODIFIED:20200701T192850 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Hybrid and Online Teaching Inst itute URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:After completing the asynchronous Hybrid and Online Teaching modules p rovided on Courseworks by the CTL\, their staff will host a subsequent liv e portion over Zoom for faculty to ask questions\, share ideas with one an other and CTL staff\, and strategize for their courses. During this sessio n faculty will discuss asynchronous content and share ideas and strategies with colleagues\; experience assessment tools\;  engage with a mini-case study based on Spring 2020 student feedback\; and discuss applying strate gies to different class formats.The asynchronous portion of the institute is available through [this link](https://courseworks2.columbia.edu/enroll/XLD6YJ) and should be completed by this session. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032741 DTSTART:20200717T111000 DTEND:20200717T121000 CLASS:PUBLIC CREATED:20200701T024837 DESCRIPTION:This works hop will cover assessment and grading on Canvas. Participants will explore various assignment types and their uses\, organizing/grouping assignments \, and additional features (e.g.\, weighting assignments\, dropping lowest scores\, score adjustments\, etc.). Importantly we will review the SpeedG rader in Canvas\, a utility that makes marking assignments of any type exc eptionally navigable.    LAST-MODIFIED:20200701T024837 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Canvas Deep-Dive: Gradebook and Speedgrader URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This workshop will cover assessment and grading on Canvas. Particip ants will explore various assignment types and their uses\, organizing/gro uping assignments\, and additional features (e.g.\, weighting assignments\ , dropping lowest scores\, score adjustments\, etc.). Importantly we will review the SpeedGrader in Canvas\, a utility that makes marking assignment s of any type exceptionally navigable.    URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032742 DTSTART:20200717T122000 DTEND:20200717T135000 CLASS:PUBLIC CREATED:20200701T024936 DESCRIPTION:This sessi on will provide a basic overview of Universal Design for Learning and the Accommodations process\, with an emphasis on digital learning for the fall semester. This session will also provide participants with an understandi ng of reasonable accommodations\, web accessibility best practices and gui dance for course design and assessments. We will discuss both practical st eps for making courses more accessible as well as the broader frameworks f or Universal Design. Participants will also receive contextual information about what trends CARDS is seeing within the student disability populatio n at Barnard and tips for using the CARDS Faculty Portal. LAST-MODIFIED:20200701T024936 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] All About Accessibility and Acc ommodations URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This session will provide a basic overview of Universal Design for Learning and the Accommodations process\, with an emphasis on digital lear ning for the fall semester. This session will also provide participants wi th an understanding of reasonable accommodations\, web accessibility best practices and guidance for course design and assessments. We will discuss both practical steps for making courses more accessible as well as the bro ader frameworks for Universal Design. Participants will also receive conte xtual information about what trends CARDS is seeing within the student dis ability population at Barnard and tips for using the CARDS Faculty Portal. URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032743 DTSTART:20200717T140000 DTEND:20200717T150000 CLASS:PUBLIC CREATED:20200701T025015 DESCRIPTION:As many courses and resources move online\, students need support to engage with digital texts. In this workshop\, you will learn about Hypothes.is\, a too l for social annotation on the web that can be used within Canvas or as a standalone. With Hypothes.is\, you can model critical reading and thinking skills. Students can learn from and engage with each other while groundin g their analysis and questions in the text itself (unlike discussion fora\ , where discussions are divorced from readings). We will briefly discuss w ays to scaffold annotation assignments to prepare students to effectively engage with online readings and will provide participants with additional resources on teaching with Hypothes.is.  LAST-MODIFIED:20200701T025015 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Engaged Reading and Annotation with Hypothes.is URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:As many courses and resources move online\, students need suppor t to engage with digital texts. In this workshop\, you will learn about Hy pothes.is\, a tool for social annotation on the web that can be used withi n Canvas or as a standalone. With Hypothes.is\, you can model critical rea ding and thinking skills. Students can learn from and engage with each oth er while grounding their analysis and questions in the text itself (unlike discussion fora\, where discussions are divorced from readings). We will briefly discuss ways to scaffold annotation assignments to prepare student s to effectively engage with online readings and will provide participants with additional resources on teaching with Hypothes.is.  URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT BEGIN:VEVENT DTSTAMP:20260420T175845Z UID:VqqY3A1032744 DTSTART:20200717T151000 DTEND:20200717T164000 CLASS:PUBLIC CREATED:20200701T025048 DESCRIPTION:This se ssion will provide a peek at some of the basics of a Reacting to the Past game for those who are brand new\, and for those who are already familiar\ , the demonstration of Zoom and Slack for gameplay/class facilitation. We need a MINIMUM of 12 participants for this session to run– please regist er if you are interested! LAST-MODIFIED:20200701T193623 ORGANIZER:mailto:pedagogy@barnard.edu SUMMARY:[Barnard Summer Pedagogy Symposium] Reacting to the Past\, Virtuall y: Game Simulation and Hy-Flex Teaching Tips URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium X-ALT-DESC;FMTTYPE=text/html:This session will provide a peek at some of the basics of a Reac ting to the Past game for those who are brand new\, and for those who are already familiar\, the demonstration of Zoom and Slack for gameplay/class facilitation. We need a MINIMUM of 12 participants for this session to run – please register if you are interested! URL;VALUE=URI:https://ti.to/cep/summer-pedagogy-symposium END:VEVENT END:VCALENDAR