UO Summer Teaching Institute 2025
June 23-25
Do you teach an in-person course with 90 or more students or teach a course that’s large for your discipline or context? If so, please consider joining us for a two-and-a-half day “mini” institute that will
- connect you to faculty colleagues who also teach large classes;
- showcase student success considerations in large classes;
- highlight key teaching practices in class and on Canvas aligned to UO’s professional, inclusive, engaged, and research-informed standards;
- share timesaving strategies; and
- carve out work time and elective sessions on AI, coordinating teaching teams, and other timely topics impacting large classes.
The UO Summer Teaching Institute is sponsored by the Office of the Provost and hosted by the Teaching Engagement Program that convenes faculty for an intensive, multi-day focus on teaching. Participants will experience both full-group workshops that model large-class teaching practices and be assigned to a smaller group led by an a TEP facilitator and a faculty colleague (and fellow large-class teacher).
This Institute is for you if you’re new to large class teaching or you’re an experienced large-class teacher seeking community and additional support around this work. This institute is focused on in-person large classes.
We can support about 20 participants with $300+OPE stipends, two days of catered lunches and three days of coffee and breakfast. After the Institute, we look forward to setting individual consultations ahead of the next instance of participants’ large classes for a review of the course syllabus, Canvas site, day one class plan with student success in mind.
Institute Schedule
Monday
EMU Crater Lakes Rooms
Coffee and Pastries
9:30-10:00
Morning Session, 10:00-12:30
Institute Opening
• Welcome!
• Student Success Practices
Lunch | Provecho Buffet
12:30-1:30
Afternoon Session, 1:30-4:00
Setting Students up for Success
• Growth Mindset in Syllabi
• Student Learning Skills
• Attendance & Engagement
Optional Session, 4:00-5:00
Generative AI
Tuesday
EMU Crater Lakes Rooms
Coffee and Pastries
9:30-10:00
Morning Session, 10:00-12:30
Assessments that Support Students
• Assignment Design
• Lowering Stakes on Exams
• Make-up Work Policies
Lunch | Sustain-A-Bowls
12:30-1:30
Afternoon Session, 1:30-4:00
Digital Tools
• Digital Accessibility
• Educational Tech at UO
• Canvas Design Best Practices
Optional Session, 4:00-5:00
Canvas Support
Wednesday
Straub 145
Coffee and Pastries
9:30-10:00
Morning Session, 10:00-12:30
Teaching in Large Classrooms
• Teaching on Day One
• Active Learning in Large Classes
Past Summer Teaching Institute Pathways
Hybrid Pathway: This pathway explored the opportunities and challenges of teaching a hybrid course. The group workshopped what parts they want to teach asynchronously and what to teach in-person, and brainstormed strategies for creating effective connections across the two modalities and maximizing the distinctive affordances they offer.
Access for All: This pathway discussed how to customize content to foreground flexibility as an actionable way to plan and run your course. The group explored alternate assignment design to acknowledge and support different ways that students learn in their courses.
Teaching Difference, Inequality, and Agency: This pathway discussed challenging and socially and intellectually urgent teaching and learning linked to the university's new undergraduate Difference, Inequality, Agency, and Global Perspectives requirements (formerly the Multicultural Requirement).
Teaching First-Year Students: This pathway discussed the particular needs of first year students, such as the needs to feel they belong at the university and in their courses, to be part of a community, and to develop study skills; the group then discussed approaches faculty can take to address those needs.
Transformative Core Education: This pathway discussed strategies for teaching key transferable skills of a liberal arts education, working with students who resist taking required courses, and boosting student learning through the incorporation of “high impact” practices and pedagogies.
Teaching Online: This pathway discussed the building blocks for high-quality online courses, helped faculty to begin developing their own online courses, and connected them to a support structure designed to take them from planning through delivery and revision.
Teaching in the Age of Artificial Intelligence: This pathway discussed the rapid rise of Generative Artificial Intelligence as it impacts teaching and learning. Participants considered GenAI’s positive potential as a teaching tool and discussed—and designed for—the dilemmas it poses for faculty as teachers.