ILC Workshop Schedule

Summer 2018

This Summer, the ILC will be offering a variety of workshops and seminars that address pedagogical issues and instructional technologies. Unless noted otherwise, all workshops will be held in the ILC Classroom (across the courtyard from the ILC offices).  We hope you will join us often!

If you plan to attend, please be sure to register a least one day before.

It's Course Construction Season! Prepare for Fall with workshops along these themes:

Theme 1   

June 4 - June 15

Constructing Learning Outcomes

Theme 2   

June 18 - June 29

Syllabus Design & Construction

Theme 3   

July 9- July 20

Constructing Assignments & Assessments


Earn professional development badges this Summer! 

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Click here to learn more.


***The following workshops count toward the New Faculty instructional training hours:

Theme 1 - Constructing Learning Outcomes

Constructing Course Learning Outcomes That Promote Transfer

Jennifer R. Yates, Ph.D.

Faculty often express frustration that students don’t remember or can’t correctly use information from previous classes or even previous modules of the same class. How can we increase the likelihood that students will retain that information and be able to use it? Creating learning outcomes that provide guidance and scaffolding and that promote student metacognition can increase the transfer of knowledge from one context to another in a course and across courses. This workshop will guide participants in constructing learning outcomes to meet these goals.

Thank you to those who attended these sessions.  Contact for more information. 


Construction of Effective and Engaging Course Learning Outcomes

Jennifer R. Yates, Ph.D & David S. Williams, Ph.D.

What are the essentials of developing course learning outcomes?  How are they best structured?  What steps do you need to take after developing the outcomes to ensure that you’re meeting them?  How can you reach the full potential of learning outcomes (having students develop their own, developing your own learning outcomes for your teaching process, how can you develop new learning experiences or courses for your students by focusing on your learning outcomes?).  This seminar will take you through these questions and you’ll leave with structured learning outcomes and ideas for more! 

Thank you to those who attended these sessions.  Contact or  for more information. 


Constructing Learning Outcomes for Assessment and Accreditation

Cecilia G. Martin Ed.D. & David S. Williams, Ph.D.

Assessment of student learning has been an important component of regional accreditation since 1986.   Some 30 years later, many faculty often still lack the knowledge and training necessary to fully comprehend the benefits of assessment for their teaching and student learning.  The result is that the student learning outcomes developed by faculty may not be measurable or accurately specify what they want their students to know, value, or be able to do resulting in data that is not meaningful for improving teaching and/or student learning. This workshop will help faculty and assessment professionals develop quality student learning outcomes.

Thank you to those who attended these sessions.  Contact or  for more information.



Theme 2- Syllabus Design & Construction


Designing a Motivational Syllabus

Jennifer R. Yates, Ph.D.

What role does your syllabus play in your courses? Is it primarily a list of what’s to be done and when? Is it a list of the dos and don’ts of your course? Instead of using your syllabus as a “contract” or list of consequences for certain student behaviors, use your syllabus as a communication tool, a planning tool, and a motivation and support tool. The syllabus should be a foundational document that maps out the learning path for your students and be the first step in building a learning community within your course. It should set the stage for student success. In this seminar, we will engage with the construction of a motivational syllabus including the core components, how to include policies and resources, design considerations, and the use of the syllabus throughout your course.

Thank you to those who attended these sessions. Contact for more information. 

Syllabus Redesign: Engage Students from Day One

Suriya Thongsawat (Ph.D. Candidate in Instructional Design & Development)

A course syllabus is a primary document that instructors provide to their students at the beginning of the semester. Because a syllabus contains essential information of the course (e.g., course policies and requirements, important dates, course schedule), it is a common reference point that sets the stage for learning throughout the course. Unfortunately, many students skip without reading. This workshop will demonstrate how a course syllabus can be redesigned to engage students from the first day of class using Lessons Builder tool in USAonline. 

Thank you to those who attended these sessions. Contact for more information. 


Syllabus Reimagined: Moving to a Learning-Centered Design

S. Raj Chaudhury, Ph.D.

The syllabus is an important document in any course as it gives students an early preview of the instructor's style, the schedule, learning objectives, and the overall learning environment. Research on learning-focused course design, teaching and motivation has led to a reconsideration of the syllabus characteristics that support a learning-centered orientation in our instruction. In this workshop, participants will gain familiarity with the Learning-Centered Syllabus Rubric from the University of Virginia (Palmer et. al. 2014). They will practice applying the rubric to a traditional syllabus and a redesigned syllabus from two different courses and leave with ideas on how to shift the focus in their own course syllabi to be learning- and learner-centered.

Contact for more information.



Theme 3- Assignments & Assessments


Transforming Activities and Assignments with a Transparent Framework

Julie Estis, Ph.D.

Have you ever been completely baffled by your students’ total misinterpretation of an assignment? Do you feel sometimes like your intended outcomes and your students’ understanding are completely out of alignment? Dr. Julie Estis shares how using an approach called the Transparent Assignment Framework can help!

 Click on the date to register

  07/17/2018 (2:00-3:30) Transforming Activities and Assignments with a Transparent Framework


Make your Assignments Bloom!

David S. Williams, Ph.D. & Jennifer R. Yates, Ph.D.

When you have well-constructed course learning outcomes, you must have assignments that cultivate and assess them. So, how do we get past the “usual” suspects (multiple choice tests, term papers, reading quizzes) and get to assignments that allow for and assess our students’ higher order skills and knowledge of the course material? Join us to workshop the design of assignments and assessments that use those higher levels of Bloom’s taxonomy!

 Click on the date to register

07/12/2018 (2:00-3:30) Make your Assignments Bloom!    07/16/2018 (10:00-11:30) Make your Assignments Bloom!


Constructing Final Exam Questions that Probe Critical Thinking

S. Raj Chaudhury, Ph.D.

As final exams loom, faculty need a toolbox of questions to ask on final examinations that are both easy to grade (given the compressed timeline) and also probe whether or not students can apply the information they have learned throughout the course. In this workshop, participants will engage with sample questions types that Dr. Chaudhury has used in his own classes and in work with faculty from various disciplines. They will also have the chance to think about appropriate questions they can design for their own needs.

 Click the date to register - 

07/19/2018 (2:00-3:30) Constructing Final Exam Questions that Probe Critical Thinking    07/20/2018 (10:00-11:30) Constructing Final Exam Questions that Probe Critical Thinking